Effect of Mobile-Augmented-Reality on Performance in Algebra Concept among Secondary School Mathematics Students in Gusau Educational Zone, Zamfara State, Nigeria

Abstract This study investigated the effect of Mobile-Augmented-Reality on Performance in Algebra Concept among Secondary School Mathematics Students in Gusau Educational Zone, Zamfara State, Nigeria. The research aimed to determine whether MAR enhances students' academic outcomes in algebra and whether gender differences exist in performance when using MAR. A pretest-posttest non-equivalent quasi-experimental design was used. The study population comprised all SSII students in the zone during the 2023/2024 academic session, totaling 12,333. A purposive sampling technique was used to select 103 students from two schools, with simple random sampling employed to assign schools into experimental (51 students) and control (52 students) groups. The Mobile Augmented Reality Algebra Performance Test (MARAPT) was the instrument used for data collection. Its reliability was confirmed with a KR-20 coefficient of 0.87. Descriptive statistics (mean and standard deviation) were used to address the research questions, while ANCOVA tested the hypotheses at a 0.05 significance level. Findings revealed a significant improvement in algebra performance among students taught with MAR compared to those taught with conventional methods. However, no significant gender-based performance difference was found within the MAR group. The study concluded that MAR positively influences students’ algebra performance regardless of gender. It recommended the integration of MAR into the mathematics curriculum to boost student engagement and learning outcomes. Furthermore, it advised the Zamfara State government to train mathematics teachers on effective MAR implementation to enhance instructional quality in secondary schools. Keywords: Augmented Reality (AR), Mobile Augmented Reality (MAR), Algebra, Performance.