IMPACTS OF AUGMENTED REALITY ON THE ACADEMIC ACHIEVEMENT OF BUILDING AND CIVIL ENGINEERING TRAINEES IN TVET INSTITUTIONS IN NAIROBI, KENYA

Abstract

Augmented Reality (AR) is an innovative educational technology that enhances learning by merging digital content with real-world environments, offering immersive and interactive experiences. In Technical and Vocational Education and Training (TVET) institutions particularly in Building and Civil Engineering diploma programmes AR has the potential to address persistent challenges such as outdated instructional methods, limited access to advanced learning tools, and underdeveloped practical competencies. While global research supports AR’s capacity to improve trainee engagement, motivation, and conceptual understanding, limited empirical evidence exists on its application and effectiveness in resource-constrained TVET settings. Moreover, few studies have assessed the moderating role of trainees’ prior knowledge on AR’s instructional impact. This study sought to fill these gaps by evaluating the influence of AR on academic achievement in Building and Civil Engineering diploma programmes across selected TVET institutions in Nairobi County. The study aimed to assess how AR enhances trainee engagement, supports instructional strategies, improves retention of complex content, fosters self-directed learning, and contributes to overall academic achievement. Additionally, the study examined the moderating effect of trainees’ prior knowledge on learning outcomes in AR-supported environments. The target population comprised 3,087 trainees from ten purposively selected public and private TVET institutions within Nairobi County. From this population, 354 trainees were selected using simple random sampling to ensure fairness and representativeness, while 10 trainers were purposively sampled based on their expertise in teaching Construction Technology and their involvement in delivering the intervention. To rigorously evaluate the AR intervention, the study employed a Solomon Four-Group Design, a quasi-experimental approach that helps control for pretest sensitization and experimental bias. A mixed-methods approach was used for data collection, incorporating pre-tests, post-tests, structured questionnaires, summative exam results, and semi-structured interviews. Quantitative data were analyzed using both descriptive statistics (frequencies, means, percentages, and standard deviations) and inferential tests (correlation and multiple regression) via SPSS. Qualitative data from interviews and open-ended survey responses were analyzed thematically to capture trainers’ and trainees’ experiences with AR-based instruction. Findings revealed that AR significantly improved trainees’ academic performance by enhancing theoretical understanding, increasing content retention, and boosting problem-solving abilities. AR also positively influenced instructional strategies and led to improved performance in summative assessments. Trainees exposed to AR demonstrated better acquisition of practical skills and more confidence in engaging with technical content compared to those taught through traditional methods. However, the effectiveness of AR integration was influenced by factors such as trainers’ digital preparedness, the availability of supportive infrastructure, and trainees’ prior exposure to technology. These insights highlight the need for institutional readiness, digital equity, and continuous professional development for educators. This study contributes practical evidence for policymakers, curriculum designers, and educators seeking to integrate AR in technical training. It supports the adoption of AR-enhanced pedagogies aligned with the evolving demands of 21st￾century vocational education, ensuring that trainees are better equipped for modern construction and engineering industries