The Level of Knowledge, Readiness, Challenges and Integration of Augmented Reality among Primary School Malay Language Teachers in Grammar Teaching

Abstract

This study was conducted to examine the levels of knowledge, readiness, challenges, and integration of Augmented Reality (AR) among primary school Malay Language teachers in grammar teaching, in line with the demands of 21st-century education that emphasizes meaningful technology integration in teaching and learning. The objective of the study was to determine the descriptive levels of teachers' knowledge, readiness, challenges, and AR integration in grammar teaching. This study employed a quantitative survey research design involving 100 Malay Language teachers from 19 national primary schools in Kuantan District, Pahang, selected through purposive sampling. Data were collected using a structured questionnaire consisting of 44 five-point Likert-scale items and analyzed using the Statistical Package for the Social Sciences (SPSS) version 27.0 to report descriptive statistics, including frequency, percentage, mean, and standard deviation. The findings revealed that teachers' levels of knowledge and AR integration in grammar teaching were moderate, whereas their level of readiness and perceived challenges towards the use of AR were high. Overall, the findings suggest that while primary school Malay Language teachers display high readiness to adopt AR technology, their knowledge and actual integration in grammar teaching remain at a moderate level, coupled with high operational challenges. This study contributes to the empirical understanding of teachers' preparedness for AR adoption and provides a basis for developing professional training, pedagogical support, and systematic strategies to enhance interactive technology integration in primary school Malay language education.