GENDER AND INFORMATION LITERACY: EXPLORING EQUAL LEARNING OUTCOMES WITH AN AUGMENTED REALITY STRATEGY

This study investigates whether Augmented Reality Strategy (ARS) fosters equitable development of information literacy skills among male and female Nigerian secondary school students studying Financial Accounting. Anchored in an explanatory sequential mixed-methods design, the research employed a quasi-experimental framework and a 2×2×3 factorial design to examine the interaction effects of ARS, gender, and technology proficiency. Correspondingly, the null hypothesis posited that there would be no statistically significant difference in the mean information literacy scores of male and female students taught partnership and goodwill accounts using ARS. Quantitative data were collected via pre- and post-tests and analyzed using ANCOVA to control for covariates such as technology proficiency. Results indicate no statistically significant gender-based differences in post-intervention information literacy scores (F(1, 38) = 0.26, p = .612, η² = .007). As the p-value exceeds the conventional alpha threshold (.05), the null hypothesis is not rejected, providing empirical support for the conclusion that the Augmented Reality Strategy (ARS) facilitates comparable learning outcomes for male and female students. Qualitative interviews further illuminated how ARS enhances engagement, confidence, and conceptual clarity for both male and female learners. These findings affirm ARS as a gender-neutral strategy that democratises digital learning and reduces disparities in technology-mediated instruction. The study offers empirical support for inclusive innovation and practical guidance for policymakers and curriculum designers advancing gender equity in 21st-century skills.