Assessment of Methods of Teaching Computer Courses to Computer Science Students
(in Selected Nigerian Polytechnics)
Educators employ diverse strategies to effectively teach computer courses to computer science students, recognizing the dynamic nature of the field and the need for adaptable pedagogical approaches. Incorporating a blend of theoretical foundations and practical application, instructors often utilize interactive lectures, hands-on coding sessions, collaborative projects, and real-world case studies to engage students and deepen their understanding. Additionally, leveraging modern technological tools such as simulation software, virtual labs, coding platforms, and multimedia resources enhances the learning experience, fostering experiential learning and reinforcing key concepts. Furthermore, adopting a student-centered approach involves providing opportunities for self-directed learning, peer-to-peer knowledge sharing, and personalized feedback, empowering students to explore their interests, develop problem-solving skills, and cultivate a passion for lifelong learning in computer science.
The study focuses on the methods of teaching computer courses to computer science major in selected Nigeria polytechnics.
It examines the background, methods of teaching, tools and equipments use in teaching computer courses to computer science major. The primary data for the study were generated from well structured question broadcasted to random samples of 70 out of 200 NDII students from federal polytechnic Nekede and Abia State Polytechnic and supported with interviews. Frequency labels, simple proportion percentage ratios, average, ranking, and chi-square (test for goodness of fit) for validation of the some of the some of the findings as distributed.
From the data presented and analyzed textbook is the mostly used tool for teaching computer courses to computer science major.
Followed by the computer but 20% students said that textbooks, chalkboard and computer are the tools used.
It was also established from the study that lecture method, lecture with discussion practical assignment, and class discussions are the methods of teaching computer courses to computer science major.
Therefore the researcher summarized and recommend that the NBTE (National Biand for Technical Education) should improve on the teaching tools by providing enough computers for teaching and learning and the methods of teaching computer courses to computer science major should be maintained and if possible across other departments.
Title Page ii
Dedication iii
Statement of approval iv
Declaration v
Acknowledgement vi
Table of content viii
Abstract xi
CHAPTER ONE
1.0 Introduction 1
1.1 Background of the study 1
1.2 Aims and Objectives 4
1.3 Statement of problems 5
1.4 Purpose of the study 6
1.5 Research Question 6
1.6 Significance of the study 7
1.7 Scope of the study 8
1.8 Limitations of the study 8
1.9 Definitions of terms 9
CHAPTER TWO
2.0 Literature Review 12
2.1 Historical background 12
2.2 Literature Review of teaching methods 24
2.3 Methods of teaching computer
courses to computer science major 38
CHAPTER THREE
3.0 Methodology 44
3.1 Research design 44
3.2 Size of sample and ample selection 44
3.3 Data collection instrument and procedures 45
CHAPTER FOUR
4.0 Data Presentation and Analysis 47
4.1 Introduction 47
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation 58
5.1 Summary of Findings 58
5.2 Conclusion and Recommendation 60
References 62
Appendix 1
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education is an important sector which cannot be fun with any serious country, state, organization or individual and that is why an individual, organization or government uses every means to make sure a good education is provided for her citizens (Adibe, 2001).
One of the means of this provision is the introduction of computer science in polytechnics, as a course of study.
Computer science is the study of the design and use of computer systems. One goal of the computer science department is to provide the student with the tools to identify those problem that are best solved by means of a computer and to design and implement effective, economical, and creative solutions.
Computer science as an academic discipline systematically includes three domains: Theory, and abstraction, and design.
The curriculum’s required courses give the students a strong foundation in both the software and hardware aspects of computing, as well as the mathematics and science that underline the discipline. The electives in the later years allow the student to study more deeply some particular area of computer science. The department courses and programmes continue to respond to changing g requirements for professional employment in computer science.
It is the responsibility of the student to understand and fulfill polytechnic, and Department requirements. These requirements are described is the polytechnic has gone a ling way to keep those individuals (computer operators) in various way:
i. To acquire formal education in computer science
ii To register fully as members in Nigeria computer society.
Iii to reduce non-professionals in the field.
Computer is an electronic device, which is capable of receiving, sorting and retrieving information with tremendous speed, if computer is effectively used, it can help teachers teach computer science students visually in all the computer courses.
This study based on the assessment of the methods of teaching computer courses to computer science major in selected Nigerian Polytechnics is trying to find out those teaching methods use in teaching computers courses.
According to McCathy (1989) common teaching methods are lecture method, lecture with Discussion, panel of experts, Brainstorming, video tapes, class Discussion, case studies, Role playing, Report-Back sessions, worksheets/surveys, index card exercise, Guest speaker, values clarification exercise.
IPSJ Journal (2001), state that the method of teaching computer science in a department of liberal Art is from technique (concretion) to theory (abstraction), of from practices to lecture.
In a physical classroom these is a standard, set of equipment and tools, this usually includes audio-visual equipment such as textbook, a chalkboard, video-visual video player and tape recorder.
1.2 AIMS AND OBJECTIVES OF THE STUDY
The aims and objectives of the study are to assess the methods of teaching computer courses to computer science major in selected Nigeria polytechnics.
1. It investigated whether textbooks and chalkboard the only teaching and learning tools in teaching computer courses.
2. It investigated whether multimedia instructional aids are used for both teaching and learning in computer science courses.
3. It investigated whether E-learning is used in teaching introduction to computers.
4. To investigate the most common teaching methods for computer courses to computer science majors.
1.3 STATEMENT OF PROBLEMS
The objective of teaching computer courses in Nigeria Polytechnics include to equip students with the necessary knowledge that will aid them to identify those problems that can be solved by means of computer system, and to design and implement effectively.
Another objective of the study is to provide the intellectual foundation for future professional development. A cornerstone in this study is ability fro student to reason logical. It is essential that student should be familiar with basic concepts in many computer courses.
Although, there are some other problems such as:
– Lack of lecturers to teach computer courses.
– Lack of teaching tools
– Lack of application of computer to real world situation in their programme of study.
– Extreme abnormal dislike or fear and dread of mathematics (one of the credit required for one to study computer science).
1.4 PURPOSE OF THE STUDY
The purpose of the study is to the methods of teaching computer courses to computer science major.
Also to educate student to succeed in his/her professional career, which takes place in the context of rapidly changing technology. In order to succeed in this area, the student must have certain knowledge, skills and attitudes.
1.5 RESEARCH QUESTION
The objective of the research is to determine those tools/ methods that are used in teaching computer science major in Federal Polytechnic Nekede and Abia State Polytechnic.
In order to conduct an effective study on the central theme of this work, the following critical questions have been addressed namely:
(a) What are the tools used in teaching computer courses?
(b) Is your polytechnic connected via Internet?
(c) How effective is the use of computer on the teaching and
(d) What are the most common teaching methods of computer courses e.g. Introduction to computer, computer packages, Computer Programming, and, Computer Hardware maintenance.
1.6 SIGNIFICANCE OF THE STUDY
Information technology (IT) is providing for the use of computer aided (CAL) systems to assist in the Education and training of students.
This study will assist computer science students to know teaching methods both old and new. It will help them to understand that developments in computer science will make new applications profitable and new method viable.
1.7 SCOPE OF THE STUDY
The study is targeted at Federal polytechnic Nekede Owerri, Imo State and Abia State Polytechnic it covers all phases used in teaching computer courses. The wing topics will be addressed:
– Introduction to computer
– Computer packages
– Computer Programming
– Computer Hardware Maintenance
1.8 LIMITATIONS OF THE STUDY
The researcher encountered a lot of problems such as limited time provided for this study.
Furthermore, the researcher encountered the problem of limited number of respondents since some of the respondents have not filled questionnaire of this type before.
1.9 DEFINITIONS OF TERMS
COMPUTER An electronic device that can accept data, process it and give result/ information under automatically stores program.
Computer science The study of the design and use of computer system. It is a chameleonic discipline.
Teaching Is a sublime communion of ideas whereby an inquisitive soul gets to open up to the light of knowledge
Multimedia A way of presenting to the user a combination of different forms of information such as text, data, images, video, audio, and graphics.
Algorithms a clearly – defined mathematics final used to solve a problem or run an operation
Animation A simulation of movement created by displaying a series of pictures or frames, cartoons on television is one example of animation
Program A set of instructions given to computer to carry out particular task
Virtual Not real. Something that is mere simulation or illusion of a real environment.
Videoconferencing A person-to- person discussion, involving either individuals or groups in which participants are at different sites, using computer networks to transmit audio and video data.
Online Turned on and connected. Users are considered online when they are connected to a computer service through modem.
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Assessment of Methods of Teaching Computer Courses to Computer Science Students:
Teaching computer courses to computer science students is a critical task, as it lays the foundation for their future careers in technology. The assessment of teaching methods for computer science courses should consider various factors to ensure that students gain a deep understanding of the subject matter and develop essential skills. Here’s an assessment framework for evaluating methods of teaching computer courses to computer science students:
- Alignment with Learning Objectives:
- Are the teaching methods aligned with the course’s learning objectives and outcomes?
- Do the methods cater to the specific needs and goals of computer science students?
- Active Learning vs. Passive Learning:
- Do the methods encourage active learning, problem-solving, and critical thinking, or do they rely heavily on passive methods like lectures?
- Are there opportunities for hands-on programming and practical exercises?
- Engagement and Interaction:
- Do the teaching methods promote student engagement and interaction with the course material and their peers?
- Is there a balance between individual work and group activities?
- Real-World Relevance:
- Do the methods incorporate real-world examples and applications of computer science concepts?
- Are students exposed to industry-standard tools and practices?
- Assessment and Feedback:
- Is there a clear and fair assessment strategy in place?
- Are students provided with timely and constructive feedback on their assignments and performance?
- Adaptability and Flexibility:
- Can the teaching methods adapt to the diverse learning styles and abilities of computer science students?
- Is there flexibility to accommodate different paces of learning?
- Technology Integration:
- Are appropriate technologies and software tools used to enhance the learning experience?
- Is there training and support available for students to use these technologies effectively?
- Inclusivity and Diversity:
- Are teaching methods inclusive and accessible to students with diverse backgrounds and abilities?
- Is diversity of thought and perspective encouraged in the classroom?
- Practical Skills Development:
- Do the methods emphasize the development of practical programming and problem-solving skills?
- Are there opportunities for students to work on real coding projects?
- Continuous Improvement:
- Is there a mechanism for collecting feedback from students about the teaching methods?
- Are adjustments made to the methods based on feedback and evolving industry trends?
- Professional Development:
- Are instructors encouraged and provided with opportunities for professional development to stay updated with the latest advancements in computer science?
- Peer Learning and Collaboration:
- Do the teaching methods foster collaboration among students, allowing them to learn from each other?
- Are there opportunities for peer code reviews or group projects?
- Ethical and Legal Considerations:
- Are ethical and legal aspects of computer science integrated into the curriculum?
- Are students educated about responsible coding practices and the importance of ethical behavior in the field?
- Assessment of Student Outcomes:
- Are there measures in place to assess whether students are meeting the learning objectives and acquiring the necessary skills?
- Are these assessment methods valid and reliable?
- Resource Utilization:
- Are the teaching methods resource-efficient in terms of time, budget, and technology?
- Are there ways to optimize resource allocation?
Evaluating teaching methods for computer science courses should be an ongoing process, with regular reviews and adjustments to ensure that students receive the best possible education. This assessment framework can help educators and institutions make informed decisions about their teaching approaches and continuously improve the quality of computer science education.