Computer-supported collaborative learning on enhancing interactive active classroom: a case of Arusha City Secondary Schools

Abstract

The aim of the study was to examine how the Computer-Supported Collaborative Learning (CSCL) approach can support students and teachers‟ active interaction in physics lessons in Arusha City secondary schools. The study involved four ordinary level secondary schools having computer laboratory rooms. The respondents were 196 form two students and eight physics teachers. The research tools used were: interview and a classroom observation to identify teachers‟ awareness of the CSCL approach, training them on CSCL and how they could support their students under this approach. Data was analysed both qualitatively and quantitatively. The data from interviews was analysed thematically while the classroom observation was analysed for frequency distribution and percentages in the Statistical Package for Social Sciences (SPSS). The study found teachers lack awareness of CSCL as a pedagogical approach. However, the study found that the CSCL approach is a key supporter of teachers' and students‟ active interactions during teaching and learning of electricity.