Teachers’ and Students’ Perceptions on the Use of Computer Simulations in Teaching and Learning Ohm’s Law in Physics in Dodoma Secondary Schools, Tanzania

Erasto Daniel & Zawadi Richard Juma
Education Department
St John’s University of Tanzania
Email: erastodan76@gmail.com/ zrichard@sjut.ac.tz

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.