There are many Augmented Reality (AR) applications in smart devices, but their use in education is less focused and does not meet the current syllabus. AR has a great potential to be used in education, especially in introducing abstract concepts. To use augmented reality in education, students and teachers must follow teaching and learning guidelines. Therefore, this study implied the development of an educational module with augmented reality in Geometry, specifically under Space, following the standards-based curriculum for primary school (KSSR) Year 4 lessons. This study aims to determine the effects of using a module with AR (GeomAR3) on student performance in learning Geometry compared to a traditional module (Geom3). This study was conducted quantitatively following a quasi-experimental design with a pre-and post-test. Fifty-nine (59) Year 4 students were involved in the study from a school selected through purposive sampling, with 29 of them as an experimental group and the remaining 30 as a control group. The point of assessing student performance is seen through the implementation instrument, such as a pre-test, a post-test, and a delayed post-test. The study data were analysed using Multivariate Analysis of Covariance (MANCOVA) with the pre-test score as a covariate. The results show a significant difference in student performance on the overall mean score for the post-test (F (1,59) = 33.848, p = 0.000; eta squared = 0.377) and the delayed post-test (F (1,59) = 14.740, p = 0.000; eta squared = 0.208), with the experimental group significantly better than the control group. In conclusion, the use of modules with AR was found to improve students’ achievement in learning Geometry due to the factor of the ability to visualize clearly, strengthen students’ long-term memory, and gain conceptual understanding through the experience shown by AR. © 2023 by the authors.
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