Effect of Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) on students' academic performance in hybridisation and molecular shape

Daniel Morrison; Charity Esenam Anor; Godfred Safo-Adu; Nelly Adjoa Sakyi-Hagan

doi:10.29333/aquademia/19283

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Daniel Morrison ¹ ^* , Charity Esenam Anor ¹ , Godfred Safo-Adu ¹ , Nelly Adjoa Sakyi-Hagan ¹

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¹ University of Education, Winneba, GHANA^* Corresponding Author

Abstract

Technology in science education enhances teaching and learning by helping students visualise abstract concepts. Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) integrate digital tools with practical tasks, supporting a deeper understanding of hybridisation and molecular shapes. This study investigated the effect of AREHCA on a purposively selected group of senior high school students in Ghana. The study employed an action research design with a sample of 65 students. Pre-tests, post-tests, and a delayed post-test were used to measure performance and retention, while gender effects were examined using t-tests, frequencies, and correlation analysis. The results showed a statistically significant improvement in students’ performance after the intervention, with the delayed post-test confirming sustained knowledge retention. A very weak negative correlation between male and female scores indicated that AREHCA benefited both genders equally. The study therefore recommends the integration of AREHCA into the teaching of hybridisation and molecular shapes to further improve students’ academic performance.

Keywords

augmented reality-enhanced hands-on chemistry activities
academic performance
hybridisation
molecular shapes
chemistry education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

AQUADEMIA, Volume 10, Issue 2, 2026, Article No: ep26006

https://doi.org/10.29333/aquademia/19283

Publication date: 19 Sep 2026

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How to cite this article

APA

Morrison, D., Anor, C. E., Safo-Adu, G., & Sakyi-Hagan, N. A. (2026). Effect of Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) on students' academic performance in hybridisation and molecular shape. Aquademia, 10(2), ep26006. https://doi.org/10.29333/aquademia/19283

Vancouver

Morrison D, Anor CE, Safo-Adu G, Sakyi-Hagan NA. Effect of Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) on students' academic performance in hybridisation and molecular shape. AQUADEMIA. 2026;10(2):ep26006. https://doi.org/10.29333/aquademia/19283

AMA

Morrison D, Anor CE, Safo-Adu G, Sakyi-Hagan NA. Effect of Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) on students' academic performance in hybridisation and molecular shape. AQUADEMIA. 2026;10(2), ep26006. https://doi.org/10.29333/aquademia/19283

Chicago

Morrison, Daniel, Charity Esenam Anor, Godfred Safo-Adu, and Nelly Adjoa Sakyi-Hagan. "Effect of Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) on students' academic performance in hybridisation and molecular shape". Aquademia 2026 10 no. 2 (2026): ep26006. https://doi.org/10.29333/aquademia/19283

Harvard

Morrison, D., Anor, C. E., Safo-Adu, G., and Sakyi-Hagan, N. A. (2026). Effect of Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) on students' academic performance in hybridisation and molecular shape. Aquademia, 10(2), ep26006. https://doi.org/10.29333/aquademia/19283

MLA

Morrison, Daniel et al. "Effect of Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) on students' academic performance in hybridisation and molecular shape". Aquademia, vol. 10, no. 2, 2026, ep26006. https://doi.org/10.29333/aquademia/19283