As can be seen, the experimental group exposed to computer project-based learning showed
significant improvement compared with the control group receiving conventional instruction (F =101.584,
p < .001). This reveals that students of the experimental group constructed their own meaning through
active engagement while they were working on their electric circuit projects. In other words, computer
project-based learning contributes to better science learning outcomes and science knowledge
construction when learning about electric circuits. This finding is same as the findings from other
studies (Lai & Kao, 2004; Lai & Kuo, 2005; Shih & Lai, 2008).