This
study sought to investigate theimpediments to the effective learning of Computer
Studies in junior secondary schools in Ikwo Local Government Area of Ebonyi
State.
The researcher developed five research questions to guide the study. Survey
research design was adopted for the study. There were 540 students that formed
the sample of the study.Simple random sampling technique was
used to select twelve junior secondary schools from the twenty-two junior
secondary schools within the study area. From each of the twelve junior
secondary schools, forty-five (45) junior secondary school students were
selected across the three levels (JSS1, JSS2 and JSS3) using simple random
sampling technique, bringing the total to 540 students that formed the
sample of the study.The researcher developed a 4-point, 25-item Likert
type questionnaire called Computer Studies Questionnaire (COMPUSQ). (COMPUSQ)
was subjected to both validity and reliability tests, for which an internal
consistency of 0.92 was obtained using Cronbach
Procedure.
Mean and standard deviation were used for answering the research questions.Findings
from the re revealed that lack of qualified computer
studies teachers, lack of computer facilities, improper choice of teaching
method, lack of electricity, and wrong selection of instrucional materails, are
the major problems militating against the effective learning of compuer studies
in junior secondary schools in Ikwo Local Government Area. The
researcher recommended that the government should strive
to employ qualified computer studies teachers to teach the subject, and junior
secondary schools should be equipped with computer facilities for effective
learning of computer studies.The researcher concluded that it is highly
imperative to address the problems identified by this study so that learning of
computer studies in junior secondary schools will be easier, interesting and
meaningful.
Title i
Approval ii
Dedication iii
Acknowledgements iv
Abstract vi
Table of
Contents vii
List of Tables ix
CHAPTER ONE: INTRODUCTION 1
Background to the Study 1
Statement of the Problem 4
Purpose of the Study 5
Significance of the Study 5
Scope of the Study 6
Research Questions 6
CHAPTER TWO: REVIEW OF RELATED LITERARURE 8
Conceptual Framework 9
Theoretical Framework 17
Review of Related Empirical Studies 20
Summary of Literature Reviews 24
CHAPTER THREE: RESEARCH METHODS 26
Design of the Study 26
Area of the Study 26
Population of the Study 27
Sample and Sampling Techniques 27
Instrument for Data Collection 28
Validation of the Instrument 28
Reliability of Instrument 29
Method of Data Collection 29
Method of Data Analysis 30
CHAPTER FOUR: RESULTS 31
Summary of Findings 36
CHAPTER FIVE: DISCUSSION
OF FINDINGS, EDUCATIONAL IMPLICATIONS RECOMMENDATIONS,
LIMITATIONS, SUGGESTIONS FOR FURTHER
STUDIES, SUMMARY OF THE STUDY AND
CONCLUSION 38
Discussion of Findings 38
Educational Implications 43
Recommendations 44
Limitations of the Study 45
Suggestions for Further Studies 46
Summary of the Study 46
Conclusion 50
References 51
Appendices 55
Table 1: Mean
response of the students on whether lack of qualified teachers hinders the effective learning of
Computer Studies in junior secondary schools. 31
Table 2: Mean
response of the students on whether inadequate computer facilities hamper the effective
learning of Computer Studies in junior secondary schools. 32
Table
3: Mean
response of the students on whether the method of teaching contributes to the effective
learning of Computer Studies in junior secondary schools. 33
Table
4: Mean
response of the students on whether lack of electricity or inadequate power
supply hampers the learning of Computer Studies in junior secondary schools. 34
Table
5: Mean
response of the students on whether choice of instructional materials contributes to the effective
learning of Computer Studies in junior secondary
schools. 35
The world is advancing at a rapid rate
and events have moved to the electronic stage with computer at the centre. This
development has brought a lot of innovations and revolution into teaching and
learning. The 3R’s (reading, writing and arithmetic), which forms the nucleus
of the old system of education has witnessed series of literacy reforms. The
world is now in the age of technology, hence there is need to keep abreast with
time.
One of the ways of achieving this is
through the introduction of computer into our institutions of learning. Ugoji
(2006) explains computer as an electronic machine that performs tasks, such as
calculations or electronic communication under the control of a set of
instructions called programs. The programs usually reside within the computer
and are retrieved as processed by the computer. He went further into defining
computer as an electronic machine that has the ability to accept data, process
data and retrieve data i.e. give out the result as information. Okolo (2007)
describes the term ‘computer’ as an electronic machine or gadget that accepts
data as input and processes them electronically to produce the desired output
or information with the aid of a set instructions.
Computer can be generally defined as an
electronic device that accepts data, processes the data and brings out the
result of the data as information. Computer is used in our educational system
to enhance teaching and learning. In this case, teaching according to Anyanwu
(2006) means a systematic, rational and organized process of impacting
knowledge, attitude and skills in accordance with professional principles.
Wikipedia (2010) describes learning as a change in behaviour based on previous
experience. This learning therefore involves processing of various types of
information.
Computer education is of paramount
importance to national development and it is on this premise that the Federal
government of Nigeria sought to introduce computer studies in the education
system from primary through to secondary schools. Education systems around the
world face formidable challenges that are taxing conventional strategies. Fresh
approaches are needed to address persistent problems of the past and provide
students with an education appropriate to the needs of a modern, information
based-global economy. Now, after more than two decades of unfulfilled promises
to revolutionize education, computer and communication technologies are finally
able to offer opportunities to significantly improve teaching and learning.
In any educational system, the level of
available resources places a restriction on the degree to which any new subject
can be introduced into the school curriculum, especially where only the most
basic facilities have so far been provided. But ICT is of such importance to
the future industrial and commercial health of a country that investment in the
equipment, teacher education, and support services necessary for the effective
delivery of an ICT-based curriculum should rank high in any set of government
priorities. The curriculum proposed takes account of these resource issues and
specifies minimum requirements for effective delivery in different
circumstances (UNESCO, 2002). 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 & Owolabi, 2003).
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 (Yusuf, 2005). Teachers require
access to information and communication technology (ICT) infrastructure for a
number of reasons. These include their need to live as citizens in a world
undergoing rapid and major transformations as a result of increased use of ICT,
their need to embed ICT use in their teaching and administrative duties and,
increasingly, their need to use ICT in their professional studies (Burnip,
2006).
Aside from teacher competencies with
regards to computer instruction, learners are also faced with a great number of
problems which hinder their understanding of computer studies. It is on this
background that this study was conducted to bring to light these factors that
militate against the effective learning of computer studies in secondary
schools, and suggest ways to overcome the problems for a more enhanced and
effective teaching-learning process.
The world as it is today has become
computerized. That is to say that everything and almost all the activities of
today are computerized. Going by this, it therefore becomes imperative that
everybody should have the knowledge of computer, starting from the junior secondary
or even primary school. This is very important for young children in order to
be able to cope with any computer challenges that may arise.
Due to the fact
that computer education has failed to take off in the majority of schools in
Nigeria, fears are that technological development may be a pipe dream for the
country. Given this scenario, it is necessary for this study to look into
factors militating against the effective learning of computer studies in
secondary schools. The question to be answered by this study is: what are these
factors that have impeded the effective learning of computer studies in
secondary schools?
The overall purpose of this study is to
identify the impediments to the effective learning of computer studies in
junior secondary schools in Ikwo local government area of Ebonyi State.
Specifically, the study will identify:
i.
If lack of qualified
teachers hinders the effective learning of Computer Studies in junior secondary
schools.
ii.
If inadequate computer
facilities hinders the effective learning of Computer Studies in junior
secondary schools.
iii.
If the method of
teaching adopted by teacher can impede the effective learning of Computer
Studies in junior secondary schools.
iv.
If lack of electricity
or inadequate power supply hampers the effective learning of Computer Studies
in junior secondary schools.
v.
If lack of or improper
choice of instructional materials will impede the effective learning of
Computer Studies in junior secondary schools.
The findings of the study will be
helpful to the teachers of computer studies, the learners, as well as the state
government’s Ministry of Education.
The teachers will benefit because it
will avail them the opportunity of discovering the most effective teaching
method to use and the instructional materials suitable for learning of computer
studies in junior secondary schools. It will also enable them to discover the
areas that they need to improve on.
It will equally enable students to
discover their weaknesses in the study of computer studies and make appropriate
re-adjustments for a more improved understanding.
To the Ministry of Education, the study
will be helpful to enable them know the kind of ICT materials to provide schools
with. It will also guide them on conducting better teacher-recruitment
exercises in order to ensure that the best qualified teachers are employed to
teach computer studies in junior secondary schools.
This study is focused on investigating
the impediments to the effective learning of computer studies in junior
secondary schools in Ikwo local government area of Ebonyi State, Nigeria. Only
public junior secondary schools in Ikwo Local Government Area was considered
for the study.
The following research questions were
formulated by the researcher to guide the study:
1.
Does lack of qualified
teachers hinder the effective learning of Computer Studies in junior secondary
schools?
2.
Does inadequate
computer facilities hamper the effective learning of Computer Studies in junior
secondary schools?
3.
Does the method of
teaching adopted by the teacher impede the effective learning of Computer
Studies in junior secondary schools?
4.
Does lack of
electricity or inadequate power supply impede the effective learning of
Computer Studies in junior secondary schools?
5.
Does lack of or
improper choice of instructional materials contribute to the effective learning
of Computer Studies in junior secondary schools?
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Buyers has the right to create
dispute within seven (7) days of purchase for 100% refund request when
you experience issue with the file received.
Dispute can only be created when
you receive a corrupt file, a wrong file or irregularities in the table of
contents and content of the file you received.
ProjectShelve.com shall either
provide the appropriate file within 48hrs or
send refund excluding your bank transaction charges. Term and
Conditions are applied.
Buyers are expected to confirm
that the material you are paying for is available on our website
ProjectShelve.com and you have selected the right material, you have also gone
through the preliminary pages and it interests you before payment. DO NOT MAKE
BANK PAYMENT IF YOUR TOPIC IS NOT ON THE WEBSITE.
In case of payment for a
material not available on ProjectShelve.com, the management of
ProjectShelve.com has the right to keep your money until you send a topic that
is available on our website within 48 hours.
You cannot change topic after
receiving material of the topic you ordered and paid for.
Login To Comment