Teaching And Learning Of Computer Studies In Secondary Schools

Project and Seminar Material for Computer Science Education

Teaching And Learning Of Computer Studies In Secondary Schools


Abstract


This study was carried out to examine the teaching / learning of computer studies in secondary schools in Onitsha, Anambra state. The study was specifically carried out to identify the need for the teaching and learning of computer studies in secondary school, determine the extent computer studies curriculum is effectively implemented in secondary schools in Onitsha, Anambra state, and ascertain the factors affecting the effective teaching and learning of computer studies in secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers of some selected secondary schools in Onitsha, Anambra state. In determining the sample size, the researcher conveniently selected 57 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that computer studies is taught in secondary schools to promote digital literacy, instill technological skill among student, promote digital economy, and establish youth empowerment in the technological space. The study also revealed that Computer studies curriculum is not effectively implemented in secondary schools in Onitsha, Anambra state. Therefore, it is recommended that the school administrators should as a matter of urgency liase with private sectors to provide computers and other instructional materials needed for teaching of computer studies. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

Computer education is the study of the use and understanding of computer science and programming. It is a process of training for the acquisition of basic knowledge, skills and capabilities leading to the development of mental abilities and competencies needed in operating a computer system. Computer education could be regarded is an act of acquiring computer literacy skills. Computer literacy in the other hand, is the ability to manipulate, understand and use different packages and operating systems of the computer in solving educational problems and translating them into other human enterprises. For Okorie, (2012), it is a process of educating people on how to use a computer to run a program and diverse application including business, industry and commerce. Computer studies, therefore is a study organized to enable people understand the function and use of the computer which provides a leverage to information and communication technologies (ICT). In a nutshell computer science could be said to be a science of understanding the principles, theories and applications of technologies in accessing, processing, acquiring and retrieving of information encoded in a computer for communication. Odera (2011) discovered that computer education was first introduced by the third world countries through the development of educational policies on the usage of computer technology in secondary schools to improve the quality of learning and to prepare students to carry out any function of computer successfully in the technological world by acquiring computer literacy skills. No nation can afford to ignore the need to introduce computer education/ICT programs into their educational system if they want to continue to be relevant and make progress in this digital age. Affuldadzie, (2010), reports that many countries have invest more in the area of teaching and learning of computer and ICT in their education system.

According to Adomi and Kpangbani (2010), it was in 2004 that the Nigeria government made the first attempt to introduce computer education in schools. The plan was to establish pilot schools and diffuse computer education innovation first to all secondary schools, and then to primary schools. In Nigeria, the Federal Government’s Information Technology and Telecommunication policies have increased the use of computer and ICT facilities to facilitate access to knowledge, particularly within the academic community (Gbaje and Okojie, 2011). This was supported by the government, that all secondary schools should teach computer and have computer laboratory. To localize this the federal government made the inclusion of ICT in education a policy, (N P E, 2014) which states thus, ‘in recognition of the prominent role of Information and Communication Technology (ICT) in advancing knowledge and skills necessary for effective functioning in the modern world, there is urgent need to integrate ICT into education in Nigeria’ thus, computer science education is recognized as one of the vocational subjects in secondary schools in Nigeria.

The aim and objectives of the federal government in this regard is to develop essential skills in the learners so as to prepare them for the future in order to stimulate and enhance creativity in them. According to Fitzgerald and Werner in Emmanuel and Barau (2012) opine that the role of computer in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary education policy. Thus the teaching and learning of computers became a major challenge in Nigeria secondary schools.


1.2 Statement of the Problem

The growing need for computer literacy has made it imperative that increased attention be given to the study of computer at all level of education especially in secondary schools. The researcher observation on secondary schools in Onitsha, Anambra State shows that laboratory, computer and instructional materials required for learning of computer studies are not only inadequate but have not been fully utilized. Further interaction with student has shown that they are not taught computer studies regularly like any other subject due to shortage of computer teachers. However, one of the reasons why computer teachers are in short supply is that when teachers with computer qualification are employed, they prefer to teach mathematics rather than computer subject. Most of these computer teachers have been exposed only to the theoretical aspect of their programme while little or no attention was paid to the practical aspect of their programme during their years of training. (Aghadino, 2014).

It therefore means that without proper improvement on the gaps facing computer studies in secondary schools, students upon graduation are bound to be completely obsolete in our contemporary society where knowledge of computer has become a prerequisite for employment, interview and in some cases for promotion.


1.3 Purpose of the Study

The main purpose of this study is to examine teaching / learning of computer studies in secondary schools. The study has the following specific objectives;

  1. Identify the need for the teaching and learning of computer studies in secondary school.
  2. Determine the extent computer studies curriculum is effectively implemented in secondary schools in Onitsha, Anambra state.
  3. Ascertain the factors affecting the effective teaching and learning of computer studies in secondary schools.

1.4 Research Question

The research is guided by the following questions;

  1. What are the need for the teaching and learning of computer studies in secondary school.
  2. What is the extent computer studies curriculum is effectively implemented in secondary schools in Onitsha, Anambra state?
  3. What are the factors affecting the effective teaching and learning of computer studies in secondary schools.

1.5 Research Hypothesis

  • Ho: Computer studies curriculum is not effectively implemented in secondary schools in Onitsha, Anambra state.
  • Ha: Computer studies curriculum is effectively implemented in secondary schools in Onitsha, Anambra state.

1.6 Significance of the Study

The study gives various insights into the factors that affect the effective teaching and learning of computer science in secondary schools. These highlighted challenges will enable stakeholders in the education sector to take adequate measures in tackling these challenges, and make learning of computer science a lot easier for both teachers and pupils in junior secondary school levels.

The study will be useful to stakeholders in secondary schools. It will enable them to discover the areas that they need to help the computer teachers improve on. It will equally lead to the discovering of students problems or weaknesses in the study of computer science.


1.7 Scope of the Study

The scope of this study borders on examine the teaching and learning of computer studies in secondary schools. The study will be carried out in some selected secondary schools in Onitsha, Anambra State.


1.8 Limitation of the Study

This research project, like all human endeavors, had some challenges that threatened to derail the study’s completion. One of the reasons is that the time allotted for this work was so limited that the researcher did not have enough time to complete the task thoroughly. During data collection, the researcher also had to put forth extra effort to understand the respondents’ interview schedules, several of whom fell into the incomprehensible age group. Also, there were financial and transportation constraints to deal with. Insufficient funds tend to impede the efficiency of the researcher in sourcing the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, interview).


1.9 Definition of Terms

Learning:

The process of assimilating what is being thought by the teacher.

Teaching:

Impacting of knowledge from the teacher to the learner.

Computer Literacy:

Ability to apply the use of computers to solve minor problems.

Computer Science:

Computer can be defined as an electronic device that accept data as an input, store, process the data using a set of instruction to produce information as an output.

Computer Studies:

Computer science is the study of computers and computing as well as their theoretical and practical applications.


1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations

5.1 Introduction

This chapter summarizes the findings on the teaching / learning of computer studies in secondary schools in Onitsha, Anambra state. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine the teaching / learning of computer studies in secondary schools in Onitsha, Anambra state. The study was specifically carried out to identify the need for the teaching and learning of computer studies in secondary school, determine the extent computer studies curriculum is effectively implemented in secondary schools in Onitsha, Anambra state, and ascertain the factors affecting the effective teaching and learning of computer studies in secondary schools.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent were teachers of some selected secondary schools in Onitsha, Anambra state.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. Computer studies is taught in secondary schools to promote digital literacy, instill technological skill among student, promote digital economy, and establish youth empowerment in the technological space.
  2. Computer studies curriculum is not effectively implemented in secondary schools in Onitsha, Anambra state.
  3. The factors affecting the effective teaching and learning of computer studies in secondary schools includes; lack of adequate ict facilities, lack of qualified teachers, inadequate power supply, and students attitude.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. School administrators (Education Secretaries and Principals) should ensure that computer teachers are sponsored on retraining programmes at least twice a year through workshops, seminars and conferences to enable them learn the modern technological skills in their chosen field of endeavour.
  2. The school administrators should as a matter of urgency liase with private sectors to provide computers and other instructional materials needed for teaching of computer studies.
  3. Parents through the PTA and other major stakeholders of our education should assists our secondary schools by donating instructional facilities like laptops, desktop computers, multimedia, generating sets, internet etc to enable students practice and acquire the skills of computing.

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