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ABSTRACT

This study examined the problems militating against effective teaching and learning of computer science in junior secondary school Enugu education zone. In order to carry out this study effectively four (4) research questions were raised and answered using mean statistics lower and higher scores, adequate and inadequate. The study review literature on the problems militating against effective teaching and learning of computer science in junior secondary school Enugu education zone. It was found that most of the causes originated from individuals and schools’. The research design used was survey, and the instrument for the study was the questionnaire. The population composed of the entire junior secondary schools in Enugu education zone.

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Education systems around the world face formidable challenges that are taxing conventional strategies. According to Daniel in Amauala (1999. 21)   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 in Nigeria, computer and communication technologies are finally able to offer opportunities to significantly improve teaching and learning. Education and learning are among the most important of all human activities and always have been the principal means of creating productive and sustainable societies. (Henry ford 2001).

In many African countries, however, a major impediment is the lack of qualified teachers. This problem is further exacerbated by growing poverty and lack of funding for their salaries and the experiential rise in student population. All this can stand to militate against effective teaching of computer in junior secondary schools.

When teachers teaching are not well trained to use the new instructional materials the teaching of computer can lead to poor learning and poor performance of the students. Indeed it has been observed by many that meeting the desperate need for more qualified, competent teachers is the most persistent and daunting challenge facing the African education system in general, and the integration of computer in  particular (Afe, 2002; Olakulehin, 2007).

Effectively introducing computer science into schools under Enugu education zone is also largely dependent upon the availability and accessibility of ICT resource e.g.: hardware, software and communications infrastructure. clearly if technology cannot be accessed by the teacher as in so many schools under Enugu educational zone, then it will not be used we know that state funding for such resource is scarce, and that computer resource tend to be more available in urban than rural areas.

“Gos (1996) suggested that the lack of computer experience among teachers in Enugu educational zone may be a contributing factor to their passive role toward computer teaching in junior secondary school in Enugu educational zone.

Studies including Hadley and Sheingold, 1992 indicate that gender has a strong impact on teachers’ attitudes toward teaching of computer science courses. Some studies suggest that male teachers tend to show slightly more favorable attitude toward teaching of computer science than females (Dupahne, and Krendi, 1992; Ertmer, Addison lane, Ross, and Woods, 1999). Other studies, however, report little or no differences in teacher attitudes on the basis of gender (Koszalka, 2001, Kramer, P.E. and Lehman, 1990). In general, age appears to have an impact on attitudes towards teaching of computer by the teachers. The level of knowledge about computers, and willingness to teacher and use computers. There may be a certain degrees of ability and understanding needed before a science teacher will be interested in using and promoting computers.

Although research favors the use of computer in the classroom instruction, many studies showed that computer technologies are not used efficiently by the  majority of teachers (pepper, 1999, Abdal-Hagg, 1995) “Thomas 2001 “ argues that still little is known about computer use in science classrooms and its effects on students learning. Teacher’s lacks of training and limited access to technology are the main reasons for the low level of computer use in classrooms (Bosh and Cardinale, 1993; Topp, mortensen, and Grandgentett, 1995 Okinaka “1992”) found that teachers are aware of the complexity of computers and when it comes to teach a subject with the computer, many teachers feel uncomfortable. On the other hand, Kinzie and Delcourt (1991) found that teachers who use computer technology more efficiently are more likely to be a model for the student helping students to produce positive attitudes toward the use of computer system, to enhance their studies and this will promote their academic achievement.

STATEMENT OF PROBLEMS

It has been established that students have low performance in computer science in Enugu educational zone.   This poor state of affairs may be linked to ineffective teaching and learning of computer science junior secondary school studies.

“Kerri 1998” stated that the teachers world is substantially limited by powerful social and administrative pressures to teach in a particular way” in his article, Glenn supported Kerr by noting that the organizational structure of schools inhibits teachers effort to learn about new technologies and resists innovation (Glenn 1999). The main problem militating against effective teaching of computer science has not been however ascertained hence the need for this research work.  

PURPOSE OF THE STUDY

The purpose of the study is to ascertain the problems militating against effective teaching and learning of computer science in junior secondary schools in Enugu educational zone. Specifically, the study is aimed at determining the following.

1.  The extent to which technology has been integrated into the teaching and learning process of computer science junior secondary student.

2.  The barriers that prevent computer scientist from implementing technology in the teaching and learning process of a student.

3.  Computer science teacher’s perceptions of their teaching performance and effectiveness.

4.  How gender differences play a role in computer application as an instructional tool?

SIGNIFICANCE OF THE STUDY

The significance of this study is that the utilization of the data and information and implementation of the recommendation shall form the basis for actualizing the role played by computer science teachers in the improvement and management of materials used for an effective teaching and learning of computer in junior secondary school in Enugu educational zone. Moreover, the data that will be obtained in this study will serve as stimulant and self-evaluation for the computer science teachers to inaugurate. The important of this research work will serve as an eye opening to many educators. This work has produce knowledge that is applicable outside of the research setting and subject. Furthermore, the results of this work will have implications of policy and project implementation.

This project work will help researchers to imperative to take step to overcome barriers that effecting the use of computer technology as an instructional material in teaching and learning of student in Enugu educational zone.

Finally, this will let the teachers to have multiple assessment opportunities in the use of computer technology in teaching of student. It shows the child’s ability to apply desired skills such as doing research.

This research work will help the teachers to communicate in progressive and meaningful ways with the student. It will help the students become engaged builders of a new knowledge base and become active lifelong learners.

SCOPE OF THE STUDY

This study covers the following: the problems militating against effective teaching and learning of computer science in junior secondary school in Enugu educational zone.

RESEARCH QUESTIONS

The following research questions will guide the study:

1.  To what extent has computer, technology been integrated in the process of teaching and learning in junior secondary schools?

2.  What are the barriers that prevent computer scientists from implementing technology in the teaching and learning process of a student?

3.  What are the computer science teacher’s perceptions on their teaching performance and effectiveness?

4.  How does gender difference affect computer application as an instructional material in junior secondary school in Enugu educational zone?

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