Investigating a Guided Inquiry-Based Mobile Augmented Reality Approach to Enhance Students’ Mathematical Representation and Self-Efficacy
TL;DR
The findings underscore the value of integrating AR with guided inquiry learning to support students’ MR and SE, with implications for instructional design, curriculum development, teacher training, and technology-based educational policy.
Abstract
Despite the growing adoption of Augmented Reality (AR) and Guided Inquiry Learning (GIL) in mathematics education, their integration within a mobile learning environment to enhance students’ mathematical representation (MR) and self-efficacy (SE) remains underexplored. To address this gap, the present study investigated the effectiveness of Mobile Augmented Reality–Integrated Guided Inquiry Learning (MAR-GIL) in enhancing students’ MR and SE compared with Guided Inquiry Learning (GIL) and Conventional Learning (CL). A quantitative quasi-experimental design with a non-equivalent control group was employed, involving 96 ninth-grade students from Yogyakarta, Indonesia, who were divided into three groups: MAR-GIL (n = 32), GIL (n = 32), and CL (n = 32). Data were collected using an MR test and an SE questionnaire, then analyzed using descriptive statistics, One-Way ANOVA, Tukey’s HSD post hoc test, eta-squared effect size, and N-Gain analysis. The findings revealed that the MAR-GIL group achieved the greatest improvement in MR and SE and demonstrated greater effectiveness than the GIL and CL groups. These findings underscore the value of integrating AR with guided inquiry learning to support students’ MR and SE, with implications for instructional design, curriculum development, teacher training, and technology-based educational policy.