Using Computer-Based Simulations to Scaffold Critical Thinking in Secondary School Physics in Tanzania

The study investigated computer-based simulations as a scaffolding for students’ critical thinking in physics among secondary schools in the Rombo district, Tanzania. Despite the significance of physics education, students struggle with abstract concepts, leading to low enrollment rates and diminished critical thinking skills. The research aims to provide insights for improving instructional methods and fostering both student engagement and critical thinking in physics. The study was guided by the research question "To what extent do computer-based process simulations aid critical thinking?" and was framed by Scaffolding theory, which underlines the importance of structured support in enhancing students' cognitive skills. The study employed a convergent design under a mixed-methods research approach. The target population was 3426 participants. A sample of 359 respondents was selected through stratified random and purposive sampling. Quantitative data were collected using questionnaires and achievement tests, while qualitative data were collected through an interview guide. Data collection instruments were pilot-tested in two public secondary schools. Reliability for the Likert-type items was estimated using Cronbach's Alpha coefficient, whereby alpha 911, obtained for students' questionnaires. The study found that computer-based process simulations aid critical thinking among students in physics subjects. An experiment tested the hypothesis: simulations improved mean (M = 63.06), p<.05, and effect size (d = 2.7). It was recommended that the government should prioritize in-service training for physics teachers and provide necessary technology in schools.