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.

Abstract: Computer simulations (CS) are widely used in the field of education as a modern-era method of teaching and learning, but for effective implementation, the main users have to be aware and positive of their capabilities and challenges. This paper explored the perceptions of teachers and students towards the use of CS in teaching and learning Ohm’s law in physics subjects in Dodoma secondary schools. The exploration employed a mixed-method approach that integrated both the qualitative and quantitative aspects in writing, presenting, analysing, and interpreting the findings of the computer simulation developed for enhancing students’ teaching and learning of Ohm’s law in physics. Data was gathered using 120 questionnaires and 18 interviews with students and teachers, respectively, for a total of 138 participants. Collected data was analysed descriptively. The findings from this study provide a compelling insight into the overwhelmingly positive perception held by both students and teachers regarding the integration of computer simulations in teaching Ohm’s Law. The results strongly underscored the constructive impact of computer simulations on the teaching and learning experience. Among the noteworthy findings, it became evident that computer simulations were regarded as catalysts for increased student interaction. In conclusion, the study’s findings underscore the positive perceptions of both teachers and students regarding the use of CS in teaching Ohm’s law. The study’s recommendations emphasise the importance of promoting gender equity in science education and integrating visual aids, like CS, to enhance teaching effectiveness and student learning experiences.