Virtual Reality Assisted Learning: Assessing Students’ Academic Performance in Learning the Earth’s Structure in Tanzanian Secondary Schools

Mussa Charles & Opanga David
Education Department
St John’s University of Tanzania, Dodoma
Email: charlesmussa279@gmail.com

Abstract: Although there is evidence from around the world that virtual reality can help students understand abstract concepts in geography classes, Tanzanian schools still struggle greatly with integrating VR into the teaching and learning process. Therefore, this research examined how secondary school students in Tanzania’s Chamwino District learnt about the Earth’s structure through the use of virtual reality (VR). Using a mixed-methods approach, the study employed a quasi-experimental design that included teacher interviews, questionnaires, classroom observations, and pre- and post-test assessments. The study involved 66 respondents (six teachers and 60 students) from three schools. With post-test mean scores (M = 60.60, SD = 15.56) significantly higher than pre-test mean scores (M = 46.15, SD = 13.51), the quantitative data demonstrated a considerable increase in academic performance. The difference between the pre- and post-scores was statistically significant (t=9.14, P<0.001). Nevertheless, issues including a lack of infrastructure, insufficient training for teachers, and the exclusion of virtual reality from the national curriculum were also noted by participant1s with varying opinions. Teachers indicated a significant willingness to embrace virtual reality (VR) despite these limitations, as long as funds and support for professional development are made available. According to the study’s findings, virtual reality has the potential to revolutionize Tanzanian education, and its inclusion in the national curriculum is hereby suggested. The study recommended that Virtual Reality has the potential to transform the landscape of geography education in Tanzania. It promotes active, student-centered learning and provides innovative means for making abstract concepts accessible. However, realizing this potential requires addressing the systemic challenges of infrastructure, training, and policy.