From Traditional To Virtual: Utilization Of Augmented Reality/Virtual Reality Frog Dissection Using Merge Explorer Among Grade 12 STEM Students In Cavite State University-CCAT CAMPUS

This study examined the use of Merge Explorer, an augmented reality (AR) and virtual reality (VR) frog dissection tool, as an interactive and ethical supplement to traditional frog dissection among 17 Grade 12 STEM students of Cavite State University–CCAT Campus. The study aimed to determine the effectiveness of AR/VR-based instruction in improving cognitive comprehension and laboratory performance in frog dissection compared to traditional methods. A quasi-experimental quantitative research design was employed using a validated 20-item pre-test and post-test, the VARK learning style questionnaire, and observational performance measures, with data analyzed through descriptive statistics and paired-samples t-tests. The results revealed that the traditional frog dissection group achieved a pre-test mean score of 45.24 (SD = 1.522) and a post-test mean of 45.82 (SD = 1.667), with a statistically significant increase (t = 31.46, df = 16, p < .001). The AR/VR group demonstrated a greater improvement, with a pre-test mean of 11.35 (SD = 1.835) and a post-test mean of 14.71 (SD = 2.443), also showing a statistically significant difference (t = 2.576, df = 16, p = 0.02). Notably, the highest post-test score in the AR/VR group reached 20 points, while scores ranged from 12 to 20, indicating variability among learners, whereas traditional post-test scores were more consistent, ranging from 80% to 94%. The VARK results indicated that the aural learning style was dominant (41.2%), followed by kinesthetic (29.4%), visual (23.5%), and read/write (5.9%), with kinesthetic learners benefiting most from the AR/VR intervention. Overall, the study concluded that both instructional approaches significantly enhanced students’ learning outcomes, with AR/VR technology showing strong potential to improve engagement and comprehension, particularly for kinesthetic learners, while supporting ethical and resource-efficient laboratory practices. These findings suggest that integrating AR/VR tools alongside traditional dissection methods provides an effective, engaging, and ethically responsible approach to teaching frog anatomy in STEM education.