Comparing Traditional Teaching Methods Versus Computer Simulations on students’ performance in Learning Ohm’s Law at Dodoma City Secondary Schools, Tanzania

Erasto Daniel, Zawadi Richard Juma & Joseph Kyobe
St John’s University of Tanzania
E-mail: erastodan76@gmail.com

Abstract: Physics educators have long grappled with the challenge of poor students’ performance. The reason behind poor performance is due to the complexity of physics subject which makes most of students performing poorly especially in Tanzania. Different approaches have been used to improve performance this include computer simulation. Computer simulations have become increasingly essential in global education, particularly in the realm of science instruction. In this regard, this paper compares the effectiveness of using computer simulations in relation to traditional methods as a teaching method for improving students’ performance in learning the concepts of Ohm’s law. The research involved a total of 120 students from three selected secondary schools in Dodoma city council, with forty (40) students from each school. The study employed pre-testing and post-testing methods, administered before and after implementing computer simulation interventions. The results demonstrated a significant increase in students’ performance scores following computer simulation-based instruction at p value of 0.000 which is less than threshold of 0.05. Furthermore, the dispersion of test scores revealed that computer simulation-based teaching led to lower score variations compared to traditional methods, with minimum scores showing improvement from 0% to 20%. Statistical analysis confirmed the significant differences between the two teaching methods, reinforcing the conclusion that computer simulations have the potential to significantly enhance students’ performance and comprehension of Ohm’s law. Study emphasized the importance of incorporating innovative teaching tools like computer simulations to improve the learning outcomes of physics students.