PROJECT: THE PROBLEMS MILITATING AGAINST TEACHING AND LEARNING OF
COMPUTER STUDIES IN JUNIOR SECONDARY SCHOOLS IN NSUKKA LOCAL GOVERNMENT AREA OF
ENUGU STATE
CHAPTER ONE
INTRODUCTION
Background of the Study
The use of the electronic
sophisticated and automatic machine called computer has justified the saying of
our time that the world is global village. The computer make work done conveniently
and faster, Adedapo (2010). Large volumes of data with the aid of
computers are processed automatically into information and distributed across
the globe in few seconds. Individuals, organization and governments communicate
with one another, transact business and share ideas without incurring transport
expenses and risks of life through electronic information media with the aid of
computer.The everyday life of the people around the globe has been entirely
influenced by the computer as it is nearly used in every area of human endour
be it industry, agriculture, economy, medicine etc. Agu (2005).
Due the wide spread use of
computer around the around the planet earth and the fast growth of the computer
industry, the teaching and learning of computer studies in schools emerged as a
new subject. Therefore the teaching and learning of this computer studies with
qualified competent teachers studies became paramount especially at the junior
secondary level so as to catch them young, Osuala (2002).The effectiveness of
teaching and learning of computer studies involves practical and it needs
adequate facilities and equipment with the corresponding instructional
materials.Therefore to tackle the problems militating against the teaching and
learning of computer studies at the junior secondary school level, the needed
facilities and instructional materials should be adequately provided.According
to Nwachukwu (2000), instructional materials are the object that can be seen or
touch which enable learners acquire knowledge, skills and attitude.
Instructional materials makes lessons more meaningful and promote effective
learning.
The teacher is a big question
in the teaching and learning of computer studies. His qualification goes a long
way to determine the effectiveness of computer studies in junior secondary
schools. Gana (2004) have it that the performance of the students depend to a
large extent on the competence of the teachers. Qualified professionally
trained teachers have the professional skills to impact the desired knowledge
to learners.Qualified teachers and the needed facilities for improved teaching
and learning of computer studies are in short supplies and it hinders the
effectiveness of computer studies in junior secondary school level.
Therefore, to tackle the
problems militating against teaching and learning of computer studies in junior
secondary schools, the needed facilities should be provided, qualified teachers
should be employed to teach computer studies in junior secondary
schools. The study will therefore, determine the possible
solutions and strategies to tackle the problems militating against teaching and
learning of computer studies in junior secondary schools.
Statement of the Problem
According to Osuala (2002).
The emergence of teaching and learning of computer studies in present day
educational system is a recent development.This development in education has
raised some challenges to computer teachers which are even very few in
supply.Therefore, there is need to tackle these challenges of teaching and
learning of computer studies.
The major problems militating
against teaching and learning of computer studies are lack of facilities,
inadequate number of qualified computer teachers and method of teaching and
learning of computer studies.
These problems makes it
imperative to the determine the various of ways of tackling the problems
militating against teaching and learning of computer studies in junior
secondary schools in Nsukka local government area of Enugu State.
Purpose of the Study
The general purpose of this
study is to identify the problems militating against teaching and learning of
computer studies in Junior Secondary Schools in Nsukka Local government area of
Enugu State.
The study is specially aimed at identifying:
i. Facilities and
equipment for teaching and learning of computer studies.
ii. Methods of teaching
and evaluation in computer studies
iii. Qualification of Teachers
teaching computer studies.
Research Questions
The following research questions are based on the objectives of the
research. They are:
1. What are the needed
facilities for teaching and learning of computer studies in Junior secondary
schools.
2. What are the methods
of teaching and Evaluation of computer studies in Junior secondary schools?
3. Are qualified
teachers needed for teaching and Evaluation of computer studies in Junior
secondary schools?
Significance of the Study
1. The study will enable the government and school administrators to
provide the needed facilities for the teaching and learning of computer studies
in junior secondary schools for efficient and effective computer studies.
2. The findings of the study will help the teachers to apply the
appropriate methods of teaching and learning of computer studies in junior
secondary schools which will help in producing sound computer literate and self
reliant graduates.
3. The study will highlight the qualification for teaching computer
studies in junior secondary schools which will enable the government to train
and post professional teachers to the various secondary schools.
4. The study will encourage proper utilization of facilities by the
teachers and students for effective computer studies in Junior secondary
schools.
Scope of the Study
The researchers covered some
secondary school where computer studies are taught.Due to constraints in both
time and resources the researcher could only cover some secondary schools in
Nsukka Local Government Area of Enugu State.
Definition Of The Basic Concepts
Computer: According to Bakpo (2003) computer is an electronic machine which
under the control of a stored program automatically accepts data in its memory
units, manipulate the stored data according to the instructions given by the
user and produces results as an output.
Also Ryan .E. (2010) defined computer as an electronic device which is
capable of receiving information (data) in a particular form and of performing
a sequence of operations in accordance with a predetermined but variable set of
procedural instructions (program) to produce a result in the form of
information or signals.
Computer studies: According to Collins (2014) computer
studies is a course of study devoted to using and programming computers.
Teaching: According to Oforkansi (2008). Teaching is a deliberate effort by
a mature or experienced person to impart information, knowledge, values,
skills, norms (standard behavior), morals (moral values), attitude, language
and so on to an immature or less experienced person through the process that is
morally and pedagogically acceptable:
Learning: According to Umeano (2010 learning is the process whereby an
organism changes its behaviours as a result of experience.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter is done under the following sub-headings:
Conceptual framework and summary of literature review.
i. Conceptual Framework
ii. Origin of computer
studies as a subject in Nigeria
iii. Needed facilities and
equipment for teaching and learning of computer studies in junior secondary
schools.
iv. Methods of teaching
and Evaluation of computer studies
v. Needed qualification
of teachers for teaching and learning of computer studies.
vi. Summary of literature
review.
Conceptual Framework:
The word computer is gotten from the latin word computare meaning
anything that computes. According to William (1992) computer is a high-speed
electronic device that processes, retrieves and stores programmed information.
Agu (1992) defined computer as an electronic device, which stores information,
on magnetic tape, analyses it a produces the information as required from the
data on the tape.Nwosu (2009) defined as a special multi-purpose electronic
device (machine) that is capable of receiving instruction (data), storing and
processing it and giving a desired result as output (information) accurately at
an incredibly high speed. The computer is made up of analog, Digital and the
Hybrid as types. The two major components of the computer are the hardware and
software. The hardware are the physical components of the computer while the
softwares are the non tangible components known as the programs that
manipulates the hardwares
According to Ryan.E. (2004)
computer studies is a course of study devoted to using and programming
computers. Skimmer (1980) defined computer education as the system at skill
acquisition in the use of computer to solve problems. Computer studies is seen
as a subject organized to enable people understand the functions, uses and
limitations of computer and to provide opportunities for the study of the
modern method of information processing. Nwosu (2009) have it that computer
studies could be seen as a process of education which enable people know how to
use a computer to run program and diverse applications including business,
industry and commerce.
According to Nworgu (2003)
Evaluation is a process of seeking, obtaining and quantifying data with a view
to making value judgment about objects, events or their
characteristics.Evaluation is quantitative and qualitative. According to
Offorma (1994) Evaluation is the process of determining how far the curriculum
objectives have been attained. It is a means of finding out the strengths and
weaknesses of the learners and the total curriculum endeavour.
Origin of Computer studies as a subject in Nigeria
Some years back in Nigeria
computer studies was not included in the secondary school curriculum but gone
are those years and days. This according to Gana (2004) was necessitated as
there is no way out of the information age which computer revolution has
ushered in and the only way out is through computer literacy.
The inclusion of computer
studies in the curricular of the Nigerian schools came into existence when the
federal government of Nigeria took a giant step to push away ignorance and to
create more awareness about computers and its utilization in the year 1987. A
committee on computer education was set in Federal Ministry of Education (FME)
under the office of professor Jibril Aminu. He inaugurated the committee on the
10th of March 1988. The committee was charged with many
responsibilities which was planning for dynamic policy on computer education
and literacy in Nigeria.
The relevance of computer lent credence to its inclusion into school
curricular of primary/ secondary schools. The basic objectives are:
1. The development of
rudimentary knowledge about information system, information processing
techniques and the role of computer.
2. To impart the
knowledge about the uses of computer and its application in everyday life.
3. To develop in the
learner an appreciation of how computer works.
4. To develop an
understating of the basic principles of operating a computer.
5. To expose learners in
using programmed packages which are relevant to the interest of the pupils as
teaching aid in different subjects.
6. To develop an
understanding of the concepts of different computer language and their
application.
7. To develop in the
learner an application of problem solving methods and techniques as they apply
to computer programme design, coding and documentation (FGN 1988).
To achieve the above objectives, it was
recommended that computer studies be made a core subject at junior level in
order to promote computer literacy. That it should enable the students acquire
the ability to use the computer in computer-based education at later years and
an elective course at the senior secondary school level (FGN, 1988).
Computer studies were finally
introduced as a pilot scheme in the federal unity schools and armed forces
secondary schools across the country.The primary objectives to impart knowledge
and skills that can make an average Nigerian student to use computer as an everyday
tool to perform task and solve problems.
Needed facilities and equipment for teaching and learning of computer
studies in Junior Secondary Schools.
According to Agu (2005) our teachers,
students and even workers need facilities in order to make them efficient in
their work and studies. The manipulation of skill oriented
instructional facilities is necessary for the acquisition of practical and
applied skill as well as basic scientific knowledge that would facilitate
efficient occupational training in computer. The instructional materials in
computer studies include all the practical and skill development resources that
would facilitate the process of teaching, learning and evaluation of vocational
skills. This gives a description of all the facilities, tools and other
resources and materials that could be utilized for directing and controlling
vocational operation and for reinforcing the teaching and learning of specific
skills.With references to the school computer laboratory, facilities should be
based on recognized principles and not on personal preferences.
Umeano (2010) stated that the factors
that should include among other things the nature of the copulation of which
the learners are being prepared for long term planning is necessary in order to
recognize number of students, units of lessons, and other organization stages.
For any junior secondary school to
actualized effective computer studies, there must be sufficient and latest
computers with programs and a computer laboratory. Due to lack of computers and
other facilities, some schools teach computer studies theoretically and this is
ineffective. The school laboratory of cluster has to be well equipped and
handled by qualified teachers.
According to Okoro (1993) the problems
created by non-availability of instructional facilities or equipment are
serious and diverse and computer studies happen to be of discipline or rather
an area of knowledge which cannot be adequately imparted without proper
infrastructural facilities and equipment. As a technical subject, funding for
equipment and facilities are necessary.
Okoro (1993) sees lack of instructional
facilities in computer education as a great obstacle to the development of the
programme. Ryan (2010) said that lack of facilities is the major factor of low
level of readiness among the learners. Facilities for training must equally be
stored in proper place in other words; the unavailability of spaces for the
learning by students and others creates a problem.
Osuala (2002) opined that the following
office appliances, furniture and miscellaneous facilities are necessary in
computer classroom and laboratory to improve calculators, computers,
uninterruptible power supply (ups) printers, diskettes, backups, photocopying
machines, key punches, telephone equipment, modern furniture etc. a stand by
generator sets is key factor for practicals as the electricity supply is
epileptic.
Methods of Teaching Computer Studies
Some methods could be used in
teaching computer studies in secondary schools but the below are discussed in
this study:
1.Demonstration method: This method is an instance of
somebody showing how a particular thing functions or works or even how
something is done. Demonstration method is designed to aid theoretical
principles, which are outlined in lessons.The demonstration method could be
carried out by demonstrators, teachers or students themselves Offorkansi
(2008). This is the most effective method of teaching computer studies. It
clarified the purpose for the lesson, shows correct motion and motivates the
students. This method offers the teacher the opportunity of accompanying verbal
instruction. For instance, most areas in computer studies require extensive
equipment and laboratory exposure to reinforce clarity.This fact makes the demonstration
method the best method of teaching computer studies. The demonstration method
is valuable in teaching application packages such as word perfect, coral draw,
graphics etc. when the students are seated in the laboratory, the teacher gives
an explanation of the keyboard layout and the various functions of the keys
etc. according to Olisakwe (2001); a document may be an article, text or a few
lines of information.After an initial good beginning, the teacher goes further
to demonstrate how to save a document permanently in the computer memory for
future use.
2. Problem Solving Method: This method is the act of finding
solutions to problems. The problem solving include: critical thinking, logical,
investigation activities, reasoning problems, creative thinking and inquiry
Eric (2000).As the term implies, problem solving by the teachers to the
students involves the chalkboard or using the computer visual display unit
(VDU) so as to bring out the intricacies of the topic of the subject. This
method makes the students to develop critical thinking skill which is
essentially in today’s work circumstances which workers can anticipate changing
jobs several times, directing one’s level of thinking. Students not only
develop thinking skills but also learn the subject matter as well.This method
usually entails the teacher either solving on the computer visual Display Unit
(VDU) or chalkboard. For the teacher to illustrate how to move, copy or delete
document, he gets the student to watch him as he manipulate the VDU and the
student are free to ask questions wherever it arises.
3. Assignment Method: According to Eric (2000) he
defined assignment in his work as the act of giving students work to do based
on a subject topic and after marks will be awarded according to the performance
of each student.Success in any subject depends on the part of the ability of
the teachers to develop meaningful assignment, to check those assignments and
to make the result available to the students. One of the most productive ways
of applying this method in computer studies is to give assignment after lesson
and practical work.This should be given by the teacher. This will instill the
individual students participation and comprehension of the study.The students
operates the computer from a given length of time then another person will have
sometimes with eh system so as to hand in his work for assessing.
As marks are awarded to the
assignments, students tend to work harder on assignment given to them. The
assignments serve as strong motivational force for students.
4. Games and simulation
Offorkansi (2008) considered
games and simulation as the roundabout way of teaching students not so easy
topic using games which makes them forget the complexity of the topic and finally
make them understand what they are expected to learn.
Games and simulation is a
teaching and learning technique which has been found to provide the students
with appropriate practical learning experience. The first personal computers
were mainly hobby machines.Ever since then, hundreds of games have been devised
for them and new ones keep appearing. One of the most popular of these games
are strategic games and sports. These games cater for the needs of various ages
and interest group. In addition to recreational values which include enjoyment,
excitement and relaxation. This method offers great training and learning
facilities. Some instance of computer games are catch “eme” sharks, shooting
gallery, F -15 strikes etc.the major advantage of this method is that it
conveys a spirit of excitement and stimulates the students to go further in
pursuit of some more specialized area of concern which aids in developing
curiosity and application for complexity. While its major handicap is that it
takes far more time of the limited time available I the school time table
stipulated for computer studies period Offorma (1994).
5. Discussion Method: This method involves the
interaction between the teacher and his students where they talk about a topic
of interest in the light of brining out its difficulty or hidden nature.
This method is the most
commonly used in teaching. Teachers and students are usually involved in this
method. It is assumed that the classes are likely to find solution to specific
problem on the topics.In computer studies class, if the teacher and the
students give the discussion method a chance to demonstrate its special nature
and value, it is believed that all students become more able and competent in
formulating sound verbal arguments, understanding issues of complexity and
self-exploration as a way to understand ideas. Moreover, students will develop
a greater appreciation of themselves as teachers and students. Also the
potentials of the peers as teachers are achieved. This belief will help
facilitate a stronger commitment of lifelong learning. Discussion method often
works to reduce student’s alienation from higher learning. A number of topics
in computer studies could be taught suing the discussion method. Some of these
topics include origin of computer, types of computer, uses of computer among
others.
Nworgu (2003) defined the
method or mode of evaluation as the general design or approach to evaluation.
Until the late 70’s there was no clearly defined policy on the mode of
evaluation in our school system. The evaluation practices were somewhat haphard
and lacked any design. However, in 1977, the government first voiced out the
introduction of a clearly defined mode of evaluation which is the continuous of
a clearly defined mode of evaluation which is the continuous assessment (F.M.E,
1977, Revised, 1982). This method of evaluation became operational in the
system 1982. The national policy on education (F.M.E, 1981:14) Proposes that
educational evaluation be asses based on the continuous assessment at all level
of the educational system. This method of evaluation of student’s ability is to
replace that former one shot summative evaluation which used to be administered
on students at the end of school year for the purposes of promotion to the next
class.Similarly at the completion of a programme or course of study an external
evaluation body administers another such examination for the purposes of
certification. Although in the old system many teachers administered biweekly or
monthly tests, the result of such tests were never incorporated in the final
grading for any purposes whatsoever.
The national policy on
education (F.M.E 1981:5) liberalized by basing them in whole or in part on
continuous assessment. According to this document, there will be no formal
examination at the end of the six years of primary education certification at
this level will be based on the continuous assessment. The junior secondary
school learning certificate will be on continuous assessment while the senior
secondary school leaving certificate will be based on a national examination
and continuous assessment.
Paragraph 43 (2) of the
document requires the Universities and other institutions of higher learning to
reconsider the practice whereby examination performance in a limited number of
papers determines the grading of graduates and encourages them to explore ways
of introducing some continuous evaluation.
According Nworgu (2003) some
certificate of secondary education (CSC) examination boards in Britan defines
continuous assessment as a process which deliberately allows for periodic
assessment throughout the course and takes into account progress towards the
goal as well as success in reaching it, the building up of a cumulative
judgment about the performance of each individual, a continual updating of
teachers judgments about their pupils.A handbook on continuous assessment
released by the Federal Ministry of Education, Science and Technology (1985:8)
defined continuous assessment as a mechanism whereby the final grading of a
student in cognitive, affective and psychomotor domains of behaviors takes
account in a systematic way of all his performances during a given period of
schooling such an assessment involves the use of a great variety of assessment
procedures. Hoste and Bloomfield (1975) defined continuous assessment as the
systematic collection of marks or grades over a period of time and their
aggregation into a final grade.
Continuous assessment gives
scope to the teacher to make use of a wide variety of assessment procedure
appropriate to the subject. General course work, practical oral project, field
work can all have their place in continuous assessment scheme. Marks may be
awarded to work, which arises directly out of the process of learning and is
the product of this experience (learning experience assessment) or to the result
of a special separate exercise to test whether learning has taken place
(special assessment).The handbook on continues assessment released by the
federal ministry of Education (F.M.E) science and Technology (1985)
characterized continuous assessment scheme as follows:
A. Systematic
Continuous assessment is cumulative
because any decision taken about a student at any point in a programme of study
takes into account the fact that the pervious decisions have bearing on the
current and future ones. In other words any decision about the individual at
any point in time takes into account in a progressive manner the previous
decisions. This makes it mandatory on every teacher to keep an up – to – date
record on every student. For instance, the accumulated records of the junior
secondary school students should guide in determining what a student should do
after completing the junior secondary programme.
B. Guidance oriented
Continuous assessment is guidance
oriented because the information obtained from the cumulative records is used
in guiding a student to make appropriate educational and career decisions based
on his potentialities. For instance, if a student has shown consistent interest
and ability in science, he is encouraged to pursue a science based career.
C. Diagnostic
This involves continuous monitoring of
student progress to identify each child’s strength and weakness. These
weaknesses could be in terms of what areas that the child has difficulties
which objectives he has not achieved and how well he carries out specific
tasks.Such identified weakness with their probable causes provide a basic for
planning remedical programmes which will help the individual student to
overcome the weakness.
D. Prognostic
Continuous assessment is prognostic in
the sense that information obtained during the diagnosis could be used to
predict how well the child will perform on similar tasks or even on completely
different tasks in the future.
The continuous assessment is used as a
method of evaluation in computer studies in junior secondary schools.Teachers
of computer studies make use of the wide variety of assessment procedures
appropriate to the subject include in the assessment scheme general course work
and practical for computer studies as marks are awarded to their work which
arises directly out of the process of learning and it is the product of their
experience. The continuous and qualify data with a view of making value
judgment about the students and their characteristics.
Needed qualification of teacher for teaching and learning of computer studies.
Okoro (1993) stated that the key to
quality education is the availability of well – qualified and component
teachers. Teacher qualification is essential as he has the role of molding of
the life of the students within an educational system and this means the
teachers must be qualified professionally.
According to Ryan (2010) a
qualified teacher is the one who has successfully followed a recognized full –
time teacher – training course at a College of Education or an
educational institution. Success in such educational institution is normally
evidenced by certification.Some of the certification includes: National Diploma
(ND, National Certificate in education (NCE), Higher National Diploma (HND),
Bachelor of science Education (BED) etc.
A full – qualified computer
studies teacher should not only be a master of the subject but should know how
best it can be taught. He should also have a good work experience in the area.
According to Haruna (2006) the higher the qualification of the teacher the more
exposure of the students and this is bound to reflect in the performance of the
students.
According to Gana (2004) the
performance of the students depends to a large extent on the competence of the
teachers. Therefore the teacher must be competent and qualified. According to
Offorma (1994), the value of any study or group of studies pursed in schools is
influenced by the ability and preparation of its teacher and when a study is
new to education it seems self – evidence that real competent teachers for it
must necessarily be scare or non – existent.
According to Nworgu (2003)
the recruitment of professionally and technically qualified teachers is one of
the gravest administrative problems of technical/vocational education. There has
been a great need for qualified teachers in the country especially in the area
of computer studies as a subject.According to Akinsonya (2000) the demand for
exceeds the supply of teachers in Nigeria and it is even more difficult to get
qualified teachers in some areas of vocational/technical education.
According to Osuala (2002)
most computer teachers in computer studies are not professionally trained. He
further observed that out of many computer studies teachers surely only few are
trained while others were not trained. He also posited that the quality of
education in any school system can never be higher than the quality of the
teachers who operate it.
Haruna (2006) asserts that
unqualified teachers tend to produce students of their kind and good qualified
teachers tend to produce students of their better kind.
Ryan. E. (2010) contented
that the quality of teachers and their ability to operate the educational
components of the national philosophy will be the determinant factor in the
achievement of the goals set out in the national policy on education.In the
area of computer studies component and qualified teachers have been in short
supply. Salaries are pore and have led most academic staff to move in search of
better job offer. Perhaps the most single factor in this regard is the low
status accorded to teaching profession. They engage themselves in opening up of
business such as cyber café business centers etc. if the objectives of
effective reaching and learning of computer studies are to be achieved,
training, retraining and employment of enough qualified and competent teachers
should be given the first priority.
Summary of literature Review
Authors and researchers agree
that there is need for facilities, qualified professionally trained component
teachers, appropriate method of teaching and method of evaluation for the
implementation of effective teaching and learning of computer studies in junior
secondary schools.These are paramount as the knowledge and the use of computers
have made our society in the world a global village which makes everyone have
the desire to have an idea and how to use a computer system in order not to be
left behind by the fast moving world of computer.
Computer studies is
practically oriented and therefore needs facilities and equipment to enhances
the understanding and knowledge of computer operation. The facilities/equipment
needed can be a laboratory, classroom instructional material, computers and its
peripheral devices etc.
The teaching methods used for
topic in any subject is factor to the understanding of the learners/students.
Whether the instructional objectives have been achieved or not lies on the
method used. The teaching methods that can be adopted for effective teaching
and learning of computer studies includes: demonstration method, problem
solving method, assignment method, games and simulation method, discussion
method etc.
The most effective method of
evaluation in the teaching and learning of computer studies in junior secondary
schools is the continuous assessment is systematic, guidance oriented,
diagnostic and prognostic. Its wide variety of assessment procedures makes it
appropriate for the subject. The theoretical (generational course work) and
practical aspects of the subject fits into the continuous assessment scheme
very well. Above all is that the continuous assessment enables the teacher to
obtain and quantity data with a view of making value judgment about the
students.
The key to quality education
is the availability of qualified and component teachers. Teacher qualified
essential as he has the role of molding the life of the students within an
educational system and this means the teachers must be qualified professionally.
A full qualified computer studies teacher should not only be a master of the
subject but should also know how best it can be taught.He should also have a
good work experience in the area. It is experienced that the higher the
qualification and competence of the teacher the greater the performance of the
students.
Therefore, there is need to
tackle the problem of teaching and learning of computer studies in junior
secondary schools in Enugu state.
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