IMPLEMENTATION OF AUGMENTED REALITY (AR) FOR REMOTE SCIENCE LABORATORY PRACTICUMS: A SOLUTION FOR EQUIPMENT SCARCITY IN SECONDARY SCHOOLS

Scarcity of adequate laboratory equipment in many secondary schools poses a significant barrier to effective science education, hindering students’ ability to gain hands-on experimental skills. While virtual labs exist, they often lack the immersive, interactive elements needed to bridge the gap between theory and practice. This research addresses this challenge by developing and evaluating an Augmented Reality (AR) application for conducting remote science laboratory practicums. The primary objective was to create a functional and effective AR-based learning medium that allows students to perform experiments virtually using real-world environments. Employing a quasi-experimental research design with pre-test and post-test evaluations, the study involved secondary school students who engaged with AR-based physics and chemistry practicums. The results showed a statistically significant improvement in students’ conceptual understanding and practical skills in the experimental group compared to a control group using conventional textbook-based methods. User feedback also indicated high levels of engagement, motivation, and satisfaction with the AR application. This study concludes that AR technology offers a viable, scalable, and cost-effective solution to overcome equipment limitations, effectively enhancing the quality and accessibility of science practicums in resource-constrained educational settings.