INVESTIGATING SCIENCE TEACHERS’ PERCEPTIONS AND ATTITUDE TOWARDS THE INTEGRATION OF MOBILE AUGMENTED REALITY IN CLASSROOM SITUATION

Abstract

The study aimed to measure science teachers' perceptions, attitudes, and the factors influencing their acceptance or resistance to integrating Mobile Augmented Reality (MAR) applications in science education. Using a purposive sample of 67 school-level science teachers, a mixed-method approach was employed, collecting data through physical and online modes. Results revealed that 66% of teachers showed an average perception level, indicating moderate acceptance, while 10% demonstrated a high perception level as early adopters. Conversely, 24% exhibited a low perception level, possibly due to limited exposure or concerns. In terms of attitudes, all teachers displayed an average 63% to high 37% level, reflecting a positive disposition towards incorporating MAR applications in teaching. The study identified factors such as perceived usefulness, attitude toward technology, professional development opportunities, time constraints, institutional support, and technical concerns as influencers on teachers' acceptance or resistance to MAR integration. These findings emphasize the importance of targeted interventions and support to enhance teachers' perceptions and attitudes, facilitating the effective implementation of MAR technologies in science education.