This project was undertaken to compare the level of growth of western education in Nigeria with the level of growth of computer technology in junior secondary schools in Kosofe Local District Education due to teachers’ qualifications, technical experiences, and the Nigerian government’s attitude. In this study, the opinions of both teachers and students were collected, sampled, and analyzed, and conclusions were drawn. The instrument used was a questionnaire designed by the researcher dwelling vividly on the research questions drawn from the hypothesis. The data obtained from the survey showed that there are indications that teachers’ qualifications and experiences have great input on the student performance and part growth of the ICT. Some people believe that teachers are not to be taken good care of, especially by sending them out for seminars or higher courses to upgrade their intelligence. Some also considered it a waste of money for the government to keep spending on Information and Communication and Technology (ICT). Given the above findings, it was concluded that both federal and state governments should give more attention to teachers’ welfare.

From the conclusion drawn, recommendations were made to policy makers and educationists on their research findings.



Title Page i

Certification ii

Dedication iii

Acknowledgement iv

Abstract vi

Table of Contents viii


Background of Study 1

Statement of Problem 5

Purpose of Study 7

Research Questions 8

Hypothesis 9

Significance of Study 10

Scope and Delimitation of Study 10



Meaning and Development of Western Education ICT 12

Benefits of Information Communication Technology

Education for all Nigerians 16

Computer Education in Tertiary Institutions 19

The Problem of Imbalance between Information and

Communication Technology 22

Possible Solutions to the Factors Responsible for the

The imbalance between Information & Communication

Technology and Western Education 27

Conclusion 30


Introduction 31

Research Design 32

The population of Study 33

Sample and Sampling Technique 33

Description of Instrument for Data Collection 34

Validity of the Instrument 36

Reliability of the Instrument 37

The Research Procedure 38

Method of Data Analysis 39




Summary 48

Conclusion 51

Recommendation 51

Limitations of the Research 53

Suggestion 54

References 55

Appendix – Questionnaire 57




Background of the Study

In Nigeria, education is as old as Nigeria itself, even before Nigeria’s independence in 1960.

Traditional education came into existence as early as the first man in Nigeria, even though no formal teachers could have been putting them through. So also, a calculation was a need from the early days when it was necessary to account to others from individual or group action, particularly about maintaining inventories (of flocks or sheep) or reconciling finances. And that is how the idea of the computer began.

It is now obvious that both computer and traditional education began simultaneously.

The developing countries could not identify the need for a computer in society as early as the developed countries, but traditional education was given much attention.

Since the independence of Nigeria in 1960, the concern for improving the educational system of the land has been on the top gear by all, unlike computer education. Despite the sustained efforts, there is still a lot to be achieved in making Nigeria’s education an effective instrument of national development and computer technology.

Before the advent of the western education in Nigeria, the objective of traditional education was to develop the young to full adulthood, enable the young to assume successful adult roles as a person of character, physically strong, brave, competent in some specific skills, and socially, spiritually and morally responsible.

Meanwhile, the information and communication technology was silent. Society seems silent and less concerned about it as they could not see its need as part of community development.

Education has and will continue to play a major role in religion, morals and all aspects of human life. Writing on the traditional education in Northern Nigeria, Isah (1971) claimed that with the introduction of Islam in the Northern part of Nigeria, Quranic schools provided additional instruction in character development.

In another study of traditional education in the Eastern part of Nigeria, it was remarked that among the Efik and Ibibio, there were very strict taboos about incest and adultery and that stealing was considered a serious offence.

These stages of development in education continue until the arrival of western education in Nigeria. As education is advancing, so also the society at large is advancing, but information and communication technology is given no attention, which could have contributed to the immense growth of the society.

Considering the time education was made formal by the Portuguese in the 15th century and the time the computer education was introduced into the Nigerian education system in the late 1980s, it is obvious that there is no balancing between the two which made the gap between the two to be very wide.

Lack of basic and adequate training among teachers has in no little way hindered their qualification and experience. The disparity between the diploma and their counterparts immensely contributed to this cankerworm.

If computer education is to succeed in Nigerian schools, teachers must be competent in using computers.

One of the greatest barriers to proper computer education in several parts of the world is the shortage of trained teachers. Most teachers do not know how to use a computer to promote educational efficiency, and they are not adequately trained to use modern information media.

Both at the state and federal levels, the government is not helping the matter. Drawing policies that cannot be implemented and not looking into these teachers’ welfare, thus causing them to be redundant in their duties, has a great effect on the general development of the nation.

It is important to know the factors responsible for teachers’ qualifications and competency in using the computer and other information media to develop the nation.


Statement of the Problem

The study was designed to determine the factors responsible for the large gap between formal and computer education in Nigeria.

Some empirical studies (Busch, 1995; Chen, 1986; and Koohang, 1987) have concluded that computer experience significantly relates to a more positive attitude towards computers. Milner (1980) opined that educational opportunities are being missed because most teachers do not know how to use the computer or can they teach students about the impact of computers on society.

One of the greatest barriers to proper computer education in several parts of the world is the shortage of trained teachers. And most trained ones are not upgraded with the new technologies, especially in developing countries.

For Nigeria to meet up with other developed countries in information and communication technology, good and well-trained teachers must be made available.

Teachers at all levels of the educational system in information and communication technology (ICT) must continue to improve their standard of education in their lives and reduce the gap between formal and computer education in Nigeria. Some teachers have been fully prepared to meet the challenges, but once they have been deprived or discouraged, it silent the vision of building themselves academically.

Therefore, Lagos state is not an exception in this respect observation views across the junior secondary schools in Kosofe educational district indicate how low information and communication technology among the teachers and the pupils/students corresponds to the abnormal gap between the formal and computer education.

For teachers to implement computer education, they will need to become proficient in basic computer operation, basic application of software like spreadsheets, word processing, graphics, database, and computer integration in teaching. The need to create other resources to facilitate their teaching and ICT experiences concept arises because of the school’s shortage of modern equipment, tools, and other resources.

Purpose of the Study

The major purpose of the study is to compare the level of growth of the former education in Nigeria against the level of computer technology development.

Specifically, the study aimed at finding out:

  1. How relevant are the application and programming software types used in preparing the students in all institutions of learning for the future?
  2. The reason why fewer practical skills are given to students in Nigerian learning institutions.
  3. The constraints of teachers/students’ participation in practical work.
  4. The ways of improving the potential teachers’ ICT participation in acquiring proper skill development.

Research Questions

In order for the researcher to carry out the study effectively and accurately, the following questions are raised to guide the entire research work:

  1. When was western education introduced into the Nigerian education system, as well as information technology?
  2. When was western education added to the school curriculum and the information and communication technology?
  3. What are the barriers to the fast growth of computer education in Nigeria?
  4. What are the ways to improve teachers/students’ participation in proper ICT skills in Nigeria?
  5. What are the amounts of practical exposure of the potential ICT teacher?
  6. What are the roles of the government in funding the development of computer education in Nigeria?
  7. Identify the factors which may enhance the fast growth of computer education in Nigeria.


The researcher made the following assumptions while carrying out the study:

  1. The seasonal software and practical experience is given to the potential teachers will greatly affect the prospective students in junior secondary schools.
  2. The professional qualifications will greatly affect the prospective students in junior secondary schools.

Significance of the Study

This study will help create awareness in the society that Nigeria is a potential advanced nation only if we can level up our technological development with our formal education.

In addition, the study will help the government improve the conditions of information and communication technology in Nigerian schools. It may also assist whoever wants to research the same or similar topic.

Scope and Delimitation of the Study

The study is limited to junior secondary schools in Kosofe educational districts, Lagos state, where researchers have adequate access to the ICT teachers who are the main focus. Also, findings from this study can be generalized to other states of the federation since they likewise have junior secondary schools.

Get The Complete Material

Are You in Need of Help? Call us or WhatsApp us via +234-809-323-9919 or Email us via


Disclaimer: The copyright owner created this PDF Content to serve as a RESEARCH GUIDE for students to conduct academic research.

The original PDF Research Material Guide that you receive can be used in the following ways.
  1. To provide additional information about the topic of the project.
  2. You can use them as a resource for your research (if you properly reference them).
  3. Proper paraphrasing is required (consult your school’s definition of plagiarism and acceptable paraphrase).
  4. If properly referenced, direct citation.
We are grateful for your consideration of the copyright of the authors. Thank you so much for respecting the author's copyright.