Abstract—Understanding three-dimensional molecular geometries is a pivotal aspect of chemistry, often challenging students due to the abstract nature of these structures. This study investigated the potential of augmented reality (AR) technology to enhance the conceptualization of molecular geometries among higher secondary students. A quasi-experimental research methodology was employed, involving a pre-test and post-test design with an experimental group using AR-based molecular visualization tools and a control group using traditional methods. The study aimed to assess the impact of AR on students' spatial reasoning skills, comprehension of molecular shapes, and overall learning outcomes. Data analysis revealed that students who engaged with AR-assisted learning demonstrated significantly improved spatial understanding and better grasp of molecular geometries compared to the control group. The findings highlighted the effectiveness of AR technology in bridging the gap between abstract concepts and tangible visualizations, particularly in the context of complex chemical structures. The implications of these findings are significant for educators seeking innovative strategies to enhance chemistry instruction and promote deeper conceptual understanding among higher secondary students.