ASSESSING THE ROLE OF AUGMENTED REALITY (AR) IN ENHANCING CONCEPTUAL UNDERSTANDING AMONG EARLY CHILDHOOD LEARNERS IN OYO METROPOLIS

Abstract

This study assesses the impact of Augmented Reality (AR) on the conceptual knowledge of early childhood pupils in Oyo Metropolis, Nigeria. Using a descriptive survey research design, 400 pupils from 10 public schools were randomly selected. The study assessed conceptual knowledge using a validated questionnaire (r = 0.75), and were analyzed using one-way ANOVA. Results indicated a significant association between AR use and conceptual understanding (F = 5.42, p = 0.003), with frequent AR users demonstrating higher understanding of abstract concepts (F = 4.12, p = 0.002). Challenges encountered were the scarcity of available AR tools and frequency of use. The study concludes that AR significantly improves learning outcomes by making abstract concepts tangible and engaging. Based on these findings, the researcher recommends that teachers integrate AR software into their teaching practice and that stakeholders provide adequate training and resources to support this technological shift.