Comparison Of The Junior Secondary School Student Academic Performance In Computer Science And Integrated
(In Enugu South Local Goverment Area,Enugu State.)
A comparative analysis of junior secondary school student academic performance reveals distinct trends between computer science and integrated subjects. While computer science fosters proficiency in programming languages, algorithmic thinking, and digital literacy, integrated subjects offer a broader scope by amalgamating various disciplines, including science, mathematics, and technology. The assessment suggests that students tend to excel in computer science when they exhibit a penchant for logical reasoning and problem-solving skills, leveraging technology for academic pursuits. Conversely, integrated subjects demand a comprehensive understanding of diverse concepts, requiring students to synthesize information across multiple domains. Factors such as teaching methodologies, resource availability, and student engagement significantly influence performance differentials between the two subjects, highlighting the nuanced nature of educational outcomes in the junior secondary school curriculum.
This study compared the performance of junior secondary school student in computer integrated science from 2004 to 2008 in other to carry out this study effectively two research question were asked and answer.
Student’s raw scores of performances in integrated science and computer science were collect from (2) school (one male and one female) school south local government area.
Data obtained were analysis using mean scores indicated that student of integrated science perform better than computer science student’s in 2004, 2005, 2006,2007 and 2008 respectively.
CHAPTER ONE
INTRODUCTION
Background of the study
Purpose of the study
Significant of the study
Scope of the study
Research question
Research Hypothesis
CHAPTER TWO
LITERATURE REVIEW
Change in science curriculum6-15
Factors That Influence students In school of science15-20
Evaluation of achievement20-24
Summary of the review25
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design41
Area of the Study41
Population of the Study42
Sample and sampling Techniques42
Instrument for data Collection43
Validation of the Instruction43
Method of data Collection43
Method of Data Analysis43
Decision Rule44-45
CHAPTER FOUR
Presentation of data analysis46-53
CHAPTER FIVE
Summary of findings54
Conclusions57
Suggestions for further research58
Reference59-64
INTRODUCTION
Background of the study
A well developed scientific and technological base is conditional to any national human and material development. Nigeria is classed as a developing nation and has continued to make a break through by emphasizing much on science and technological in junior and senior secondary schools. The federal ministry of science technology (1986:7) stated that through the application of science and technology, the resources of nature have transformed into good and services for better quality of life. To support this assertion. Awokoye (1979) maintained that people are living in the world where science and technology has become integral part of the world culture and any country that over looks this fact does so at risk remaining backwardness in science and technology.
Also okeke (2005) stated that technological progress depends on the implementation of science education. It is on the light of this that Nigeria has begun to lay more and more emphasis on science education. Therefore, integrated science was introduced in junior secondary school earlier before the introduction computer science. The implementation of integrated science and computer science in junior secondary schools took off with numerous problems. The most worrisome is lack of teachers in the subject. It is still on group and have persisted for some year now. It is therefore pertinent to check the journey so far by comparing the academic achievement of JSS integrated science and computer science for the years 2004-2008 respectively. Comparison portends that similarity and differences in performances of the subject should be ascertained for the stated five years internal. Therefore the statement of the program of this study is given below.
Statement of the program
Ascertain the similarities and deference of junior secondary schools performances in computer and integrated science for five years in Enugu South.
Purpose of the study
This study compared the junior secondary school computer science and integrated science performance for five years in Enugu South local government area specifically the found out the mean achievement scores of computer science and integrated science of the selected schools. This was to determine if there either similarities or differences.
Significant of the study
The study will encourage the students to study computer science and integrated science harder to achieve more in junior secondary school certificate examination. Teachers of computer science and integrated science will gear up to increase their out put in teaching student.
The state ministry of education would fined out where there are recommended for make up a especially if insufficient staffing and finding are required if published. The state curriculum planners may use the study to find out if there is the need to revise curricular of the two subject if publish.
Scope of the study
The study focused on the comparison of junior secondary school performance in computer science and integrated science in Enugu South Local Government Area. Two school were selected for the study
Research question
1. What is mean achievement score of computer science students in 2004?
2. What is mean achievement score of computer science students in 2005?
3. What is mean achievement score of computer science students in 2006?
4. What is mean achievement score of computer science students in 2007?
5. What is mean achievement score of computer science students in 2008?
6. What is mean achievement score of integrated science students in 2004?
7. What is mean achievement score of integrated science students 2005?
8. What is mean achievement score of integrated science students 2006?
9. What is mean achievement score of integrated science students 2007?
10. What is mean achievement score of integrated science students 2008?
Research Hypothesis
1. There is no significant difference between the mean achievement score of computer science and integrated science in 2004.
2. There is no significant difference between the mean achievement score of computer science and integrated science in 2005.
3. There is no significant difference between the mean achievement score of computer science and integrated science in 2006.
4. There is no significant difference between the mean achievement score of computer science and integrated science in 2007.
5. There is no significant difference between the mean achievement score of computer science and integrated science in 2008.
To provide a detailed comparison of junior secondary school students’ academic performance in Computer Science and Integrated Science, we’ll examine various aspects such as curriculum, content, teaching methods, assessment, and potential outcomes. It’s important to note that educational systems can vary by region, so this comparison will offer a general overview.
1. Curriculum and Content:
Computer Science:
- Typically covers topics related to computer basics, programming concepts, algorithms, data structures, and basic computer applications.
- Focuses on developing computational thinking, problem-solving skills, and an understanding of how computers work.
- May involve hands-on programming exercises and projects.
Integrated Science:
- Integrates knowledge from various scientific disciplines such as physics, chemistry, biology, and earth science.
- Aims to provide a holistic view of scientific concepts and their interconnections.
- Topics can include energy, matter, ecosystems, human biology, chemistry reactions, and more.
2. Teaching Methods:
Computer Science:
- Often involves a combination of theoretical lectures and practical programming sessions.
- Hands-on coding and problem-solving activities are common to reinforce concepts.
- Emphasis on logical thinking and creativity.
Integrated Science:
- Incorporates demonstrations, experiments, and interactive activities to illustrate scientific principles.
- Encourages critical thinking and observation skills.
- May involve field trips to observe natural phenomena.
3. Assessment:
Computer Science:
- Assessment methods can include coding assignments, quizzes, tests, and projects.
- Coding projects might involve developing simple programs or solving computational problems.
- Practical application of programming concepts is assessed.
Integrated Science:
- Assessment methods often include written exams, practical experiments, lab reports, and presentations.
- Understanding of scientific concepts, principles, and their real-world applications is evaluated.
4. Potential Outcomes:
Computer Science:
- Students can develop programming skills that are relevant in various fields, including software development and technology.
- Improved logical thinking, problem-solving abilities, and familiarity with computational tools.
Integrated Science:
- Students gain a broad understanding of different scientific disciplines.
- Enhanced ability to analyze and interpret scientific information.
- Foundation for pursuing specialized sciences in higher education.
5. Challenges:
Computer Science:
- Requires access to computers and suitable software for practical sessions.
- Some students might find coding and abstract programming concepts challenging.
Integrated Science:
- Covering multiple scientific disciplines might result in less in-depth exploration of each field.
- Practical experiments might be limited by available resources.
Conclusion:
The comparison between junior secondary school students’ academic performance in Computer Science and Integrated Science shows that these subjects cater to different aspects of education. Computer Science focuses on technology, programming, and logical thinking, while Integrated Science provides a well-rounded understanding of various scientific disciplines. The choice between these subjects might depend on students’ interests, future career aspirations, and the educational objectives of the curriculum. It’s important for educators to ensure that both subjects provide engaging and effective learning experiences for students.