CHAPTER ONE

INTRODUCTION
1.0 BACKGROUND OF THE STUDY
Computer education technically in schools has become one of the
most fast growing and far reaching developments in Nigeria
(Okebukola and Ajewole, 1990). The transmission of information and
instruction are now bending towards Computer technology. According
to Okebukola (1990), the idea of using and studying computer in
schools and its gradual acceptance started in the late 1960 even
though computers have been around much earlier. Computer is
conceived as a device or machine designed specially to perform
calculations, process data and store information which can be easily
retrieved when required (Aghadino, 1990; Adamu and Bello, 2002).
To Ahore (1990), computer refers to a device for executing precisely
stated rules with accuracy, rapidity and with great reliability. On his
part Adamu (1994), described computer as a machine used by human
beings to solve problems. This probably explains the role of computer
in processing information for dealing with certain problems
confronting human kind. From the foregoing, it is obvious that
computer is a device or machine designed to help process information
or data and for storing such information for future use in dealing with
problems of daily living. Computer education, on the other hand,
Okebukola (1990) described as the learning that can lead to computer
literacy. This implies that the aim of learning and teaching computer
science is to make individual develop the knowledge and skills of
computer application or use. Computer science is a learning process in
which the individual is taken through the rudiments of using the
 computer to store and process data/information accurately and
efficiently. The process seeks to equip the individual with skills and
knowledge that can make him/her use the computer effectively
(Adamu and Bello, 2002). Anyone who is literate in computer or has
received computer education and instruction is expected to tell the
computer what he wants it to do and, this according to Gboboniyi
(1989), Aghedino (1990), and Adamu and Bello (2002), include the
ability to understand what the computer says. They add that to be
literate in computer science amounts to been able to read, write and
speak the language of the computer. In modern world, the computer is
being gradually applied in all aspects of human Endeavour. It has been
stressed that the application of computer will enhance effectiveness
and efficiency in this rapidly growing and technologically changing
world. Computer education is being advocated because it is almost
certain that computer literacy will have as much impact on career
opportunities in the fast growing information age (Adamu and Bello,
2002). The relevance of computer science is therefore, hinged on its
utility value. The National Policy of Education (NPE, 1981, revised in
1988, 1991, 1998 and 2004) introduced the teaching of computer
science in Nigerian schools. The inclusion of the study of computer
science in the school curriculum was aimed at providing opportunity
for every student to become computer literate. The study of computer
science has in effect, gained tremendous influence on the student and
society. However, the use and study of computers in Nigeria is recent
when compared to other parts of the world where computers have
been in use in all facet of human Endeavour including offices,
schools, industries, research centre’s, communication, hospitals to
mention but a few.
The complex nature of present day school situation has made
transmission of information and instruction to students and the nature of
learning and teaching in general more complex. This has made the role of
the teacher in promoting learning more challenging. The new role does
not just, involve mere transmission of information to students but also
include looking at the problems associated with learning and instruction
so that students can gain maximally from teaching and learning process.
Computers are now used where there is a lot of data to be manipulated,
where complex tasks must be managed or where there is need for real
time access to centralized information from arbitrary locations such as in
education, telemedicine, telecommunicating and in several other area
(Adewopo, 1995). The study of computer in school is therefore, aimed at
helping the students cope with modern technological development, equip
their knowledge and competencies or skills of programme and
administrative management as well as, improve the learning process.
Students are expected to master the skills of computer appreciation or
application and not just what it is and can do. Students are therefore,
expected to be taught in such a way as not only to conceptualize and
understand the computer, but also to be able to effectively manage their
own learning, reinforce it and apply such knowledge or training in
practical situation. This new approach has made the teaching of computer
science a little bit more complex and challenging. It has been observed
that the teaching and learning of computer science in schools has not been
quite easy. Often time, people talk about inadequate equipments, facilities,
and computers instructional resources for learning and teaching exercise
(Aghadino, 1990;Okebukola, 1990). It is believed that teaching of science
in general and computer science in particular is beset with a number of
problems (Adamu, 2000). The slow pace of learning and application of
computer had been attributed to this. This presupposes that there are
problems associated with the teaching and learning of computer science
education.
1.1 STATEMENT OF PROBLEM
The first challenge in teaching and learning Computer Science in secondary
schools is the problem caused by a lack of interaction between the teacher
and the students that is a feature of face-to-face classroom teaching (Hentea,
Shea, & Pennington, 2003). For technical subjects in Computer Science such
as computer programming and database design, this lack of interaction is
exacerbated. In Computer Science subjects, the teaching requires a high
level of communication between students and the teacher. In the class room
where students may be located at a great distance and studying in isolation
(for example, outback Australia), interaction may be synchronous (real time)
or asynchronous (anytime). Asynchronous methods use collaborative tools
that enable students to communicate with their teacher and their peers at any
time forms of asynchronous communication technology, and can be used for
teacher-student communication and student-student exchanges. The problem
of teaching and learning of computer science in secondary schools can be
summarized.
Thus:
 Inadequate professionally trained computer teachers.
 Inadequate computers.
 Lack of infrastructural facilities.
 Inadequate instructional materials or teaching aids.
 Poor instructional delivery.
 Poor teacher’s attitude toward the subject.
 General student’s apathy and indifference in computer science.
 Lack of motivation and encouragement for students.
 Lack of incentive and motivation for teachers.

1.3 OBJECTIVE OF THE STUDY

The objective of the study is listed below:
 To understand the problem in teaching and learning of computer
 science in Secondary schools.
 To set up a strategy in solving those problem.
 To set up a standard for teaching computer science in Secondary
schools.

1.4 SCOPE OF THE STUDY

The limits of this study are the problems and prospect of teaching and
learning of computer science in Secondary schools.
A means of ensuring standard teaching and learning of computer science
in Secondary schools.
The study involves the development of strategy in solving the Problem.

1.5 SIGNIFICANCE OF THE STUDY

 To understand the problems of teaching and learning of computer
science in Secondary schools.
 To know the methods or ways of solving them
 To know the standard to set up in teaching computer science in
secondary schools.

1.6 LIMITATION OF STUDY

This research work is carried out in Makurdi metropolis of Benue State
and as a result it is limited from other states.

1.7 DIFINITION OF TERMS

 Computer: Computer is conceived as a device or machine designed
specially to perform calculations, process data and store information
which can be easily retrieved when required
 NPE: national policy of education
 CSETAQ: Computer Science Education Teaching Assessment
Questionnaire (CSETAQ)
 PEFRN: Policy on Education Federal Republic of Nigeria
 CHAPTER 2

LITERATURE REVIEW
2.0 INTRODUCTION
The role of computer in teaching and learning is rapidly becoming one of
the most important and widely discussed issues in contemporary
education policy (Fitzgerald, & Werner, (1996). Most experts in the field
of education agreed that when properly used, computer (information and
communication technology) holds great promise to improving teaching
and learning in addition to shaping workforce opportunities. Ndiku,
(2003) indicated that computer literacy is now regarded as the new
literacy. This has actually encouraged the desire to equip schools with
computer facilities and qualified personnel necessary to produce
technologically proficient and efficient students in developing countries of
the world (Nigeria). There is no doubt that computer can aid the
instructional process and facilitates students ‘learning. Many studies have
shown that there is a positive effect associated with technology aided
instruction and teaching (Burnett, 1994; Fitzgenrald and Warner, 1996).
In Nigeria, concerted efforts have been made by many governments to
initiate internet connectivity and technology training programs, such
programs link schools around the world in order to improve educational
research, enhance cultural understanding and skills that youths need to
attain the needed computer literacy level (Burnett, 1994). The rapid
Advancement in computer and communication technologies is changing the
underlying fabric of the society from one that is industry based to one that is
information based. The importance of computer is quite evident from the
educational perspective; though the chalk board, textbooks,

7
Radio,

8
Television and films have been in use for teaching purposes over the years, none
has greatly within a short term, impacted on the teaching and learning like the
computer. While television and film impact only on the audio-visual facilities of
users, the computer is capable of activating the sense of sight, hearing and touch
of the users.
Computer has the capacity to provide higher interactive potential for users to
develop their individual, intellectual and creative-ability. The main advantage
of computer over other teaching aids includes the development of human
mental resources which allows people to both successfully apply the existing
knowledge and produce new knowledge. Kaku (2005).The collective, rigid and
passive nature of learning associated with use of radio, television and films do
not contribute meaningfully, innovative changes to traditional methods in
educational systems. In developed countries, computers (Information and
communication technologies) are being used for instructional function which
includes teaching and learning. Teachers and students will therefore, need such
knowledge if they must succeed in a technologically developed world
Okwudishu, (2005).
Computer usage in secondary schools has made positive impact and
developments in learning by students. Literatures abound that learning and
attitude are interconnected and that a positive correlation exists between the
two. Tyler (1998) Reported that attitudes are evaluated beliefs, which
predispose the individual to response in a preferential way. Educators therefore,
have had the dynamic task of improving the curriculum, its delivery and
resources in an attempt to improve positive learning attitude. Plante and Beattie
(2004) pointed out that the interconnection of attitude and response existed in
information and communication technology (ICT) education. However, the
introduction of computer application in all facets of education and the quest for

9
learning computer application is on the increase among staff and students. The
aim of this study was therefore, to evaluate the problems and prospects of
computer learning amongst students of in Nigeria. Recommendations for
improvement are offered.

2.1 APPLICATION OF ICT IN NIGERIA SECONDARY SCHOOLS.

There are developments in the Nigerian education sector, which indicate some
level of ICT application in the secondary schools. The Federal Government of
Nigeria, in the National Policy on Education Federal Republic of Nigeria
(2004), recognizes the prominent role of ICTs in the modern world, and has
integrated ICTs into education in Nigeria. To actualize this goal, the document
states that government will provide basic infrastructure and training at the
primary schools, at the junior secondary schools computer education has been
made a pre-vocational elective, and is a vocational elective at the senior
secondary school. It is also the intention of government to provide necessary
infrastructure and training for the integration of ICTs in the secondary schools
system.
It should be noted that 2004 was not the first attempt the Nigerian government
made to introduce computer education in schools. In 1988, the Nigerian
government enacted a policy on computer education. The plan was to establish
pilot schools and diffuse computer education innovation first to all secondary
schools, and then to primary schools. Unfortunately, the project did not really
take off beyond the distribution and installation of personal computers
(Okebukola, 1997; cited by Aduwa-Ogiegbaen and Iyamu, 2005), concludes
that the computer is not part of classroom technology in more than 90 percent
of Nigerian public schools. This implies that the chalkboard and textbook
continue to dominate classroom activities in most Nigerian secondary schools.

10
The Federal Ministry of Education has launched an ICT-driven project know as
School Net (www.snng.org) Federal Republic of Nigeria(2006); Adomi (2005);
Okebukola, (2004), which was intended to equip all schools in Nigeria with
computers and communications technologies. In June 2003, at the African
Summit of the World Economic Forum held in Durban, South Africa, the New
Partnership for African Development (NEPAD) launched the e-Schools
Initiative, intended to equip all African high schools with ICT equipment
including computers, radio and television sets, phones and fax machines,
communication equipment, scanners, digital cameras, and copiers, among other
things. It is also meant to connect African students to the Internet. The NEPAD
capacity-building initiative will be executed over a ten-year period, with the
high school component being completed in the first five years. Three phases are
envisaged, with fifteen to twenty countries in each phase. The phases are to be
staggered, and an estimated 600,100 schools are expected to benefit. The aim of
the initiative is to impart ICT skills to young Africans in primary and secondary
schools, and to harness ICT to improve, enrich, and expand education in
African countries (Aginam, 2006).
The Nigerian Federal Government has commissioned a mobile Internet unit
(MIU) operated by the Nigerian National Information Technology
Development Agency (NITDA). The MIU is a locally-made bus that has been
converted into a mobile training and cyber centre. Its interior has ten
workstations, all networked and connected to the Internet. The MIU is also
equipped with printers, photocopiers, and a number of multimedia facilities.
Internet is provided via VSAT with a 1.2m dish mounted on the roof of the bus.
It is also equipped with a small electric generator to ensure regular power
supply. The MIU takes the Internet to places areas and various primary and
high schools (Ajayi, 2003).

11
Although efforts have been made to ensure that ICTs are available and used in
Nigerian secondary schools, the level of uptake is still low (Adomi, 2010). It
has been Observed (Goshit, 2006) that most schools, both private and
government, do not offer ICT training programmes. NEPAD has scored the
level of African continent students' experience with ICTs and their proficiency
in using them very low. Fifty-five percent of students within the continent,
including Nigeria, Algeria, Burkina Faso, Cameroon, Republic of Congo,
Egypt, Gabon, Lesotho, Mali, Mauritius, Mozambique, Rwanda, Senegal, South
Africa, and Uganda (who are participating in the first phase of the NEPAD e-
Schools initiative), stated they had no experience at all in using computers.
Other findings included that the typical African school environment provides
neither opportunity nor training in using ICTS, and that 75 percent of
responding teachers have no or very limited experience and expertise regarding
ICT educational applications.
Okwudishu (2005) discovered that the unavailability of some ICT components
in schools hampers teachers' use of ICTs. Lack of adequate search skills and of
access points in the schools were reported as factors inhibiting the use of the
Internet by secondary school teachers (Kaku, 2005). The absence of ICT
equipment in most Nigerian secondary schools leads students to resort to
cybercafés for Internet access. Most cybercafé clients in Nigeria are students
(Adomi, Okiy and Ruteyan, 2003).

2.2 THE PROSPECTS OF ICT APPLICATION IN NIGERIA

According to Adomi (2010), improved tertiary education is essential to the
creation of effective human capital in any country (Evoh, 2007). The need for
ICT in Nigerian cannot be overemphasized. In this technology-driven age,
everyone requires ICT competence to survive. Organizations are finding it very

12
necessary to train and re-train their employees to establish or increase their
knowledge of computers and other ICT facilities Adomi and Anie (2006) and
Tyler(1998). This calls for early acquisition of ICT skills by students. The
ability to use computers effectively has become an essential part of everyone's
education. Skills such as bookkeeping, clerical and administrative work,
stocktaking, and so forth, now constitute a set of computerized practices that
form the core IT skills package: spreadsheets, word processors, and databases
(Reffell and Whitworth, 2002).
The demand for computer/ICT literacy is increasing in Nigeria, because
employees realize that computers and other ICT facilities can enhance
efficiency. On the other hand, employees have also realized that computers can
be a threat to their jobs, and the only way to enhance job security is to become
computer literate. With the high Scholarly J. Math. Comp. Sci. 19 demand for
computer literacy, the teaching and learning of these skills is a concern among
professionals (Oduroye,n.d.). This is also true of other ICT components.
New instructional techniques that use ICTs provide a different modality of
instruments. For the student, ICT use allows for increased individualization of
learning. In schools where new technologies are used, students have access to
tools that adjust to their attention span and provide valuable and immediate
feedback for literacy enhancement, which is currently not fully implemented in
the Nigerian school system Enuku and Emuku (1999 and 2000). ICT
application and use will prove beneficial in improving Nigeria's educational
system and giving students a better education. A technologically-advanced
workforce will lead to ICT growth in Nigeria, with the potential to improve
military technology and telecommunications, media communications, and
skilled ICT professionals who will be well-equipped to solve these problems in
Nigeria and other parts of the world (Goshit, 2006).

13
14
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 INTRODUCTION
This chapter described the methodology in this study. It is concerned with the
detailed description of the research procedure which the researcher adopted in
carrying out the study. This chapter is made up of the following sub-topic:
i. Research design
ii. Population of the study
iii. Sample and sampling procedure
iv. Methods of data collection
v. Description of instrument(s) for data collection
vi. Instrument for data collection
vii. Validation of the instrument(s)
viii. Instrument(s) of data analysis
ix. Methods of data presentation/analysis

3.1 RESEARCH DESIGN

Nwan (1981), sees research design as “a term used to describe the number of
decisions which needs to be taken before the data are collected”. And the design of
this study is the survey method.
The research uses the primary source of data collection. Primary source of data
collection is obtained from the field through the use of structured questionnaires.
3.2 POPULATION OF THE STUDY.
Nwogn (1991), refers to population as “the group of people inhabiting a specific
geographical location”.

15
In order words, it is the range of people expected to be covered and its
consideration during the research work. The population of this study consists of
both instructors and students selected from five (5) schools in Makurdi metropolis
of Benue State.
Data was collected from 50 respondents comprising of 10 instructors and 40
students randomly selected from the five secondary schools mention above.
3.3 SAMPLE AND SAMPLING PROCEDURE.
The researcher decided to use the simple random sampling to choose five (5)
schools to mark a total number of fifty people.
3.4 METHOD OF DATA COLLECTION.
The method of data collection use is the primary source of data collection, which is
obtained through the use of structured questionnaire.
The researcher will visit the five selected schools in Makurdi metropolis of Benue
State and administer the instrument, and then collect them on completion.
3.5 DESCRIPTION OF INSTRUMENT FOR DATA COLLECTION.
Questionnaires were printed and a list of questions used to find out what people
think or feel about an issue, product or services. It could also, be used to find out
peoples idea about the research work or process.
3.6 INSTRUMENT FOR DATA COLLECTION.
The instrument use for the study is the questionnaire tattled “Computer Science
Education Teaching Assessment Questionnaire (CSETAQ); which sought
responses on problems associated with the teaching of computer science in the
secondary schools.
3.7 VALIDATION OF THE INSTRUMENT.
The instrument is being validated using construct validity where instrument can be
interpreted in terms of certain psychological construct, such as intelligence,
creativity, thinking, anxiety, reasoning ability etc.

16
3.8 INSTRUMENT(S) OF DATA ANALYSIS.
The instruments to be used in analyzing the data are the descriptive statistics of
frequent count, rank order, simple percentage and means score.
3.9 METHOD OF DATA PRESENTATION/ANALYSIS.
The method of data presentation and analysis to be used is the tabular form, simple
percentage and frequencies could be used in interpreting the data.

17