TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1. Background to the Study
1.2.
Statement of Problem
1.3. Objectives of the Study
1.4. Research Questions
1.5. Statement of Hypotheses
1.6. Significance of the Study
1.7. Scope of the Study
1.8. Limitation of the Study
1.9. Definition of Terms
REFERENCES
CHAPTER TWO
LITERATURE
REVIEW
2.0 Introduction
2.1 Theoretical Framework
2.2 Computer Literacy
2.3 Access to Technology in Schools
2.4 Technology Use in Schools
2.5 Uses
of computer and its relevance to teaching and learning in Nigerian educational
system
2.5.1 Types of Computer Technology in the School and Their Uses
2.5.2 Conceptualizing Computer
2.5.3 The Need for Computer
Education in Nigeria Secondary Schools
2.6 The Role of the Teachers in Using Computer for Instruction
2.6.1 The role of ICT in
teaching science education in schools
2.6.2 The Role Of ICT in
Science Education
2.7 The Reality of ICT
Use in The School Science Lab
2.8 The Importance of ICT
in Education
2.9 Implication of ICT in
Science Education
2.10 Computer Technology in Nigerian Secondary
School Education: Problems and Prospects
2.11 Computer Technology
for Administrative and Management Purpose in School
2.11.1 Benefits of Computer Technology to Students
2.11 Computer usage as
instructional resources for vocational training in Nigeria
2.11.1 Vocational Education and Training in Nigeria
2.11.2 Level of ICT on vocational education and training
2.11.3 ICT Impact on Vocational Education and Training
2.11.4 Implications of ICT on Vocational Education and Training
2.12 Challenges of Computer Education in Nigerian Secondary
Schools
2.13 Summary of Literature Review
REFERENCES
CHAPTER THREE
RESEARCH
METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population
of the Study
3.3 Sampling
and sampling technique
3.4 Instrument/Method of Data Collection
3.5 Validity and Reliability of the Instrument
3.6 Method of Data Analysis
CHAPTER FOUR
PRESENTATION AND
ANALYSIS OF RESULTS
4.1 Demographic Information of the Respondents
4.2 Answers to the
Research Questions
4.3 Research Hypotheses
CHAPTER FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATION
5.1 Summary
5.2 Conclusion
5.3 Recommendations
REFERENCES
APPENDIX: QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
Information
and Communication Technology (ICT) has taken over the global economy. Most
things if not all require ICT to be performed. The education sector is not left
out of this as Information and Communication Technology (ICT) has improved the
method of teaching and learning; it has made teaching and learning less
difficult. Teaching and learning with the aid of ICT has grown beyond the four
walls of a classroom to learning from the comfort of one’s apartment.This advancement
in technology has equally bridged the digital divide between information rich
and poor society. According to Tinio (2002) ICT has the potentials of
increasing relevance and quality of education in developing countries and the
field of education has been affected by ICT, which have indisputably affected
teaching, learning, and research. Many scholars have proven through their works
the much benefits of ICT to the quality of education (Yusuf, 2005).
Computer literacy is the ability to use computers to perform
a variety of tasks and is becoming fundamental to the learning process (Osuji,
2010). Computer literacy is being able to handle a wide range of varying
computer applications for various purposes. Albirini (2004) considers computer
literacy as educators’ belief about their computer knowledge and skills.
Due to the
fact that state governments in Nigeria needed to fully implement the National
Policy on Computer Education in Nigeria’s policy, they introduced computer
literacy education across secondary schools in Nigeria in 1997(Bada, Ajibade &
Ojedokun, 2009, and Adomi & Kpangban, 2010). The reasons for this are: to
introduce the use of computer in teaching, to make the present generation
appreciate the use of computer, to make both students and teachers appreciate
the benefits of computer to the education sector, and to expose both students
and teachers to an unlimited body of knowledge.
Similarly,
in the Federal government of Nigeria’s bid to fully implement the use of
computer across schools, the National Policy on Information Technology was
introduced in 2001 in order to relate the message of computer literacy to
secondary schools in the rural areas.
With such
policies in place, steps have been taken to improve the use of ICT in both
teaching and learning from the primary to the tertiary education.However, the
situation in primary and secondary schools across the country has not really
improved; as we still witness cases of most schools without computer
laboratories and those who try to have are without competent teachers to teach
amidst other factors. Computer education is really lacking across junior
secondary schools, though some private schools are trying to provide few
computers for learning.
A study that was carried out by Jegede and Owolabi (2003)
when comparing the Nigeria National Computer Policy of 1987 with what is
currently obtainable across secondary schools in Nigeria revealed that computer
education is more practiced in Federal unity schools and a few private schools.
These schools are located in the urban areas which means that more schools in
the urban areas practice computer education compared to schools in the rural
areas. A study carried out by Osunwusi and Abifarin (2013) to determine the
level of computer literacy revealed that private secondary schools have access
to and use computers in teaching and learning compared to public schools.
Bearing the current state of computer literacy in the urban areas, the need to
study the level of computer literacy among junior secondary school in rural
areas generate much questions like: Is computer literacy taught in rural areas?
Is computer science taught in junior secondary schools? Are schools in the
rural areas implementing the National Policy on Education in Nigeria policy?
These questions call for much concern as this study is meant to examine the
level of computer literacy among the junior secondary school students in Kosofe
Local government area in Lagos State. Most especially now the Joint Admissions
and Matriculation Board introduced the use of Computer Based Test (CBT) for its
examination. Of which one of the criteria for the exam is that one must be a
computer literate; and being a computer literate requires a good foundation
like computer being taught right from the primary school. A student who is
taught computer in primary and secondary school will not have problem in JAMB’s
examination; that is why it is pertinent for this study to examine the level of
computer literacy among the junior secondary school students and make
recommendations where necessary to improve computer literacy across junior
secondary schools in Lagos State.
1.4.
Statement of Problem
Computer literacy has been one of the problems of the education
sector in Nigeria, especially in Lagos State considering the current trend of
technology.
The level of computer literacy in junior secondary schools across
the country is really alarming as most schools do not teach computer at all.
Schools who try to teach are more into theory than practical; there are no
computers to match theory with practice; schools who have computers have it in
limited number.
Similarly, another problem tied to the low level of computer
literacy among the junior secondary school is the absence of competent
teachers. Some teachers who teach computer science especially in the rural
areas are unskilled. They are just good on the basics of computer, and
knowledge of this alone cannot give them the avenue to fully educate the
students on computer literacy.These are some of the problems this study will
give recommendations on.
1.3. Objectives of the Study
The aim of this study is to examine the level of computer literacy
among the junior secondary school students in Kosofe Local government area in Lagos
State.
Specifically, the study intends to:
i.
To know if there are
competent teachers of computer science in Kosofe local government area.
ii.
To assess the factors that
affectcomputer literacy among junior secondary schools in Kosofe Local
government area in Lagos State.
iii.
To identify ways of
improving computer literacy among junior secondary schools in Kosofe local
government area.
iv.
To examine the extent of
computer literacy among junior secondary schools in Kosofe local government
area.
v.
To recommend ways of improving
computer literacy in Lagos State.
1.4. Research Questions
The following research questions were asked to guide the study,
whereas answer to the following questions will be sought as a basis for testing
the hypotheses:
i.
Are there competent teachers
of computer science in Kosofe local government area?
ii.
What are the factors that
affectcomputer literacy among junior secondary schools in Kosofe Local
government area in Lagos State?
iii.
What are the ways of
improving computer literacy among junior secondary schools in Kosofe local
government area?
iv.
What is the extent of
computer literacy among junior secondary schools in Kosofe local government
area?
v.
What are the ways of
improving computer literacy in Lagos State?
1.5. Statement of Hypotheses
The hypotheses proposed in this study are stated in the null as
follows:
Hypothesis One
Ho: There is no significantrelationship between computer literacy
and students’ academic performance.
Hypothesis Two
Ho: Junior secondary schools in Kosofe local government area are
not well equipped with computer facilities.
1.6 Significance of the Study
This research study aims to contribute both theoretically to the
literature, and practically to the education sector of Nigeria, it shall seek
to provide ordinary insight on area concerned with computer literacy, and
explore the possibility of improving the level of computer literacy among the
junior secondary school student in Kosofe local government area and Nigeria as
a whole. It also aims to contribute to the extant literature on the level of
computer literacy among the junior secondary school students in Kosofe local
government area in Lagos State. In addition, this research study offers recommendations
that will improve the level of computer literacy in Nigeria.
The study has the potential of encouraging the government and
management of secondary schools to see the need for providing schools with
computer facilities in order to improve the level of computer literacy in the
country. It will encourage even
non-governmental organizations to contribute towards providing secondary
schools with computers, computer text books and even internet services.
Finally, this study is also expected to serve as an input to the
body of knowledge. It would also be useful to students of tertiary institutions
writing their final year projects, as well as lecturers.
1.7. Scope of the Study
The scope of this study covers the level of computer literacy in
Nigeria. However, due to logistics, this
study has been limited to the study of the level of computer literacy among the
junior secondary students in Kosofe local government, Lagos State.
1.8. Limitation of the Study
The following
limitations of the study are as follows:
1. Time: - This is the first limitation that affected the research study
badly because carrying out the study requires time and one can’t afford to miss
lecture and embark on a journey to the cost study.
2. Finance: - It is another limitation because the study requires enough
funds to carry out the research and without the funds the study will not be
fruition.
1.9. Definition of
Terms
1.
Level:A position on a scale of
amount, quantity, extent, or quality.
2.
Computer Literacy: Is the ability to use computers and related technology
efficiently, with a range of skills covering levels from elementary use to
programming and advanced problem solving.
3.
Junior Secondary School: A school
intermediate between an elementary school and a high school, generally for
children in the seventh, eighth, and ninth grades.
4.
Student: A person formally engaged in learning, especially one enrolled in a
school or college; pupil.
5.
JAMB (Joint Admission and Matriculation Board):Is a Nigerianentrance examination board
for tertiary-level institutions. The board conducts entrance examinations for prospective undergraduates into Nigerianuniversities. The board is
also charged with the responsibility to administer similar examinations for
applicants to Nigerian public and private monotechnics, polytechnics, and colleges of educations.
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Login To Comment