Computer-Supported Collaborative Learning and Students Electricity Concepts: A Case of Secondary Schools in Arusha, Tanzania

Abstract

This study sought to establish the effectiveness of Computer-Supported Collaborative Learning in improving student’s electricity conceptions among secondary schools in Arusha City through the exploratory research design. The study employed the electricity conceptual achievement tests (pre-test and post-test) within 196 sampled Form Two students. Data was analysed descriptively. The pre-test mean and standard deviation were 38.082 and 16.75719 respectively while the post-test mean scores and standard deviation results were 59.745 and 17.39898, respectively. The study detected deficiency in the understanding of concepts in the non-participatory teaching methods used before the intervention. After the intervention through the CSCL approach, the variations were detected in that students' understanding of concepts in electricity improved. This means that when technology is incorporated, students’ conceptual understanding is enhanced. The study recommends teachers to use digital pedagogical approaches such as CSCL to bring about better learning results.