COMPUTER EDUCATION IN NIGERIA SECONDARY SCHOOLS, THE PROBLEM AND PROSPECT (A CASE STUDY OF OJO LOCAL GOVERNMENT AREA OF LAGOS STATE).
ABSTRACT
The research is titled Computer education in Nigeria secondary schools, the problem and prospect, a case study of Ojo Local Government Area of Lagos State. The objective of this research is to identify the challenges against successful implementation of computer education curriculum, and how far have these factors been preventing the goals in educational development in general. The study reviewed some selected literature. Three research questions and hypotheses were formulated in the course of the research work and questionnaire was the main instrument used for generating data. The questionnaires were administered to 50 respondents randomly selected from five secondary schools in the local government. These were distributed among some selected respondents within the local government area of Lagos state. A chi-square statistical analysis was used in the test of the hypotheses. Based on the findings it was revealed that there is a significant relationship between the challenges faced with the teaching and learning of computer education and its effect on students’ academic performance. Also, there is a significant relationship between the teachers’ qualifications and quality of teaching computer education. Based of the findings recommendations were made that Teacher’s Training should be restructured in such a way that will make it professional. This will enhance teachers’ competency in their teaching subject theoretically and practically and also give quality instruction to students; Government should also encourage experts in computer education which will encourage Students to have interest in the subject
Table of Contents Pages
Title I
Abstract II
Certification III
Dedication IV
Acknowledgement V
Table of Contents VI
Chapter I: Introduction 1
1.1 Background of the Study 1-4
1.2 Statement of Problem 4-5
1.3 Objectives of the Study 5
1.4 Research Questions 5
1.5 Research Hypothesis 6
1.6 Significance of the Study 6
1.7 Delimitation of the Study 6
1.8 Limitation of the Study 7
1.9 Definition of Terms 7
Chapter II: Review Of Literature 8
- Introduction 8
2.1 Concept of Computer Studies
2.2 Aims/Objectives of Computer Study National Curriculum 8-9
2.3 The Impact of Educational Technology in Computer Studies 10-12
2.4 Technologies in Computer Study Classroom and Benefits 12-13
2.5 Benefits of Educational Technology and Computer Study Improvement 13-14
2.6 Role of ICT Age School Library in the Teaching of Computer Studies. 14-15
2.6.1 ICT Age Library Resources for Teaching Computer Studies. 15-16
2.7 Challenges of Teaching Computer Studies in an ICT Era 16-17
Chapter III: Research Methodology 18
3.0 Introduction 18
3.1 Research Design 18
3.2 Population of Study 18
3.3 Sample and Sampling Procedure 19
3.4 Validity of Instrument 19
3.5 Reliability of Instrument 19
3.6 Administration of Instrument 19
3.7 Method of Data Analysis. 20
Chapter Four-Data Analysis and Interpretation 21
- Introduction 21
4.1 Presentation of Data 21-22
4.2 Analysis of Hypotheses 22-31
Chapter Five-Summary, Conclusion, Recommendations 32
5.1 Summary 32
5.2 Conclusion 32-33
5.3 Recommendations 33
References 34-35
Appendices 36-39
CHAPTER ONE
- INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The implementation of the 1988 national policy on computer education was pre cursor by the training of teachers in Federal Unity Schools and Armed Forces Schools. To ensure effective implementation of the 2001 National Policy Information Technology (IT), the Nigerian Information Technology Developments Agency (NITDA) was established. In addition, the Digital Bridge Institute, in Abuja, was established by the Nigerian National Communication Commission (NCC), to assist in the promotion of ICTs in Nigeria. In spite of all these efforts, ICTs have not impacted greatly on the Nigerian School System. In fact, the impact of ICT is much more noticeable in the economic and communication sectors of the country.
Studies have established positive attitude among educators in Nigeria towards computer education. For instance, Yoloye (1990) in his finding revealed that educationists at the University of Ibadan have positive perception and attitude towards computer and, in fact, would like to be trained to use it. Similarly, most teachers in Nigerian secondary schools have positive attitude towards computer education (Yusuf, 1998).
However, empirical studies have established that educationist at the University of Ibadan level of use of computer is very low (Yoloye, 1990) and that wide gap exists between implementation and requirements outlined in the Nigerian computer education policy (Jegede & Owolabi, 2003). In addition, reasonable computer studies are yet to start in Nigerian secondary schools, the computer-student ratio is small, funding by government has not been encouraging, computer education syllabus is unpopular among students and parents and thus hardly implemented, and teachers are inadequate to implement computer education (Jegede and Adelodun, 2003).
Although, computer entered into the country’s education system in the late 70’s and 80’s, no concrete policy was evolved for its entry into the nation’s education system until the evolvement of the national policy on computer education in 1988 (Federal Republic on Nigeria, FGN, 1988). The 1988 document contained information on the application of computer at various levels of the country’s education, and with issues related to basic objectives, hardware and software requirements.
Elliot (1996) supported the idea that the use of computers in the education of young children promoted social interaction and academic achievement. He suggested that there should be provision for an introduction to computers in early childhood settings to enrich learning opportunities and guidance provided to teachers to find developmentally appropriate software and hardware. In the same analysis “minimal communication between school and home” was found by Burden (1995) to contribute to low performance by students. He described the experience of establishing a computer-based telephone message system in a high school, and involving parents, teachers, and students in its use. The outcome of his survey further showed that at the end of nine weeks of system use, there was a positive increase in school/home communication and in provision of classroom information by teachers.
In addition, in a study on the use of computer technology in the delivery of a core education in biology, world culture, English and algebra, by Hecht (1994), it was evident that demographic and prior achievement levels of students in the project homeroom, project schoolroom and regular school varied little. Students in the project schoolroom group tended to achieve statistically significantly higher grades than the students in the other groups in each of the four subject areas considered.
Bishop (1991) argued that the potential of the National Research Education Network had dramatically changed the nature of education, and scholarship was becoming more apparent, particularly when the library and education communities are continuing to expand their use of electronic networks. He suggested that students may use the electronic network to learn by engaging in electronic conversations with distant peers who are native speakers and libraries may create and “publish” electronic information resources over the network to an audience far broader than their tradition patron group.
Bandura also looked at how self-efficacy related to computer use, linking computer use with educational achievement, especially since computers provide “a ready means for self-directed learning. Disparities in computer skills can create disparities in educational development” (Bandura, 1997). He stressed further that “belief in one’s efficacy to master computers, predicts enrollment in computer courses independently of beliefs about the instrumental benefits of knowing how to use them” (Bandura, 1997).
Waldman (2003), when drawing inference from Bandura’s position, asserts that “students with high self-efficacy regarding computers would also be more likely to explore new technologies, software or databases. Additionally, they would be more likely, for example, to explore a library’s website and find that the library has specialized resources, and they might even try some searches on those resources without, or with less, prompting from professors and/or librarians and without necessary taking library workshops.”
Most importantly, general user opinion towards the use of electronic information resources, in particular, CD-ROM, has been positive, with students enjoying using these sources and finding relatively few problems while using them. Surveys undertaken by Schultz & Salmon (Ray and Day, 1998) on students’ satisfaction with CD-ROMs discovered that 83% of students surveyed felt that using the source saved them time and that it was relatively easy to use. Two-third of those surveyed stated that if the CD-ROM was unavailable, they would wait for it to become free rather than use the print tool. These surveys show how greatly CD-ROM was impacting the achievement of users.
In the same vein, Eastman and Krendl (1984) examined the effects of using a microcomputer for electronic research on the achievement and attitude of boys and girls. Their result showed no unpredicted differences by treatment group, but significant sex-related differences in their writing and attitudes towards computer and sex roles. With all these empirical evidences above, the focus of this study still remain to determine computer education in Nigerian secondary schools, problem and prospect.
1.2 STAMENT OF PROBLEM
Teachers in Nigerian secondary schools cannot implement computer education because majority of the teachers are not competent in basic computer operation and in the use of simple application software, therefore it is important to examine barriers militating against effective implementation of technological resources in Nigerian schools.
Moreso, a nation that does not take the development of her technology as a serious matter will find her being relegated to the back bench in the committee of nations, even if such nation has all the resources in the whole world, she will still be poor economically, socially and politically. It is of necessity to combat those problem and start inculcating this culture on our children by having the right attitude towards computer studies.
1.3 OBJECTIVES OF THE STUDY
These objectives can only be achieved through effective and successful implementation of introductory technology curriculum and computer education in our junior secondary schools. This research work therefore intends to investigate computer education in Nigeria secondary school, the problem and prospect. Also intends to find out the challenges against successful implementation of computer education curriculum, and how far have these factors been preventing the goals in educational development in general.
1.4 RESEARCH QUESTIONS
- What are the challenges facing the successful implementation of computer education curriculum and the teaching and learning in Nigeria junior secondary schools?
- To what extent do the teachers’ qualifications and quality of teaching computer education affect students’ academic performance?
- How far have those challenges affects the performances of students in computer education?
1.5 RESEARCH HYPOTHESIS
- There is no significant relationship between the challenges faced with the teaching and learning of computer education and the successful implementation of computer education curriculum in Nigeria junior secondary schools?
- There is no significant relationship between the teachers’ qualifications and quality of teaching computer education and its effect on students’ academic performance?
- There is no significant relationship between those challenges and how it affects the performances of students in computer education?
1.6 SIGNIFICANCE OF THE STUDY
Fafunwa (2002) stated that secondary school education are to develop in the students manipulative skills invention, respect for dignity of labour and above all healthy attitude towards things technical”. Also, it is not a gainsaying that technology can not be bought, borrowed or even transferred because technology is a culture that has to be developed from within. If this statement is true then, the inclusion of introductory technology and computer education into our educational system is a right decision in a right direction.
Therefore, the outcome of the study will be of significant to developmental process towards education and provide all the necessary ingredients for landing Nigerian into the future technologically, politically, socially, and morally.
1.7 DELIMITATION OF THE STUDY
Delimitation of the study will focus mainly around some selected junior secondary school respondents within Ojo local government area of Lagos state.
The choice of the local government will enable the researcher to access needed information and collection of data will be made possible easily. The study will also be limited to questionnaire.
1.8 LIMITATION OF THE STUDY
This research work will be restricted to the computer education in Nigeria secondary school, the problem and prospect shall be investigated.
1.9 DEFINITION OF TERMS
Computer: an electronic machine that can store, organize and find information.
Computer literate: a process of teaching, training and learning especially in school or colleges to improve knowledge an d develop skills.
Education: a process of teaching, training and learning especially in schools or colleges to improve knowledge and develop skills.
Educational: an act of providing education.
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