THE EFFECT OF VIRTUAL REALITY GLASSES ON ACQUIRING SCIENTIFIC CONCEPTS IN SCIENCE FOR FIFTH GRADE PRIMARY SCHOOL STUDENTS

Abstract

The current research aims to investigate the effect of virtual reality (VR) goggles on the acquisition of scientific concepts in science for fifth-grade primary school students. To achieve this, the researchers formulated the following null hypothesis: "There is no statistically significant difference at the significance level between the mean scores of the experimental group students, who study using (Virtual Reality Goggles), and the mean scores of the control group students, who study using the conventional method, in the scientific concept acquisition test for the science subject."

The research community was purposively identified as Al-Saif Al-Arabi School. The current research community consisted of all 60 fifth-grade primary school female students at Al-Saif Al-Arabi School, affiliated with the General Directorate of Education of Rusafa First, for the academic year (2024–2025). The students were distributed across two sections, (A and B). Section (A) was randomly chosen, with each section comprising students, to represent the experimental group, while Section (B) represented the control group. The researchers prepared a Scientific Concept Acquisition Test as the research tool, consisting of items based on the processes of concept acquisition. The researchers confirmed the validity of the test by presenting it to a group of experts and calculated its reliability using the Kuder-Richardson formula.

The researchers employed statistical methods including (the t-test for two independent samples, Chi-square test, difficulty, ease, and discrimination coefficients, and the Kuder-Richardson formula). Using the t-test for two independent samples, the results revealed a statistically significant difference between the experimental group (who studied using Virtual Reality Goggles) and the control group (who studied using the conventional method), in favor of the experimental group.