ABSTRACT
The aim of this project
is based on examine the factors that affect the effective teaching
and learning of computer science in
some selected senior secondary schools in Alimosho Local Government, Lagos
State. Questionnaire
was used to collect data and these data were analyzed using simple percentage.
Findings revealed that instructional materials and resources have a significant
effect on pupils’ achievement in teaching computer science and lack of school
facilities in computer studies affects the pupils’ academic performance. The
research went further to recommend that, computer science teachers should
demonstrate a sound degree of professional competence and a working knowledge
of epistemology of the subject, computer science teachers should make learners
learn to live a reasonable life by developing rule – governed behaviors and
government should provide instructional materials for computer science
teachers.
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
1.2 STATEMENT OF THE PROBLEM
1.3 OBJECTIVES OF THE STUDY
1.4 RESEARCH QUESTIONS
1.5 SIGNIFICANCE OF THE STUDY
1.6 SCOPE
OF THE STUDY
1.7 LIMITATIONS
OF THE STUDY
1.8 DEFINITION OF TERMS
CHAPTER TWO
LITERATURE REVIEW
2.1 CONCEPT
OF COMPUTER SCIENCE
2.2 COMPONENTS
OF COMPUTER SCIENCE
2.3 TEACHERS
QUALIFICATION
2.4 TEACHERS’ QUALIFICATIONS AND THEIR IMPACT ON STUDENT
2.5 DELINEATION
OF TEACHERS’ PROFESSIONAL COMPETENCE
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
3.2 AREA OF STUDY
3.3 RESEARCH DESIGN
3.4 POPULATION AND SAMPLING
3.5 SAMPLE AND SAMPLING PROCEDURES
3.6 RESEARCH INSTRUMENT
3.7 ADMINISTRATION OF INSTRUMENTS
3.8 METHOD OF DATA ANALYSIS
CHAPTER FOUR
DATA
ANALYSIS AND PRESENTATION
4.1 INTRODUCTION
4.2 DATA
PRESENTATION
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 CONCLUSION
5.2 RECOMMENDATION
REFERENCES
APPENDIX
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Computer science curriculum development agencies such as the
Nigerian Educational Research and Development Council (NERDC) and experts
further identified and disseminated the curriculum goals or purposes of the
subject in the school curriculum. These include citizenship education,
reflective inquiry and business studyies education, (Barth-shermis, 2000;
Barth-Norris, 2006; Dubey and Barth, 2000; Olawepo, 2004) among others. These
broadly stated goals must be clare to, and recognized as important as well as
attainable by teachers and other participants connected with the Curriculum if
the intentions or purposes must be realized and the investment of effort is to
be considered worthwhile (Feather, 2002;Meece,
Blumenfeld, & Hoyle, 2008). These intentions or purposes are prima facie
stated with clarity, but their perception or conceptualization by teachers and
scholars is still in doubt as Onyabe (2000) observed that the philosophy,
content and methodology of computer science has remained vague to both scholars and
teachers. The incidence of conflicting conceptions of computer studies
curriculum is a cause for concern for three major reasons. First, the anchor or
strategic position of purposes or intentions in the curriculum development
process (Pratt, 2004) as illustrated in Tyler (2009) (Linear) and Wheeler
(2000) (cyclic) curriculum models, among others.
The National Policy on
Education (2004) made computer science a core subject in the secondary schools
in Nigeria, with the objectives of inculcating in the learner in integrated
forms, basic skills, values, and attitudes for useful living. In simple terms,
the effective implementation of the UPE in secondary school through computer
science instruction is inextricably dependent on quality computer science
teachers who are adequately informed about what to teach, how to teach,
attitudes, values, and skills expected to be injected in the learner for the
realization of functional educational goals. Nworgu (2007) and Ibiam (2007) in
their respective studies established that most computer studies teachers are
not sufficiently informed about the demands, implications, and objectives of
education reforms in Nigeria, specifically the UPE. This anomaly is likely to
affect the potency, worth, and relevance of instruction delivered to the
learner.
Adamechi and Romaine
(2000) and Ukeje (2000) agreed that the focus of the UBE in Secondary schools
is to equip the learner with practical, creative skills, values, and ingenuity
to become a functional member of the society. Nwazuoke (2007) thought that this
is realizable when the computer science teacher integrates creativity process in the
classroom instruction, as a means of energizing the thought processes of the learners
in thinking reflectively about their personal and national problems. It is
therefore instructive that computer science teachers should be adequately
trained by teacher preparing institutes of education, the universities and
colleges of education by enriching their computer science teacher education
programmes with current educational reforms and policies, as well as emerging
contemporary issues.
Secondly, curriculum goals or purposes, are indispensable
elements in instructions as far as effective implementation of an already
developed curriculum is concerned. Thirdly, the correct conception, investment
of efforts and ultimate realization of the purposes of the curriculum will
facilitate the realization of the overall aims of the Nigerian educational enterprise.
1.2
STATEMENT OF THE PROBLEM
Presently, Secondary school student interest and academic
achievement is incresing. Lemchi (2001)
noted that some students are losing interest in the subject. Attitudes
associated with computer science appear to affect students ‘performance in the
subject. Also, many computer science
teachers teach computer science without instructional materials and
facilities (Mberengwa 2004). The quality of teachers, and class room facilities
are grossly inadequate and obsolete. Owolabi et al. (2001) also indicated that
a serious disconnection exists between computer science training in Secondary
schools and the needs of the labor market, as students that do not proceed to
higher education have been found to be incompetent in the field of work. Where
students consistently perform poorly, the implication is that adequate teaching
and learning has not taken place in schools. Therefore, the problem of this
study is to examine the factors that affect the effective
teaching and learning of computer science in senior secondary
schools in Alimosho Local Government, Lagos State.
1.3
OBJECTIVES OF THE STUDY
The main purpose of this study is to examine the factors
that affect the effective teaching and learning of computer studies in some selected senior secondary
schools in Alimosho Local Government, Lagos State, Nigeria. Specifically, this
study sought to:
1. Find out the extent to which
students’ attitudes constitute problems to the teaching and learning of
computer science.
2. Assess the extent to which teacher
quality and quantity constitute problems to the teaching and learning of
computer science.
3. Find out the extent to which
instructional materials constitute problems to the teaching and learning of
computer science.
4. Determine the extent to which
curriculum issues pose problems to the teaching/learning of computer science.
5. Find out the problems and prospects
of teaching computer science in senior secondary schools.
1.4
RESEARCH QUESTIONS
The following research questions were formulated to guide
the study:
1. To what extent do attitudes of senior
secondary School Students constitute problems to the teaching of computer
science?
2. To what extent do teacher quality
and quantity cause problems to the teaching of computer science?
3. To what extent do instructional
materials pose problems to the teaching and learning of computer science?
4. To what extent do curriculum issues
pose problems to the teaching and learning of computer science?
5. What are the problems facing
teachers teaching computer science in senior secondary school students?
1.5
SIGNIFICANCE OF THE STUDY
The study gives various insights into the factors
that affect the effective teaching and learning of computer science in some selected
senior secondary schools in Alimosho Local Government, Lagos State, Nigeria.
These highlighted challenges will enable stakeholders in the education sector
to take adequate measures in tackling these challenges, and make learning of computer
science a lot easier for both teachers and pupils in junior secondary school
levels.
1.6 SCOPE OF THE STUDY
This study covers the factors that affect the
effective teaching and learning of computer science in some selected senior secondary schools
in Alimosho Local Government, Lagos State, Nigeria as a case study. Findings
and recommendations for the study may not reflect the true view of the
challenges of teaching computer science in Nigeria, as the researcher could not
cover a wider area in Nigeria due to time and financial constraints.
1.7 LIMITATIONS OF THE STUDY
There are some limiting factors which influence the
researcher’s effort towards developing this work (project). The most prevailing
being time factor as other school extra curricula activities that had to be met
with.
1.8
DEFINITION OF TERMS
Problem:
something
that is difficult to deal with: something that is a source of trouble, worry,
etc.
Teaching:
the act,
practice, occupation, or profession of a teacher.
Teacher: is a
person who helps others to acquire knowledge, competences or values.
Computer Studies;
Is the study of processes that interact with data and that can be presented as
data in form of program.