The Correlation between the Use of Augmented Reality in Islamic Education and Academic Achievement among Secondary School Students in Abu Dhabi

This study aims to investigate the existence of a relationship between the practice of augmented reality and academic achievement. The descriptive survey method was used on a sample of 310 students, 165 of whom were females and 145 of whom were males. A questionnaire was conducted to find out the extent of augmented reality practice in education using five dimensions, namely: the use of augmented reality by Islamic education teachers, readiness to use augmented reality, benefitting from augmented reality, use of augmented reality to aid learning, and the ability to deal with difficulties with using augmented reality. The arithmetic mean was used to calculate the level of the practice of augmented reality, and the results of the second semester of the academic year (2022/2023) were used to measure academic achievement. The Pearson correlation coefficient was used to calculate the correlation between augmented reality practice and academic achievement. A weak positive relationship was found between augmented reality and academic achievement, with a statistical significance at 𝜶<0.05. There are statistically significant differences between grades in favour of the eleventh grade and between genders in favour of female students in practising augmented reality at 𝜶<0.05.