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Abstract
This true experimental study investigated the impact of augmented reality-based learning aids (AR-BLA) on the students’ learning of Grade 7 in Biology. Conducted at Guinayangan National High School, Quezon, the research employed a rigorous experimental design to assess the efficacy of AR-BLA compared to traditional classroom instruction. The study revealed that both the control and experimental groups exhibited comparable pretest scores, indicating a baseline equivalence in understanding. However, posttest results demonstrated a significant improvement in the experimental group, which utilized AR-BLA. Notably, a notable reduction in students falling below expected learning levels was observed in the AR-BLA group. This research underscores the substantial potential of AR-BLA to enhance educational outcomes in Biology instruction. The findings emphasize the importance of incorporating advanced educational technologies to optimize learning experiences and outcomes. Initially, the study revealed no statistically significant difference in the pretest scores between the control and experimental groups. The students’ performance in the two MELCs showed an upward trend, indicating that some students acquired knowledge through traditional instructional approaches.The study observed an improvement the students’ performance of students who utilized the Augmented Reality-Based Blended Learning Approach (AR-BLA).
