Problems Of Effective Teaching And Learning Of Computer Science In Junior Secondary School
(In Enugu East Local Government Area Of Enugu State)
The effective teaching and learning of computer science in junior secondary school face several challenges. Firstly, inadequate infrastructure, such as a lack of computers or outdated technology, hinders practical engagement and hands-on learning experiences for students. Additionally, there’s often a shortage of qualified teachers proficient in computer science, leading to a gap in delivering quality education in this field. Limited access to relevant educational resources and materials further compounds the issue, restricting students’ exposure to diverse aspects of the subject. Moreover, curriculum constraints and rigid teaching methodologies may not cater to the dynamic nature of computer science, stifling creativity and innovation in learning. Addressing these challenges requires investment in modern infrastructure, continuous professional development for teachers, enhanced curriculum flexibility, and equitable access to resources, ensuring a comprehensive and engaging computer science education at the junior secondary level.
The study centers on the problems militating against effective teaching and learning of computer science in junior secondary schools of Enugu East 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 to analyze 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 as well as inadequate provision of instructional materials for computer science, irregular computer science practicals, 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.
Title pagei
Approval pageii
Certificationiii
Dedicationiv
Acknowledgementv-vi
Abstractvii
List of tablesviii-ix
Table of contentx
CHAPTERS ONE
INTRODUCTION.
1.1 Background of the study1
1.2 Statement of the problem3
1.3 Research questions4
1.4 Purpose of study4
1.5 Significance of the study5
1.6 Definition of terms6
CHAPTER TWO:
LITERATURE REVIEW
2.1 Conceptual Analysis8
2.1 Computer science11
2.2 Empirical Review of literature12
2.3 Theoretical Review15
2.4 Theoretical Framework18
2.5 Statement of Hypothesis20
CHAPTER THREE:
RESEARCH METHODOLOGY
3.1 Research Design21
3.2 Area of the study21
3.3 Population of the study22
3.4 Scope of the study23
3.5 Sample size23
3.6 Sampling technique23
3.7 Instrument for data collection23
3.8 Administration of instrument24
3.9 Method of data Analysis25
CHAPTER FOUR:
DATA ANALYSIS AND RESULTS
4.1 Presentation and Analysis of Data26
4.2 Testing of Hypothesis41
CHAPTER FIVE:
DISCUSSION, CONCLUSION AND RECOMMENDATION
5.1 Discussion of findings51
5.2 Recommendation53
5.3 Conclusion55
References56
Appendix58
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 its 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 behavioral 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 the 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 clamouring to be fully integrated into the computer world. But, the problem has been that since the invention of computer, greater number of her people are yet to be 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 Enugu East 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 Enugu east?
(2) To what extent has the instructional materials been provided for the teaching and learning of computer science among the junior secondary schools in Enugu east?
(3) What is the level of provision of infrastructure that would enhance the teaching and learning of computer science in junior secondary school in Enugu east?
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 Enugu east?
2. To ascertain the extent instructional materials have been provided for the teaching and learning of computer science among the junior secondary schools in Enugu east?
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 input.
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.
Effective teaching and learning of computer science in junior secondary schools can face several challenges. These challenges can hinder students’ understanding and proficiency in the subject. Here are some common problems associated with teaching and learning computer science in junior secondary schools:
- Inadequate Resources:
- Lack of computers and relevant software: Many schools, especially in developing countries, may not have enough computers or up-to-date software to facilitate practical learning.
- Insufficient Training for Teachers:
- Inadequate teacher training: Some computer science teachers may not have received proper training in the subject, leading to ineffective instruction.
- Curriculum Gaps:
- Outdated curriculum: Computer science is a rapidly evolving field, and the curriculum may not always reflect the latest developments and technologies.
- Limited Access to the Internet:
- Limited internet connectivity: Access to the internet is crucial for research, coding, and staying up-to-date with the latest trends. Some schools may lack reliable internet access.
- Lack of Motivation:
- Student motivation: Students may not see the relevance or importance of computer science, leading to a lack of interest and motivation to learn.
- Gender Disparities:
- Gender bias: Computer science has historically been male-dominated, and gender disparities in enrollment can discourage female students from pursuing the subject.
- Inadequate Assessment Methods:
- Assessment challenges: Traditional assessment methods may not effectively evaluate students’ practical computer science skills, such as coding and problem-solving abilities.
- Large Class Sizes:
- Overcrowded classrooms: Large class sizes can make it challenging for teachers to provide individualized attention and support to students.
- Lack of Continuous Professional Development:
- Insufficient professional development opportunities for teachers: Keeping up with the latest teaching methods and technologies in computer science can be difficult without access to ongoing training.
- Absence of Hands-On Learning:
- Lack of hands-on experience: Computer science is best learned through hands-on practice, but some schools may focus too much on theory, neglecting practical application.
- Inadequate Support for Special Needs:
- Limited support for students with special needs: Schools may not have the necessary resources or trained staff to support students with disabilities in computer science education.
- Cultural and Societal Factors:
- Cultural biases: Societal and cultural norms may discourage certain groups from pursuing computer science, contributing to a lack of diversity in the field.
- High Teacher-Student Ratio:
- High teacher-student ratio: Having too many students per teacher can make it difficult for teachers to provide individualized guidance and support.
To address these problems, it is essential for educational authorities, schools, and communities to work together to provide adequate resources, training, and support for both teachers and students in junior secondary school computer science programs. Additionally, curricula should be regularly updated to stay relevant, and efforts should be made to promote diversity and inclusivity in the field of computer science.