THE E-MODULE STEM ARGEO PROJECT-BASED LEARNING AS A SUPPORT TOOL FOR LEARNING GEOMETRY CONCEPTS AMONG FORM 2 STUDENTS
DOI:
https://doi.org/10.35631/IJIREV.826013Keywords:
Augmented Reality, E-Module, Geometry, Needs Analysis, Project-Based Learning, STEM EducationAbstract
Geometry is a foundational strand of school mathematics, yet many lower secondary students struggle to visualise three-dimensional objects and to connect abstract geometric ideas to real situations. This article reports the analysis phase of a design and development project for the e-Module STEM ARGeo, an electronic learning module that integrates Science, Technology, Engineering and Mathematics (STEM) concepts, Augmented Reality (AR) and Project-Based Learning (PBL) as a support tool for learning geometry concepts among Form 2 students, the year in which the topic is taught. Adopting the Design and Development Research (DDR) approach guided by the ADDIE model, a needs-analysis questionnaire was completed by 414 students across Forms 1 to 3, Form 2 constituting the largest group at 40.09%; the phase was surveyed in full because the difficulties the module addresses develop across it rather than within a single year. Responses were recorded on a five-point Likert scale and analysed using percentage, mean and standard deviation. The findings indicate that students report considerable difficulty with geometry, particularly in visualising three-dimensional shapes and in relating geometric ideas to everyday situations; that 69.49% agreed an e-Module is needed to strengthen their understanding of geometry; that 71.25% agreed a module combining STEM and AR should be developed; and that 71.67% agreed project-based learning should be applied. Familiarity with AR was the lowest-rated area, prior use returning the only item mean below the scale midpoint (M = 2.98, SD = 1.11), yet interest in AR was high (M = 3.76, SD = 1.12). These results establish a learner-grounded need for the module and an empirical specification for its design. The study documents perceived needs rather than demonstrated effectiveness; the module’s impact on understanding, engagement and achievement remains to be established in the implementation and evaluation phases that follow.
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