Extent Of Computer Literacy Possessed By Junior Secondary School Science Teachers
(A Case Study Of Enugu Education Zone)
The level of computer literacy among junior secondary school science teachers varies significantly, influenced by factors such as access to technology, training opportunities, and individual motivation. While some educators demonstrate proficient skills in using educational software, conducting online research, and integrating technology into lesson plans, others may have limited knowledge and experience with digital tools. Bridging this gap requires targeted initiatives focusing on enhancing teachers’ digital competencies through comprehensive training programs, access to updated resources, and ongoing support mechanisms. Implementing such strategies can empower educators to effectively leverage technology for innovative teaching methods, interactive learning experiences, and improved student engagement in science education.
There is a need for everybody to be computer literate in the society, and this made us to carry out this project work titled the extent of computer literacy possessed by junior secondary science teachers in Enugu education zone. We have five research designs and the area of the study is Enugu education zone. Simple random sampling was used. The sample of the study is made up of 10 schools selected at random from the 27 existing schools in the zone. 50 teachers were selected from the 150 teachers in the zone, that is, 5 teachers from each of the 10 schools sampled.
The main instrument for data collection was questionnaire. The instrument was structured according to strongly agree, agree, disagreed and strongly disagreed. In our study, we find out that the teachers still have along way to go in the world of computer.
TITLE PAGE i.
APPROVAL PAGE ii.
DEDICATION iii.
ACKNOWLEDGEMENTiv.
ABSTRACTvi.
TABLE OF CONTENTS vii.
CHAPTER ONE:
INTRODUCTION.
1.1 BACKGROUND OF THE STUDY 1.
1.2 STATEMENT OF THE PROBLEM 5.
1.3 PURPOSE OF THE STUDY 6.
1.4 SIGNIFICANCE OF THE STUDY 6.
1.5 SCOPE OF THE STUDY 7.
1.6 RESEARCH QUESTIONS 7.
1.7 DEFINITION OF TERMS 8.
CHAPTER TWO:
LITERATURE REVIEW.
2.0 INTRODUCTION 10.
2.1 COMPUTER LITERACY 10.
2.1:1 SOCIAL IMPLICATION OF COMPUTER LITERACY 12.
2.2 COMPUTER AGE 14.
2.3 INFORMATION AND COMMUNICATION TECHNOLOGY 15.
2.4 THE IMPORTANCE OF COMPUTER IN EDUCATION 16.
2.5 THE MAJOR COMPONENT PARTS OF COMPUTER 17.
2.6 DATA PROCESSING22.
2.7 APPLICATION OF SOFTWARE 23.
2.8 SUMMARY OF REVIEWED LITERATURE 24.
CHAPTER THREE:
RESEARCH METHODS.
3.0 INTRODUCTION 25.
3.1 DESIGN OF THE STUDY 25.
3.2 AREA OF THE STUDY 26.
3.3 POPULATION OF THE STUDY 26.
3.4 SAMPLE AND SAMPLING TECHNIQUES 27.
3.5 INTRODUCTION FOR DATA COLLECTION 27.
3.6 VALIDATION OF THE INSTRUMENT 27.
3.7 RELIABILITY OF THE INSTRUMENT 27.
3.8 METHOD OF DATA COLLECTION 28.
3.9 METHOD OF DATA ANALYSIS 28.
CHAPTER FOUR.
4.0 PRESENTATION, ANALYSIS AND SUMMARY OF DATA
4.1 RESEARCH QUESTION 1 29.
4.2 RESEARCH QUESTION 2 32.
4.3 RESEARCH QUESTION 3 34.
4.4 RESEARCH QUESTION 4 36.
4.5 RESEARCH QUESTION 5 38.
CHAPTER FIVE.
5.0 DISCUSSION, CONCLUSION, RECOMMENDATION AND SUMMARY41.
5.1 DISCUSSION 41.
5.2 CONCLUSION 42.
5.3 RECOMMENDATION 43.
5.4 SUMMARY 44.
REFERENCES. 45.
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
This century has witnessed the transformation of the human society from the industrial age to information age. The volume of information that circulates in an economy is now a measure of the level of advancement of any economy. Industries enjoy relative advantage over their competitors if they have monopoly of some classes of business information. Nation is stronger than others because they have more information. It is therefore, not surprising that government and private business organizations invest significant proportion of their budget in information technology. The computer plays a central role in the acquisition, processing, storage, dissemination, and use of vocal, pictorial, textual and numerical information. The use of computer has revolutionized the way we do business, study, work, and social activities and so on, as well as continue to touch and change our daily lives in a profound way. So significant is the impact of computer that it is regarded as an enabling technology, the facilitator of change and the creator of hitherto unimaginable possibilities.
According to Okolo (2007), the critical analysis of the definition of computer, performs three devises that qualify it as a computer;
i. Receiving input as data.
ii. Processing the received data.
iii. Providing the processed data as information.
Therefore, a person’s skills in using computer system will largely determine his or her values in workforce in coming decades. Computer literacy is already beginning to create a great impact on career opportunities as ordinary literacy did in the past.
Okolo defined computer literacy as a way of being able to tell a computer to do what one wants it to do through operation. For one to tell a computer what to do for him or her, the person must understand exactly what he or she wants. Then for the computer to perform the operational task given to it effectively, the operator has to go through the information before he or she could confirm it.
Therefore, for one to be able to instruct the computer to do certain work for him or her, he or she must know and understand computer language such as; programming languages. No one can use computer without giving it instruction, which is programming it. We should understand that programming skills work together with computer operation from the backbone of computer literacy.
Okolo (2007), defined computer as an electronic gadget or device that accepts data as an input and processed the data electronically to produce the desired output or information with the aid of a set of instructions. A computer machine requires some means of accepting data called input port. Somewhere to store the data called memory, somewhere to keep the sequence of operations to be manipulating the data or performing the circulation called the Arithmetic and Logic Unit (ALU) and finally, a method of telling the result of the calculation.
These facilities are common to all computing machine regardless of the task the machine is used for.
Edafiogho (2007) outlined the different ways information and communication technology (ICT) can be applied to education to include learning, on-line learning, digital literacy, assessment, information literacy and digital virtual library. ICT can be used in education for tele-processing, telephone, database, electronic bulletin board and so on. In teaching and learning especially in secondary schools ICT have been very useful in a variety of ways. A breakdown of the application shows that ICT is needed in the following areas;
i. Provision of instructional materials that are used in teaching and learning of cumbersome and uninteresting topics.
ii. It also provides opportunity for teachers to have an access to teaching aids used in other parts of the world to understand a concept.
iii. Provision of ICT in secondary schools helps in improving access to learning opportunities, redress in equalities, improves the quality of learning and delivers long-life learning opportunities.
iv. It helps the teachers and students to access information in their class work and assignment.
v. It enables teachers to choose from variety teaching and learning experience which the teacher can use to permit instruction in the learners.
1.2 STATEMENT OF THE PROBLEM
Education is a field in which data processing using computer as an aid of teaching and learning in a classroom, communication that is the use of internet for wide research across the globe and for effective communication to the whole world is necessary.
It is quite essential for both the teachers and students to become computer literate in other to enable them cope with the continuous development in the society.
We then, find out that in our educational institution today, both the teachers and students are still ignorant in information technology. For this ignorance, Enugu Education Zone is not left out. They still have second hand information of what is going on in society. There is every reason to ask therefore, what is the extent of computer literacy among teachers, precisely science teachers in Enugu Zone?
1.3 PURPOSE OF STUDY
The purpose of this project aims at ascertaining the extent of computer literacy possessed by junior secondary school science teachers in Enugu Zone.
Specifically, the purpose of this project is to find out;
a. To what extent are the schools computerized?
b. To what extent has the teachers known how to use computers to communicate?
c. Can the teachers teach computer operation very well to the students?
d. To what extent has the teachers reached, in knowing the general overview of computer?
e. To what extent can the teachers make use of Microsoft office package?
1.4 SIGNIFICANCE OF THE STUDY
When this research has been carried out, the extent of
computer literacy possessed by junior secondary science teacher in
Enugu state, precisely Enugu zone, will be known we will contribute great ideas that will be used to carry everybody along in terms of becoming computer literate.
We have to say the importance of computer in data processing, teaching and learning in the classroom and also for communication. Having talked about this, it will help the government and Parents Teachers Association (P.T.A) tot put things in order and as supposed.
Therefore, in this project work we meant the way forward to all the teachers and also schools to buy the idea if it would be necessary for them. We should move higher to acquire knowledge, more especially on computer to enable us cope with that of global age.
1.5 SCOPE OF THE STUDY
This study only covers the extent of computer literacy possessed by junior secondary schools science teachers in Enugu education of Enugu state only.
1.6 RESEARCH QUESTIONS
The following research questions were formulated to guide the study;
i. To what extent has the teachers known how to use computer to communicate?
ii. To what extent has the schools been computerized?
iii. To what extent has the teachers reached in knowing how to teach computer very well?
iv. To what extent has the teachers known general overview of computer?
v. To what extent can the teachers make use of Microsoft office package?
1.7 DEFINITIONS OF TERMS
a. Computer: This is an electronic machine that accepts data as input, processes the data, generates output (result) in form of information and also, stores both the input/data and output information for further usage.
b. Computer Literacy: This can be defined as a means whereby someone knows how to operate or make use of computer effectively.
c. Hardware: This is a collective terms that refer to all physical component of computer that can be seen and touched.
d. Software: This is collective programs that direct the hardware on what to do and how to accomplish such operation.
e. Data Processing: This is the manipulation which a computer does in data in order to transform it into information.
f. Information Technology: This is referred to as the study of electronic equipment, especially computers, for storing, processing, analyzing and sending out of information.
SHARE PROJECT MATERIALS ON:
Computer literacy among junior secondary school science teachers is becoming increasingly important in today’s educational landscape. As technology continues to play a significant role in modern education, teachers need to be equipped with the necessary computer skills to effectively integrate technology into their teaching practices. Here are some aspects of computer literacy that junior secondary school science teachers should possess:
- Basic Computer Skills: Teachers should be comfortable with fundamental computer operations such as using a mouse and keyboard, navigating the operating system, and managing files and folders.
- Word Processing: Proficiency in word processing software (e.g., Microsoft Word, Google Docs) is essential for creating lesson plans, worksheets, and other teaching materials.
- Presentation Software: Teachers should be able to create engaging presentations using software like Microsoft PowerPoint or Google Slides to deliver lessons effectively.
- Internet Usage: Familiarity with web browsers and search engines is crucial for research, finding educational resources, and staying updated on scientific developments.
- Email and Communication: Teachers should know how to use email for communication with colleagues, parents, and students. Understanding email etiquette is also important.
- Educational Software: Teachers should be capable of using educational software and applications relevant to science education. These might include simulations, interactive learning tools, and virtual labs.
- Data Analysis: Basic skills in using spreadsheet software (e.g., Microsoft Excel, Google Sheets) are helpful for analyzing scientific data and teaching students about data analysis.
- Online Collaboration Tools: Familiarity with tools like Google Workspace (formerly G Suite) or Microsoft 365 enables teachers to collaborate on documents and projects with students and other educators.
- Classroom Technology: Teachers should be able to operate and troubleshoot classroom technology, such as projectors, interactive whiteboards, and audio systems.
- Digital Citizenship: Teachers should understand digital citizenship concepts and be able to guide students in responsible and ethical online behavior.
- Adaptive Learning Platforms: Knowledge of adaptive learning platforms can help teachers personalize learning experiences for students with varying abilities and learning styles.
- Coding and Programming: While not mandatory, a basic understanding of coding and programming concepts can be beneficial, especially as coding becomes more integrated into science education.
- Online Assessment Tools: Proficiency in using online assessment tools can help teachers create quizzes and exams that can be administered digitally.
- Cybersecurity Awareness: Teachers should be aware of cybersecurity best practices to protect sensitive information and ensure the safety of their students online.
- Continual Learning: Technology evolves rapidly, so teachers should have a willingness to learn and adapt to new tools and software as they emerge.
Professional development opportunities, workshops, and online courses can help junior secondary school science teachers enhance their computer literacy. School districts and educational institutions can play a crucial role in providing training and resources to support teachers in developing these skills.