# The Effect of Web Augmented Reality on Primary Pupils' Achievement in English
## 5 Analysis of Data and Discussion of Results
### Comparison between the Achievement of the EG and CG Achievement in the Third Posttest  
In order to verify the third hypothesis which states that there is no significant difference between the mean scores of the EG achievement and that of the CG achievement in the third posttest, the mean scores as well as the standard deviations of the two groups are obtained.  
The results indicate that the EG and CG achievement mean scores are, respectively, 9.97 and 9.61. In order to determine whether there is a statistically significant difference between the acquired mean scores, the t-test formula for two independent samples is utilized. According to Table 13, the computed t-value is determined to be 3.00, whereas the tabulated one is 2.00, at a degree of al freedom of 56 and a level of significance of 0.05.  
The obtained results indicate that there is a significant difference between the achievement of the two involved groups, and in favors of the EG. Hence, the third hypothesis is rejected.  
Results of the current study have proved the effectiveness of the Web AR technology for learning EFL to primary school pupils. They have also proved the necessity of having more practice in using the intended technology for developing pupils' performance. The positive role of the Web AR technology could be attributed to a variety of factors, as follows:  
1. The Web AR technology enables the pupils to be involved using the lesson material communicated.
2. It motivates the pupils and encourages them to participate in the classroom activities.
3. Having a long period of learning on using the Web AR is significant, as the pupils tendencies and acceptance of the experiment tools require time and effort.
4. Teaching EFL by using Web AR technology is enjoyable and desirable. The involved pupils show their interest and enthusiasm to learn the presented material.
5. The Web AR technology could be used easily by EFL teachers inside their classrooms to facilitate the process of teaching English material to their pupils. There is no complain about technical problem since, no installation and updating is required.
6. The QR code scanning can be a useful, interesting, and entertaining learning tool.
7. The pupils could also use the Web AR technology at home to enable them learning English material.  
The limitations of the current study include the lack of previous research studies on the topic of Web AR technology, which result no comparisons with previous research. The other limitation of this study is that our experiments' results cannot be generalized because the tests are carried out only on coeducational private school where the available resources and tools contributed to the experiment success. The pupils did not register any complaints about the poor internet service in their school, since the school is equipped with a fiber internet connection. Complaints are recorded about the response of the Web AR application due to the slow internet service in pupils' home, especially during the bottleneck time from 9:00 to 11:00 p.m.  
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline \multirow{2}{*}{**Group**} & **No. of** & **Mean** & \multirow{2}{*}{**SD**} & \multicolumn{2}{c}{**T-Value**} & \multirow{2}{*}{**DF**} & **Level of** \\  & **Pupils** & & & & **Computed** & & **Tabulated** \\ \hline EG & 30 & 9.97 & 0.18 & & & \\ \hline CG & 28 & 9.6 & 0.62 & & & & \\ \hline \hline \end{tabular}
\end{table}
Table 13: The Mean Scores, Standard Deviations, and T-Values of the EG and CG in the Third Posttest.