Abstract:
The purpose of this study was to investigate the conceptual knowledge development of students’ in alternative current circuits using computer simulation in Chera Gudina secondary school. A quasi-experimental design was used to achieve the objectives of the study. Sixty students from two sections of grade-twelve were selected through convenience sampling method. Thirty conceptual multiple-choice questions in AC circuits or with one correct answer and four distracters will were developed and used as tools for data collection. A pilot test was conducted at Chera Gudina high school on thirty grade twelve students to check the reliability and validity of the test. The reliability of the test was checked using Kuder Richardsun-21(KR-21=0.72), which was an acceptable value for testing. The data were analyzed in the pre-post tests by using concentration analysis to level the conceptual knowledge of students in AC circuits. The outcome of the findings shows that almost all the scores and concentration factors of students’ before intervention was in low level, but after intervention under fifty of the students’ response scores changed to medium level scores for those students exposed to conventional teaching approach, and 56.67% and 33.33% of students’ response scores were changed to medium level scores and high level scores respectively for those students exposed to computer simulation strategy. In addition, the results analyzed by analysis of covariance (ANCOVA) indicates that, the mean of simulation treatment group that was very greater than the mean of conventional treatment group that reveals the computer simulation strategy was more effective than traditional teaching approach in changing students’ alternative conception toward scientific conception. Furthermore, Hake’s normalized gain of the examinee exposed to computer simulation was greater than the examinee exposed traditional teaching strategy, and average normalized gain of students’ were in low level and medium level for conventional treatment group and simulation treatment group respectively that showed computer simulation strategy was effective than traditional teaching method. Finally, it was concluded that computer simulation strategy was more effective in developing students’ conceptual understanding than conventional teaching approach and recommendation needed forwarded
