This paper is part of a larger study that investigated the 'Effectiveness of collaboration on low and high achieving school students' comprehension of electrochemistry in South Africa'. The study occurred in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The theoretical framework for this study was based on Vygotsky's social constructivism theory, which he defines as 'a sociological theory of knowledge that applies the general philosophy of constructivism into social settings'. A sample of 47 12th grade physical sciences students from two public schools (one of the schools is high achieving and the other is low achieving) in the circuit was purposively selected to participate in the study. Students were given electrochemistry concept test (ECT) as pre-test and post-test. Results from mean and standard deviation, and one-way between group analysis of covariance (ANCOVA) showed that high achieving school (HAS) students taught with the conceptual change teaching strategy (CCTS), specifically collaboration had significantly better acquisition of scientific conceptions related to electrochemistry than low achieving school (LAS) students, also taught with CCTS. Analysis from a scatterplot of post-test against pre-test grouped on type of school showed a linear correlation between pre-test and post-test scores for each intervention type, which indicated that there was no interaction effect. The study has shown that collaboration contributes to meaningful learning, which inadvertently improves students' comprehension and consequent achievement in electrochemistry concepts but more positive for students from high achieving schools.