THE PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF COMPUTER SCIENCE IN JUNIOR SECONDARY SCHOOLS IN IGBO-EZE NORTH LOCAL GOVERNMENT AREA OF ENUGU STATE
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The Problems Militating Against Effective Teaching And Learning Of Computer Science In Junior Secondary Schools In Igbo-eze North Local Government Area Of Enugu State

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THE PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF COMPUTER SCIENCE IN JUNIOR SECONDARY SCHOOLS IN IGBO-EZE NORTH LOCAL GOVERNMENT AREA OF ENUGU STATE

ABSTRACT

 

The study centers on the problems militating against effective teaching and learning of computer science in junior secondary schools of Igbo –Eze North Local Government Area of Enugu State. In carrying out the research above, data were collected through questionnaires administration and in depth interview. The simple percentage analysis method was used to analyzed the responses elicited from respondents. Also, chi-square was used in testing the hypotheses and meaningful conclusions drawn from there. It was discovered that factors such as lack of computer teachers for computer science, irregular computer science practical, lack of power supply, inadequate training for computer teachers among others contributes to the problems militating against the effective teaching and learning of computer science especially in the area of study.


 

LIST OF TABLES

Table 1           Distribution of respondent by gender.

Table 2           Age Distribution of respondents

Table 3           Distribution of respondents by marital status

Table 4           Distribution of respondent by educational level

Table 5           Do you consider the number of junior secondary school computer science teachers enough in your school?

Table 6           Computer science practical is done regularly in the school.

Table 7           Absence or inadequate provision of instructional materials for computer science is responsible for poor teaching and learning of computer science.

Table 8           Electricity supply is always available in the school.

Table 9           Computer is used very often to solve problems in the school.

Table 10        Teacher poor attitude to the use of computer discourages students from learning computer science.

Table 11        How often does the school send computer science teachers on training?

Table 12        School management applies the use of computer in their day-to-day activities.

Table 13        Management poor attitude to the use of computer contribute to poor teaching and learning of computer teaching and learning of computer science in junior secondary schools.

Table 14        Unavailability of computer teachers is responsible for poor teaching and learning of computer science.

Table 15        The environment where the school is located is one of the major factors militating against effective teaching and learning of computer science in Igbo-Eze North.


 

TABLE OF CONTENTS

Title page………………………………………………………………………………………….    i

Approval page…………………………………………………………………………………….  ii

Certification ……………………………………………………………………………………….iii

Dedication ………………………………………………………………………………………..   iv

Acknowledgment ……………………………………………………………………………..    v

Abstract …………………………………………………………………………………………..    vi

List of table……………………………………………………………………………………….    vii-viii

Table of contents ………………………………………………………………………………   ix-xi

 

CHAPTER ONE: INTRODUCTION

1.1      Background of the study………………………………………………………….   1

1.2      Statement of the problem………………………………………………………..  3

1.3      Research questions ………………………………………………………………….  4

1.4      Purpose of study …………………………………………………………………….   4

1.5      Significance of the study………………………………………………………….   5

1.6      Definition of terms…………………………………………………………………..   6

 

 

CHAPTER TWO: LITERATURE REVIEW

2.1 Conceptual Analysis ……………………………………………………………           8

2.2      Computer science ……………………………………………………………….        11

2.3      Empirical Review of literature ……………………………………………..        12

2.4      Theoretical Review ……………………………………………………………..        15

2.5      Theoretical framework………………………………………………….                18

2.6      Statement of Hypothesis ………………………………………………                20

CHAPTER THREE: RESEARCH METHODOLOGY

 3.1     Research Design ……………………………………………………………               21

3.2      Area of the study……………………………………………………………               21

3.3      Population of the study………………………………………………….               22

3.4      Scope of the study……………………….………………………………….23

3.5      Sample size……………………………………………………………………………..   23

3.6      Sampling technique ……………………………………………………………….    23

3.7      Instrument for data collection ……………………………………………….     23

3.8      Administration of instrument …………………………………………………    24

3.9      Method of data Analysis…………………………………………………………     25

 

 

CHAPTER FOUR: DATA ANALYSIS AND RESULTS

 4.1     Presentation and analysis of data …………………………………………...   26

4.2      Testing of Hypothesis ………………………………………………………………   41

 

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATION

5.1      Discussion of findings……………………………………………………………….  51

5.2      Recommendation…………………………………………………………………...   53

5.3      Conclusion ……………………………………………………………………………      55

References………………………………………………………………………………………..   56

Appendix…………………………………………………………………………………………….58


 

CHAPTER ONE

INTRODUCTION

1.1                                   Background of the study

        The world today is assuming a global village through the use and application of information and communication technology (ICT). Ughamadu (2008) rightly notes that one will be in his office or residence and monitor the events that happen all over the world. This scientific discoveries and manipulations are made possible through the use of computers and other modern and ultra-modern and invention in the filed of science and engineering. Computer as a tool has been exposed and it’s being utilized in the effective management of education in so many countries (Beker 1986, Herper 1987 and Urah 2005). Countries of the world are said to be developed or not depending on their level of educational development.

For people to be fully integrated into the global system through the use of internet and other computer application, such persons ought to pass through the required training as offered by the teacher. The product of teaching (student) ought to be in a position not only to learn the subject but to harness all the necessary information and development of the computer.

Computer science like every other aspect of natural science requires more of the students engaging in the observational and practical method of teaching. The teacher on his part should be equal to the task of not only ensuring that he or she monitor the behavioural change on the students in the processes of learning but also be in total compliance to the current technology in the computer world. According to Ezeora (1985), the level of computer literacy one attains gives one an edge over his or her counterparts with less level of computer literacy. Impact the desired knowledge of computer is no less the responsibility of both the teacher and learner hence, both have outstanding roles they play not only in acquisition of literacy but in the overall development of the educational system.

 

1.2                                   Statement of the problem

Information and communication technology (ICT) is now a global phenomena and any nation that does not want to be left behind has to articulate measures to be connected to the positive side of the international digital device (Iyama 2005). Nigeria is no less an exception among countries of the world. But, the problem has been that since the invention of computer literate. Education being the bedrock of cultural transformation has not been able to address this problem as apathy noted by Agih (2008) that education holds the key to a better world for Nigerians and with the new development in education (computer literacy), it means that there must be a paralligm shift if our education system will be relevant in this information age.

It is therefore the trust of this research to investigate the problem militating against the effective teaching and learning of computer science with particular reference to junior secondary school in Igbo-Eze North Local Government Area of Enugu State.

1.3                                   Research Questions

For the purpose of this research, the following research questions have been raised:

(1)       What is the literate level of teachers handling computer science in junior secondary schools in Igbo-Eze North?

(2)       To what extent has the instructional materials been provided for the teaching and learning of computer science among the junior secondary schools in Igbo-Eze North?

(3)       what is the level of provision of infrastructure that would enhance the teaching and learning of computer science in junior secondary school in Igbo-Eze North.

1.4                                   Purpose of study

The following constitute the purpose for carrying out the study:

1.  To find out the literacy level of teachers handling computer science in junior secondary schools in Igbo-Eze North?

2.  To ascertain the extent instructional materials have been provided for the teaching and learning of computer science among the junior secondary schools in Igbo-Eze North?

3.  To find out the level of provision of infrastructure that would enhance the teaching and learning of computer science in Igbo-Eze North?

1.5                                   Significance of the study

The following significance have been outlined from the study:

1.  At the end of the study, the result would be of immense importance to Nigeria in their bid to join other nations of the world in the global trend of computer science.

2.  The study will be of value to students by exposing them on the best way to learn computers.

3.  It would be of immense value to schools on the need to constantly send their computer science teachers on training.

4.  It would boost the morale of students and teachers alike on the relevance of computers in today’s world.

5.  It would serve as an instrument to enhancing teachers’ status.

6.  It would also draw the attention of government on the need to provide the necessary resources both human and material to enhance teaching and learning of computer science.

1.6                                   Definition of terms

1.  Computer literacy: Ability to apply the use of computers to solve minor problems.

2.  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.

3.  Computer world: Application of computer in solving problems.

4.  Epileptic: Inconsistent

5.  Global village: A social setting where people are connected through electronic media.

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

7.  Learner: The subject of the teacher

8.  Literacy: Ability to read and write

9.  Teaching: Impacting of knowledge from the teacher to the learner.

10.             Teacher: All those involved in the process of impacting knowledge to some one.

11.             System: A definite method of achieving desired result.

 


 

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