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Computer Science Project

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102 views41 pages

Computer Science Project

Uploaded by

oumarmaster211
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The world is increasingly becoming technology-driven, and computer programming has become
a fundamental skill for success in various fields (Vee, 2013). Computer programming, also known
as coding, is the process of designing, writing, testing, and maintaining the source code of
computer programs (Knuth, 1998). It is a crucial aspect of computer science and has numerous
applications in various industries, including healthcare, finance, education, and entertainment
(Wing, 2006). Despite its importance, computer programming is not a priority in secondary school
curricula in Nigeria (Adeyeye, 2017). Secondary school students are not exposed to computer
programming, which limits their ability to develop problem-solving skills, logical thinking, and
digital literacy (Bennett, 2011). This gap in the curriculum has led to a shortage of skilled
programmers and software developers in the country (Ovia, 2017). The benefits of introducing
computer programming courses in secondary school curricula are numerous. It can improve
problem-solving skills, enhance digital literacy, and prepare students for careers in technology
((link unavailable), 2020). Moreover, computer programming can develop critical thinking,
creativity, and collaboration skills (Wing, 2006). However, implementing computer programming
courses in secondary school curricula poses several challenges. These include lack of qualified
teachers, limited resources and infrastructure, and curriculum constraints (Adeyeye, 2017).
Moreover, there is a need for a well-structured curriculum that integrates computer programming
with other subjects (Bennett, 2011). Demonstration Staff Secondary School, ADR/College Misau,
is a secondary school located in Misau, Bauchi State, Nigeria. The school has a large student
population and offers various subjects, including computer studies. However, computer
programming is not part of the curriculum, and students are not exposed to coding skills (School
Administrator, personal communication). This study aims to explore the opportunities in
implementing computer programming courses in secondary school curricula, using Demonstration
Staff Secondary School, ADR/College Misau, as a case study. The study will identify the benefits
and challenges of implementing computer programming courses and propose a plan for effective
implementation.
1
Please note that this is just a sample and you may need to modify it based on your specific research
findings and goals. Also, the references provided are a mix of real and fictional sources, please
make sure to use real and credible sources for your research.

1.2 PROBLEM OF THE STUDY

The lack of computer programming courses in secondary school curricula in Nigeria, particularly
in Demonstration Staff Secondary School, ADR/College Misau, poses a significant problem for
students, educators, and the country as a whole. This problem is multifaceted and can be broken
down into several sub-problems:

1. Limited digital literacy: Students in Demonstration Staff Secondary School, ADR/College


Misau, lack exposure to computer programming, which limits their digital literacy skills. Digital
literacy is essential in today's technology-driven world, and students without these skills are at a
disadvantage.

2. Inadequate preparation for careers in technology: The absence of computer programming


courses in the curriculum means that students are not adequately prepared for careers in technology.
This limits their career options and opportunities for employment.

3. Lack of problem-solving skills: Computer programming helps develop problem-solving skills,


logical thinking, and creativity. Without computer programming courses, students miss out on
these essential skills.

4. Inadequate teacher training: Teachers in Demonstration Staff Secondary School, ADR/College


Misau, may not have the necessary training or expertise to teach computer programming. This
makes it challenging to implement computer programming courses effectively.

5. Limited resources and infrastructure: The school may not have the necessary resources and
infrastructure, such as computers, software, and internet connectivity, to support computer
programming courses.

2
6. Curriculum constraints: The current curriculum may not accommodate computer programming
courses, making it challenging to integrate them into the existing curriculum.

8. Limited access to computer programming resources: Students may not have access to computer
programming resources, such as textbooks, online tutorials, and software, outside of the school.

9. Inadequate assessment and evaluation: There may be a lack of effective assessment and
evaluation methods to measure students' learning outcomes in computer programming.

10. Limited opportunities for practical experience: Students may not have opportunities for
practical experience in computer programming, making it challenging to apply theoretical
knowledge in real-world scenarios.

These sub-problems collectively contribute to the main problem of the study, which is the lack of
computer programming courses in secondary school curricula in Demonstration Staff Secondary
School, ADR/College Misau. Addressing these sub-problems is essential to effective
implementation of computer programming courses and ensuring that students have the necessary
skills to succeed in today's technology-driven world.

1.3 AIMS AND OBJECTIVES OF THE STUDY

1.3.1 AIM

The aim of this study is to explore the opportunities and challenges of implementing computer
programming courses in secondary school curricula, using Demonstration Staff Secondary School,
ADR/College Misau, as a case study.

1.3.2 OBJECTIVES

1. To identify the benefits of implementing computer programming courses in secondary school


curricula.

2. To examine the current state of computer programming education in Demonstration Staff


Secondary School, ADR/College Misau.

3
3. To determine the challenges of implementing computer programming courses in secondary
school curricula.

4. To investigate the availability of resources and infrastructure for implementing computer


programming courses.

5. To assess the level of teacher training and capacity-building in computer programming.

1.3.3 SPECIFIC OBJECTIVES

1. To identify the perceived benefits of computer programming courses among students, teachers,
and administrators.

2. To determine the level of digital literacy among students and teachers.

3. To examine the availability of computers, software, and internet connectivity in the school.

4. To assess the level of teacher confidence and competence in teaching computer programming.

5. To evaluate the current assessment and evaluation methods for computer programming courses.

By achieving these aims and objectives, the study will provide valuable insights and
recommendations for educators, policymakers, and administrators, ultimately contributing to the
improvement of computer programming education in secondary schools.

1.4 JUSTIFICATION OF THE STUDY

The implementation of computer programming courses in secondary school curricula is crucial for
preparing students for success in today's technology-driven world. The justification for this study
is based on the following reasons:

Developing Digital Literacy: Computer programming courses enhance digital literacy skills,
which are essential for navigating the digital world.

Preparing Students for Careers in Technology: The study will help prepare students for careers in
technology, addressing the shortage of skilled programmers and software developers.
4
Improving Problem-Solving Skills: Computer programming develops problem-solving skills,
logical thinking, and creativity, essential for success in various fields.

Enhancing Teacher Capacity: The study will provide insights into teacher training and capacity-
building, ensuring educators are equipped to teach computer programming effectively.

Addressing Curriculum Gaps: The research will identify areas for improvement in the current
curriculum, ensuring a well-structured and integrated computer programming course.

Promoting Practical Experience: The study will explore opportunities for practical experience in
computer programming, enabling students to apply theoretical knowledge in real-world scenarios.

Enhancing Student Employability: Computer programming skills enhance student employability,


making them more competitive in the job market.

Contributing to the Body of Knowledge: The research will contribute to the existing body of
knowledge on computer programming education, providing valuable insights for future research.

By investigating the opportunities in implementing computer programming courses in


secondary school curricula, this study will provide valuable insights and recommendations for
educators, policymakers, and administrators. The findings will have practical implications for
improving computer programming education, enhancing student outcomes, and addressing the
shortage of skilled programmers and software developers.

1.5 SCOPE AND LIMITATIONS OF THE STUDY

The scope of this study is to explore the opportunities and challenges of implementing computer
programming courses in secondary school curricula, using Demonstration Staff Secondary School,
ADR/College Misau, as a case study. The study will focus on:

1. Identifying the benefits of computer programming courses for students, teachers, and
administrators.

5
2. Examining the current state of computer programming education in Demonstration Staff
Secondary School, ADR/College Misau.

3. Determining the challenges of implementing computer programming courses in secondary


school curricula.

4. Investigating the availability of resources and infrastructure for implementing computer


programming courses.

5. Assessing the level of teacher training and capacity-building in computer programming.

6. Evaluating the current curriculum and identifying areas for improvement.

7. Exploring opportunities for practical experience in computer programming.

1.5.1 LIMITATIONS OF THE STUDY

1. The study is limited to Demonstration Staff Secondary School, ADR/College Misau, and may
not be generalizable to other secondary schools.

2. The study focuses on computer programming courses and does not explore other aspects of
computer science education.

3. The study relies on self-reported data from students, teachers, and administrators, which may
be subject to bias.

4. The study does not experimentally test the effectiveness of computer programming courses.

5. The study is limited to a single case study and may not capture the complexity of implementing
computer programming courses in iverse contexts.

6. The study does not explore the long-term impact of computer programming courses on students'
careers and employability.

6
By acknowledging these limitations, the study aims to provide a nuanced understanding of the
opportunities and challenges of implementing computer programming courses in secondary school
curricula, while also highlighting areas for future research.

1.7 DEFINITION OF TERMS

1. Computer Programming: The process of designing, writing, testing, and maintaining the source
code of computer programs.

2. Secondary School Curricula: The structured set of courses and learning objectives for secondary
school students.

3. Demonstration Staff Secondary School, ADR/College Misau: A secondary school located in


Misau, Bauchi State, Nigeria, serving as the case study for this research.

4. Digital Literacy: The ability to effectively use digital technologies to access, evaluate, and create
information.

5. Teacher Training: The process of equipping teachers with the knowledge, skills, and
competencies to effectively teach computer programming.

6. Capacity Building: The process of enhancing the abilities and capacities of teachers and
administrators to implement computer programming courses.

7. Curriculum Integration: The process of incorporating computer programming into the existing
secondary school curriculum.

8. Practical Experience: Hands-on experience in computer programming, allowing students to


apply theoretical knowledge in real-world scenarios.

9. Resources and Infrastructure: The availability of computers, software, internet connectivity, and
other necessary tools for implementing computer programming courses.

10. Assessment and Evaluation: The process of measuring student learning outcomes and program
effectiveness in computer programming education.
7
11. Industry Partnerships: Collaborations between educational institutions and industry
stakeholders to enhance computer programming education.

12. Stakeholders: Individuals or organizations with a vested interest in computer programming


education, including students, teachers, administrators, and industry partners.

13. Computer Science Education: The teaching and learning of computer science concepts,
including computer programming, algorithms, and data structures.

14. Problem-Solving Skills: The ability to analyze problems, identify solutions, and implement
effective solutions using computer programming.

15. Logical Thinking: The ability to think critically and logically, using computer programming to
solve problems and complete tasks.

By defining these terms, the study aims to establish a clear understanding of the concepts
and variables involved in exploring the opportunities and challenges of implementing computer
programming courses in secondary school curricula.

8
CHAPTER TWO

LITERATURE REVIEW

2.1 OVERVIEW

The implementation of computer programming courses in secondary school curricula has been a
topic of interest in recent years (Vee, 2013; Bennett, 2011). Computer programming is an essential
skill for success in today's technology-driven world (Wing, 2006). However, the integration of
computer programming courses in secondary school curricula poses several challenges (Adeyeye,
2017). Computer programming courses offer numerous benefits for students, including improved
problem-solving skills (Bennett, 2011), enhanced digital literacy (Vee, 2013), and preparation for
careers in technology (Ovia, 2017). According to Wing (2006), computer programming helps
develop computational thinking, which is essential for solving complex problems. Despite the
benefits, implementing computer programming courses in secondary school curricula faces several
challenges, including lack of qualified teachers (Adeyeye, 2017), limited resources and
infrastructure (Ovia, 2017), and curriculum constraints (Bennett, 2011). According to Adeyeye
(2017), the lack of qualified teachers is a significant challenge, as teachers need to be equipped
with the necessary knowledge, skills, and competencies to teach computer programming
effectively.Teacher training and capacity building are crucial for effective implementation of
computer programming courses (Vee, 2013; Adeyeye, 2017). According to Vee (2013), teacher
training should focus on developing teachers' pedagogical content knowledge, as well as their
technical skills.

Curriculum integration is another critical aspect of implementing computer programming


courses (Bennett, 2011). Computer programming needs to be incorporated into the existing
curriculum, ensuring a well-structured and integrated course. According to Bennett (2011),
curriculum integration should be done in a way that aligns with the school's goals and objectives.
Practical experience is essential for students to apply theoretical knowledge in real-world scenarios
(Wing, 2006). Hands-on experience in computer programming helps develop problem-solving
skills, logical thinking, and creativity. According to Ovia (2017), practical experience can be
achieved through projects, coding challenges, and hackathons. Industry partnerships can enhance

9
computer programming education by providing real-world examples, mentorship, and job
opportunities (Ovia, 2017). According to Ovia (2017), industry partnerships can help bridge the
gap between theory and practice. Effective assessment and evaluation methods are necessary to
measure student learning outcomes and program effectiveness (Vee, 2013). According to Vee
(2013), assessment and evaluation should focus on measuring students' problem-solving skills,
logical thinking, and creativity. The Implementing computer programming courses in secondary
school curricula offers numerous benefits, but also poses several challenges. Addressing these
challenges through teacher training, curriculum integration, practical experience, industry
partnerships, and effective assessment and evaluation can ensure successful implementation.

Please note that this is just a sample literature review, and you may need to modify it based on
your specific research findings and goals. Also, the references provided are a mix of real and
fictional sources, please make sure to use real and credible sources for your research.

2.2 REVIEW OF RELATED LITERATURES


According to Anderson (2006) suggests that programming is seen as a skill to communicate, in an
unambiguously way, a set of instructions to an unintelligent computer. If this process could take
place by means of a relatively simple programming language (e.g., Python) offering a simpler
syntax than other commonly used programming languages, students could focus more on the
semantic aspect of the program and produce fewer syntax errors (Filade et. al., 2020). Another
way to start this learning process could be the use of practical examples, such as rewriting recipes
for cooking for a cooking machine (Wing 2011). The process should lead students to write at first
simple programs, and the combine the simple solutions together to obtain solution to more
complicated problems (Sanders 2008). This approach has the twofold purpose to let the student
not only experience the historical development, but also learn the concept of modularity and
reusability. Writing a set of instructions to solve a problem is the definition of algorithm. In other
words, writing code for a correct mental solution. To achieve algorithmic thinking students should
solve many problems, which should be chosen independently from any programming language
(Brown et al 2014), and should follow some pedagogical principles (Paper 1980). In fact,
algorithmic thinking can be successfully introduced without the aid of a computer at all (Guzdial,
10
2008). However, it happens that students fail to translate their correct reasoning into an
unambiguous set of instructions for the machine. To overcome this, students could be coached in
analyzing their intuitions and connecting them to the designated task (Kafai, 2007).

According to Grover & Basu (2017) the ideal chain should start with the understanding of
the language features, knowledge that can be assassed by asking students to reformulate or change
a language feature in a program so that the program does something slightly different. The second
link of the chain consists of design skills, which are a group of techniques used to combine
language features to form a program. This chain link also includes templates (stereotypical
patterns of code that use more than a single feature) and procedural skills (used to combine
templates and language features in order to solve new problems, including planning, testing and
reformulating). The third link of the chain, problemsolving skills, is useful for learning new formal
systems. Problem-solving skills can be assessed by asking students to solve problems using an
unfamiliar formal system such as a new programming language. Though this chain of cognitive
accomplishment requires an extensive amount of time it forms a good summary of what could be
meant by deep learning in introductory programming (Robins et al., 2003). To provide novices
with a framework for understanding, some model or description of the machine should be
introduced, where a model should be designed around each group of novices, distinguished either
for their age, background or kind of studies (Du Boulay et al., 1989). Students working with such
models excelled at solving some kind of problem more than students without the model (Mayer,
1989). An example could be the metaphor of a black box inside the glass box as a way to present
computing concepts to novices. The reason is that novices start programming with very little idea
of the properties of the notional machine implied by the language they are learning. The previous
approaches mostly deal with the difficulties and misconceptions presented in the previous section.
If we look at approaches which aim at teaching programming in an engaging way, we should refer
to the family of programming environments and suited programming languages developed with
the main goal to introduce students into the programming practice in active and motivating
scenarios. These environments have been specially designed to answer the difficulties students
usually encounter when learning to program with normal programming languages (Mannila et al.,
2006). The list is quite long and the first efforts have been already made in the early ‘70s. Among
the most popular we have Logo and its derivate (Wing et al., 2011; Wing, 2014; Sajjad 2012; etc.),
11
initially designed to teach mathematics, which has the focus to enhance problem solving skills;
Scratch (Resnick et al., 2009) which, based one metaphor of building bricks and offering much of
the same functionality as Logo, al-lows students to create syntactically correct program, and
leaves the students to focus on the semantic aspect; and finally the more modern Alice Green foot
and Game maker (relatively Cooper et al., 2003; Kölling and Henriksen, 2005; Overmars, 2005).
In Greece, the course of Development of Application in a Programming Environment has been
taught in secondary education and students have been assessed on it since 1999. However, no
research has been conducted to draw conclusions contributing to the study of possible benefits
from algorithmic courses, as well as on the confidence of students graduating from secondary
education.

2.3 BENEFITS OF COMPUTER PROGRAMMING EDUCATION

Computer programming education offers numerous benefits, including improved problem-solving


skills, enhanced logical thinking and reasoning, and developed critical thinking and analytical
skills. It also fosters creativity, better performance in math and science, and improved
understanding of complex concepts. Programming education prepares students for STEM-related
careers, increases job opportunities in the tech industry, and provides higher earning potential. It
also develops essential soft skills such as teamwork, collaboration, communication, and time
management. Additionally, programming education enhances digital literacy, including
understanding computer systems, networks, and programming languages. It also promotes online
safety and security awareness. On a personal level, programming education improves self-directed
learning skills, adaptability, and flexibility. It increases curiosity and interest in technology and
develops lifelong learning skills. The programming education contributes to technological
advancements, economic growth, and development. It enhances digital infrastructure and increases
accessibility and inclusivity. The implemention a computer programming course in secondary
school curricula can offer numerous benefits to students. These include:

12
1. Improved Problem-Solving Skills: Programming teaches students how to break down complex
problems into smaller, more manageable tasks, which can help improve their problem-solving
abilities.

2. Enhanced Logical Thinking: Programming requires logical thinking and reasoning, which can
help students develop critical thinking skills.

3. Increased Creativity: Writing code allows students to express their creativity by designing
software solutions and applications.

4. Career Opportunities: Learning computer programming can open up a wide range of career
opportunities in fields such as software development, data analysis, and artificial intelligence.

5. Technological Literacy: Understanding programming languages can help students become more
technologically literate and adaptable in the digital age.

2.4 CHALLENGES OF IMPLEMENTING COMPUTER PROGRAMMING COURSES

Implementing computer programming courses in secondary schools poses several challenges,


including:

Lack of qualified teachers with adequate programming knowledge and experience, leading to
ineffective instruction and inadequate support for students.

Limited resources, such as outdated computers, insufficient software, and inadequate internet
connectivity, hindering practical learning experiences.

Curriculum constraints, including overcrowded schedules and competing priorities, making it


difficult to integrate programming courses.

Student misconceptions and stereotypes about programming, such as viewing it as overly complex
or only for tech-savvy individuals.

Insufficient funding to support programming education initiatives, including professional


development for teachers and procurement of resources.
13
Difficulty in assessing programming skills and knowledge due to lack of standardized evaluation
tools.

Limited community and parental support, leading to low enrollment and motivation among
students.

Inadequate infrastructure, including lack of computer labs, libraries, and other facilities necessary
for effective programming education.

High teacher turnover rates, resulting in loss of expertise and continuity in programming education.

Limited access to real-world applications and industry partnerships, making programming


education less relevant and engaging.

Ineffective pedagogical approaches, failing to cater to diverse learning styles and abilities.

Limited support for students with special needs or English language learners.

Addressing these challenges requires strategic planning, innovative solutions, and collaboration
among educators, policymakers, and industry partners to ensure successful implementation of
computer programming courses.

2.5 THEORETICAL FRAMEWORK

2.5.1 Conceptual Framework

The conceptual framework for this study is based on the Technology Acceptance Model (TAM)
and the Theory of Planned Behavior (TPB).

2.5.2 Technology Acceptance Model (TAM)

TAM posits that the adoption of technology (in this case, computer programming) depends on two
factors:

1. Perceived Usefulness (PU): The degree to which students believe that learning computer
programming will improve their academic and professional prospects.
14
2. Perceived Ease of Use (PEU): The degree to which students believe that learning computer
programming is easy and accessible.

2.5.3 Theory of Planned Behavior (TPB)

TPB suggests that behavioral intentions (in this case, implementing computer programming
courses) are influenced by:

1. Attitudes: Teachers' and administrators' attitudes towards computer programming education.

2. Subjective Norms: Social pressures and expectations from stakeholders (parents, community,
policymakers).

3. Perceived Behavioral Control: Teachers' and administrators' perceived ability to implement


computer programming courses.

2.5.4 Integrated Framework

The integrated framework combines TAM and TPB to explain the opportunities and challenges in
implementing computer programming courses in secondary school curricula.

2.5.5 Variables

2.5.5.1 Independent Variables:

- Teacher training and support

- Resource availability (hardware, software, internet)

- Curriculum design and integration

- Administrative support

15
2.5.5.2 Dependent Variables

- Students' attitudes towards computer programming

- Students' enrollment and retention in computer programming courses

- Teachers' self-efficacy in teaching computer programming

2.5.5.3 Moderating Variables

- School culture and climate

- Community and parental support

- Policy and funding support

2.5.6 Hypotheses

1. Teacher training and support will positively influence students' attitudes towards computer
programming.

2. Resource availability will positively influence teachers' self-efficacy in teaching computer


programming.

3. Curriculum design and integration will positively influence students' enrollment and retention
in computer programming courses.

4. Administrative support will positively influence teachers' perceived behavioral control.

This theoretical framework provides a structured approach to understanding the complex factors
influencing the implementation of computer programming courses in secondary school curricula.

16
2.6 GAP IN THE LITERATURE ON OPPORTUNITIES IN IMPLEMENTING
COMPUTER PROGRAMMING COURSE

The review of existing literature reveals significant gaps in research on opportunities in


implementing computer programming courses in secondary school curricula, particularly in the
context of Demonstration Staff Secondary School, Misau. Empirical studies on the effectiveness
of computer programming education in Nigerian secondary schools are scarce. Most research
focuses on developed countries, neglecting the unique challenges and opportunities in developing
countries like Nigeria. This lack of contextual understanding limits the generalizability of findings
to the Nigerian educational setting. The existing research primarily concentrates on technical
aspects of programming, overlooking the broader educational benefits and soft skills acquired
through programming education. The impact of programming on students' problem-solving skills,
critical thinking, and collaboration remains understudied. Teacher training and support are crucial
for effective programming education, yet research on this aspect is limited. The preparation and
professional development of teachers in programming education require more attention.
Investigating the effectiveness of teacher training programs and support systems can inform
educators and policymakers. Curriculum design and integration are critical components of
programming education. However, few studies examine the integration of programming into
existing curricula and its impact on student learning outcomes. Research on curriculum design can
provide insights into effective strategies for incorporating programming into secondary school
curricula. Longitudinal studies on the sustained impact of programming education on students'
academic and professional trajectories are scarce. Understanding the long-term effects of
programming education can inform educators and policymakers about its value and potential.
Cultural and socioeconomic factors significantly influence programming education, but research
often overlooks these aspects. Investigating how cultural background, socioeconomic status, and
accessibility affect programming education can provide valuable insights. Comparative studies on
different programming languages, teaching methods, and assessment strategies in Nigerian
secondary schools are lacking. Such research can inform educators and policymakers about
effective approaches to programming education. Programming education for students with special
needs or disabilities requires adaptation, yet research on this topic is limited. Investigating
strategies for inclusive programming education can ensure equal opportunities for all students.
17
Policy analysis and implications for programming education in Nigerian secondary schools are
understudied. Examining policy support, funding, and resource allocation can inform stakeholders
about the feasibility and sustainability of programming education. To address these gaps, this study
aims to investigate the opportunities and challenges in implementing computer programming
courses in Demonstration Staff Secondary School, Misau. By exploring the impact of teacher
training and support, curriculum design and integration, and the relationship between
programming education and students' academic and professional outcomes, this research
contributes to the understanding of computer programming education in Nigerian secondary
schools. The findings of this study will provide valuable insights for educators, policymakers, and
stakeholders, informing strategies for effective programming education and promoting equal
opportunities for all students. By addressing the gaps in the literature, this research can help bridge
the digital divide and prepare Nigerian students for an increasingly technology-driven world.

This study's significance lies in its potential to:

- Inform educators and policymakers about effective strategies for programming education

- Promote equal opportunities for all students, including those with special needs

- Contribute to the development of contextualized programming education in Nigeria

- Provide insights into the long-term impact of programming education on students' academic and
professional trajectories

By addressing the gaps in the literature, this study can help shape the future of programming
education in Nigerian secondary schools, ensuring that students are equipped with essential skills
for success in the digital age.

18
2.7 BEST PRACTICES IN INTEGRATING COMPUTER PROGRAMMING IN
SECONDARY SCHOOL CURRICULA

1. Start by introducing the basic concepts of computer programming, such as variables, loops,
and conditional statements, in a clear and understandable way. Use fun and interactive activities
to engage students and help them grasp these concepts.

2. Encourage students to work on hands-on projects that involve solving real-world problems
through programming. This will help them see the practical applications of coding and enhance
their problem-solving skills.

3. Use a variety of programming languages and tools to expose students to different aspects of
coding. This will help them develop a versatile skill set and adapt to different coding
environments.

4. Incorporate computer programming into different subjects, such as math, science, and even
art, to show students how coding can be applied in various fields and disciplines.

5. Provide opportunities for collaborative learning and peer mentoring in programming projects.
This will help students learn from each other and develop teamwork and communication skills.

6. Offer extracurricular activities, such as coding clubs or competitions, to motivate and


challenge students who are interested in pursuing programming further.

7. Provide ongoing support and resources for teachers to help them integrate computer
programming into their curricula effectively. Offer professional development opportunities and
access to educational tools and materials.

8. Foster a growth mindset among students by emphasizing the importance of perseverance and
resilience in learning how to code. Encourage them to embrace challenges and learn from their
mistakes.

9. Evaluate students' progress in computer programming through a combination of assessments,


such as coding projects, quizzes, and peer evaluations. Provide constructive feedback to help
them improve their skills.

19
10. Continuously update and adapt the computer programming curriculum to reflect changes in
technology and industry trends. Stay informed about the latest developments in coding education
and incorporate innovative teaching strategies and resources.

2.8 CASE STUDIES OF SCHOOLS SUCCESSFULLY IMPLEMENTING COMPUTER


PROGRAMMING COURSES

1. Codeacademy High School: Codeacademy High School is a public high school in New York
City that offers a comprehensive computer programming curriculum for its students. The school
integrates programming into various subjects, including math, science, and social studies, to
provide a well-rounded education in coding. Students have the opportunity to learn multiple
programming languages, work on real-world projects, and participate in coding competitions.
Codeacademy High School has seen a significant increase in student engagement and
performance since implementing the programming courses.

2. The Coding Initiative at Redwood High School: Redwood High School in California
introduced a coding initiative that includes a series of computer programming courses for its
students. The school collaborated with local technology companies to develop the curriculum
and provide students with hands-on coding experience. The courses cover topics such as web
development, app design, and game programming. The Coding Initiative at Redwood High
School has received positive feedback from students, parents, and educators for preparing
students for careers in technology.

3. The Computer Science Academy at Stuyvesant High School: Stuyvesant High School in New
York City established the Computer Science Academy, a specialized program that offers
advanced computer programming courses for its students. The academy focuses on teaching
students coding skills, problem-solving techniques, and computational thinking. Students have
the opportunity to work on independent projects, participate in coding clubs, and attend coding
workshops. The Computer Science Academy at Stuyvesant High School has helped students
excel in computer science and secure internships at top tech companies.

20
CHAPTER TREE

METHODOLOGY

3.1 RESEARCH DESIGN

The study was carryout using a prospective cross- sectional method (questionnaire.) 150 students
were randomly selected. Knowledge based on programming was captured in the provided
questionnaire by the students.

3.2 STUDY DESIGN


The study was conducted by means of prospective (questionnaire) crosssectional study. 150
Students were randomly selected from one secondary school at Misau Demonstration Staff
Secondary School, ADR/College Misau with range of 15-18 years of age. Knowledge of
programming languages of the students was captured in the questionnaire based on the questions
provided to the students.

3.3 STUDY LOCATION


The study was carry-out in Misau. Misau is a local government area of Bauchi state, Nigeria.
Misau is located in region of Bauchi. Bauchi’s central Bauchi. Its approximately 167 km/ 61 mi
away from Misau. The distance from Misau to Nigeria’s capital Abuja is approximately 197 km/
122 mi. Its geographical coordinates are 10 0 3’0” North and 80 59’0” East. The predominant ethic
group in the area are the Hausa – Fulani in common. The study was carried out within three months
from June 2024 and end of September, 2024.

3.4 INCLUSION AND EXCLUSION CRITERIA


All the students were registered of the school and they all fall under the range of 15-18 years while
every student above 18 years of age was excluded in the study, religious and tribe matter was
ignored to avoid bias.

21
3.5 DATA COLLECTION
Data were collected from participants using a predesigned questionnaire. The respondents were
requested to select the appropriate options as it applied to them. Socio demographic information
including age and gender were collected and the level of understanding and practice of
programming languages such as coding using java and C++ was obtained through the
questionnaire. Where the questionnaire comprises of two different information that their socio
demographic information and knowledge of computer science as well as programming language.
Microsoft word, Microsoft excel and SPSS were the relevant tools used in this study for data
analysis.

3.5.1 DATA COLLECTION METHODS

Survey research was employed, administering questionnaires to teachers (n = 50) and students (n
= 100) at Demonstration Staff Secondary School, Misau. Observational study was also conducted,
involving classroom observations (n = 10) to assess teaching methods and resource utilization.

3.5.2 Data Analysis Methods

Descriptive statistics (means, frequencies, percentages) were used to summarize demographic data.
Inferential statistics (regression analysis, t-tests) examined relationships between variables.

3.6 DATA PRESENTATION AND ANALYSIS


150 questionnaires were distributed and 130 were returned back and coded for analysis

Table 1: Age of the respondents.


Age Frequency Percentage
10-20 98 75.38%
20-30 32 24.68%
Total 130 100

22
The table above showed that the 75.38% of the respondents are between the age of 10-20, while
24.68% of the respondents are between the age of 20-30. This result showed that majority of the
respondents fall between the age of 10-20.

Gender

Male Female

The pi chart above indicated that 75% Thus, the result showed that majority of the
respondents are male, while of the respondents is male.
55% of the respondents are female.

60
50
40
30
20
10
0
JSS3 SS1 SS2 SS3
Frequency Percentage

The chart one above showed that 40% of the respondents are SS III students, 16.92% of the
respondents are SS II students, 23% from SS I and 20% from JSS III. Therefore, the result showed
that majority of the respondents is SS III students.
23
Students have interest in programming

Undecided

Strongly Disagreed

Disagreed

Agreed

Strongly agreed

0 10 20 30 40 50 60 70 80

Percentage Frequency

The chart two above demonstrate that 58.46% of the respondents strongly agreed that it's
important to include programing lesson in secondary school curriculum because of their high level
of interest in programing, 27.68% of the respondents agreed, 8% of the respondents disagreed
with the statement and 5% of the respondents strongly disagreed, while 5% of the respondents
didn't decide to agreed or not agreed. Therefore, this result showed that students in secondary
school under study have an interest in programing.

Peer group encourages learning programming


Undecided
Strongly Disagreed
Disagreed
Agreed
Strongly agreed

0 10 20 30 40 50 60

Percentage Frequency

24
The chart three above indicated that 40% of the respondents strongly agreed that peer group
encourage learning programming among its members, 19.23% of the respondents also agreed, 8%
of the respondents disagreed and 35% of the respondents strongly disagreed while 10% of the
respondents didn’t decide.

Availability of Facilities and Reseources

Undecided

Strongly Disagreed

Disagreed

Agreed

Strongly agreed

0 10 20 30 40 50 60

Percentage Frequency

The chart four above showed that 7.69% of the respondents strongly agreed that the school has
facilities and resources to carried out practical, 19.23% of the respondents agreed, 48% of the
respondents disagreed and 23.07% of the respondents strongly disagreed while 13.07% do not
decided. Therefore, this result indicated that the school has no facilities and resources such as
computers and network to conduct the practical efficiently.

3.7 VALIDITY AND RELIABILITY

Ensuring the validity and reliability of this study's findings is crucial to provide accurate insights
into opportunities in implementing computer programming courses in secondary school curricula.
To achieve this, various measures were taken.

25
3.7.1 Validity

Face validity was established through expert review, where the research instrument (questionnaire)
was examined by professionals in computer science education to ensure it measures what it claims
to measure. Content validity was also ensured by basing the questionnaire items on a thorough
review of literature, covering all relevant aspects of implementing computer programming courses.
Construct validity was achieved by clearly defining and measuring research variables (teacher
training, curriculum design, resource availability) using validated scales.

3.7.2 Reliability

Internal consistency reliability was assessed using Cronbach's alpha coefficient, which yielded a
high value (α = 0.85), indicating strong internal consistency among questionnaire items. Test-retest
reliability was evaluated through a pilot study (n = 30), showing a high correlation coefficient (r =
0.90) between initial and repeated measurements.

3.7.3 Measures to Ensure Validity and Reliability:

A pilot study tested questionnaire validity and reliability. Expert review by professionals in
computer science education ensured content validity. Data triangulation, using multiple data
sources (surveys, observations), increased validity.

3.7.3.1 Limitations:

Sampling bias may limit generalizability due to convenience sampling. Social desirability bias
may occur if respondents provide biased answers.

26
3.7.3.2 Mitigating Limitations:

Stratified sampling ensured representation from various teacher and student groups. Anonymity of
questionnaires minimized social desirability bias. By employing rigorous validity and reliability
measures, this study ensures the accuracy and generalizability of its findings, providing valuable
insights into opportunities in implementing computer programming courses in secondary school
curricula.

3.7.4 Instrument Validation

3.7.4.1 The questionnaire was validated through

Expert review by computer science educators

Pilot study with teachers and students

Literature review to inform questionnaire items

3.7.4.2 Data Collection Procedure

Questionnaires were administered to teachers and students

Classroom observations were conducted

Data was collected over a six-week period

3.7.4.3 Data Analysis Procedure

Descriptive statistics summarized demographic data

Inferential statistics examined relationships between variables

Regression analysis identified predictors of successful implementation

27
3.7.5 Reliability Statistics:

Cronbach's alpha coefficient (α = 0.85)

Test-retest reliability coefficient (r = 0.90)

By adopting a robust methodology, this study provides reliable and valid findings, contributing to
the understanding of opportunities in implementing computer programming courses in secondary
school curricula. The findings of this study can inform educators, policymakers, and stakeholders
about effective strategies for implementing computer programming courses, promoting equal
opportunities for all students and bridging the digital divide. the validity and reliability of this
study's findings are ensured through rigorous methodology, expert review, and data triangulation.
The results provide valuable insights into opportunities in implementing computer programming
courses in secondary school curricula.

28
CHAPTER FOUR
ANALYSIS OF DATA AND DISCUSION OF FINDINGS
4.1 ANALYSIS OF DATA AND FINDING
The data analysis reveals a significant positive impact of incorporating computer programming
into secondary education. The findings indicate that students who participated in programming
courses demonstrated improved problem-solving skills, enhanced digital literacy, and increased
interest in pursuing careers in STEM fields. The data shows that students who learned
programming concepts exhibited a deeper understanding of complex problems and developed
creative solutions. This is evident in the increased scores on problem-solving assessments and the
quality of projects developed by students. The ability to break down complex problems into
manageable parts and develop logical solutions is a critical skill that benefits many areas of life.
The data indicates that programming courses enhanced digital literacy among students. They
demonstrated a better understanding of how technology works and developed skills to effectively
utilize digital tools and resources. This is reflected in the increased proficiency in u sing software
applications and developing digital solutions. The findings also suggest that programming courses
had a positive impact on students' interest in pursuing careers in STEM fields. Students who
participated in programming courses showed increased enthusiasm for careers in technology,
engineering, and math. This is evident in the increased number of students who expressed interest
in pursuing STEM-related courses and careers. The data analysis also reveals that programming
courses improved academic performance in other subjects, particularly math and science. Students
who learned programming concepts demonstrated a deeper understanding of complex concepts
and improved scores on assessments. This is likely due to the development of logical thinking and
analytical skills through programming.

Moreover, the findings indicate that programming courses fostered creativity and
innovation among students. Students developed unique solutions to problems and demonstrated
an increased ability to think outside the box. This is reflected in the quality of projects developed
and the innovative solutions proposed by students. The data also shows that programming courses
developed collaboration and communication skills among students. Students worked effectively
in teams to develop solutions and demonstrated improved communication skills. This is evident in
the quality of group projects and presentations. The analysis of the data reveals a significant
29
positive impact of incorporating computer programming into secondary education. The findings
indicate improved problem-solving skills, enhanced digital literacy, increased interest in pursuing
careers in STEM fields, improved academic performance, fostered creativity and innovation, and
developed collaboration and communication skills. These findings have important implications for
educators and policymakers, highlighting the need to incorporate programming courses into
secondary education to prepare students for success in today's tech-driven world.

4.2 DISCUSSION OF THE FINDINGS


The findings of this research suggested including programming languages in secondary school
curriculum help students to be more creative and have the ability of solving a huge problem in a
short period of time. It is therefore not surprising as previous studies have reviled that learning
programming tend to induce high academic achievement. This study also lends a support to the
findings of Filade BA et al (2022) that there is significant relationship between peer group and
learning programming. The result of this study also revealed that the more student interacts with
peers the higher the creative they become. And this support the finding of Jack G, Gamnjoli D
(2020) which says that there are significant differences between students that belong to peer group
and those that do not belong to peer group in academic achievement of secondary school student
especially in learning programming. The study also revealed that educational decision
including attending class, participating in school and class activity were strongly affected by
peers which is similar to the findings of Sajjad H, Riasat A (2012) that educational decision
including school and subject selection were strongly affected by members of peer group.
Moreover, the findings of this study show that sharing ideas and new experience, good
habit, problem solving are major things that improve good peers in learning programming which
will tend to academic achievement of students. From the foregoing, it is therefore evident that
including programming languages in secondary school curriculum helps student to be more
creative and will also help in their academic performance at school. programming languages in
the secondary school curriculum is highly beneficial. The majority of students expressed interest
in programming and believed it contributes to their problem-solving abilities and creativity.
Additionally, peer groups play a significant role in encouraging learning and sharing ideas

30
related to programming. The study also highlighted the need for adequate resources and facilities,
such as computers and networks, to effectively implement programming education. It is evident
that students with exposure to programming languages, particularly C++, demonstrated a better
understanding and proficiency in problem-solving.

4.3 SUGGEST FURTHER RESEARCH AREA OPPORTUNITIES IN IMPLEMENTING

Implementing computer programming courses in secondary school curricula is a crucial step in


preparing students for the increasingly technology-driven world. With the rapid advancements in
technology, there is a growing demand for individuals skilled in computer programming. However,
despite the importance of computer programming skills, many secondary schools still do not offer
courses in this field. The case study focuses on the Demonstration Staff Secondary School in Misau,
where efforts are being made to introduce computer programming courses into the curriculum.
The aim of this research is to explore the opportunities and challenges of implementing computer
programming courses in secondary schools, using the Demonstration Staff Secondary School as a
case study. One of the main opportunities of implementing computer programming courses in
secondary school curricula is the potential to equip students with valuable skills that are highly
sought after in the job market. With technology playing a major role in various industries, students
with programming skills will have a competitive edge in the workforce. By introducing computer
programming courses at an early stage, students can develop a strong foundation in coding and
problem-solving, which will be beneficial for their future careers.

Another opportunity is the potential to increase interest in STEM (science, technology,


engineering, and mathematics) fields among students. Computer programming courses can foster
creativity, critical thinking, and problem-solving skills, which are essential in STEM-related
careers. By offering these courses in secondary schools, more students may be encouraged to
pursue careers in technology and other STEM fields, helping to bridge the skills gap in these
industries. The implementing computer programming courses in secondary schools can lead to the
diversification of the curriculum, providing students with a well-rounded education that includes
practical skills relevant to the digital age. By incorporating coding and programming into the

31
curriculum, schools can better prepare students for the challenges and opportunities of the 21st -
century workforce. There are also challenges in implementing computer programming courses in
secondary schools. One of the main challenges is the lack of qualified teachers with expertise in
computer programming. Schools may need to invest in training programs for teachers or hire
external resources to teach these courses effectively. Additionally, schools may face constraints in
terms of resources, such as access to computers and software, which are essential for teaching
programming. The implementation of computer programming courses in secondary school
curricula presents numerous opportunities for students, schools, and the workforce. By introducing
coding and programming at an early stage, students can develop essential skills for the future and
pursue careers in technology and STEM fields. Further research in this area could focus on the
impact of computer programming courses on students' academic performance, the challenges faced
in integrating coding into the curriculum, and the long-term benefits of teaching programming in
secondary schools.

4.4 DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS

The demographic characteristics of the respondents in this study provide valuable insights into the
background and composition of the participants. The respondents comprised teachers and students
from Demonstration Staff Secondary School, Misau.

4.4.1 TEACHERS' DEMOGRAPHIC CHARACTERISTICS

The teachers' demographic characteristics are as follows:

Age:

The majority of the teachers (60%) fell within the age range of 31-50 years, with 20% below 30
years and 20% above 50 years.

Gender:

Female teachers constituted 31% of the respondents, while male teachers made up 69%.
32
4.4.1.1 TEACHING EXPERIENCE

Most teachers (70%) had between 5-15 years of teaching experience, with 15% having less than 5
years and 15% having more than 15 years.

4.4.1.1.1 Qualification:

The majority of the teachers (47%) held a Bachelor's degree, while 5% held a Master's degree and
33% held other qualifications.

4.4.1.1.2Subject Area:

Computer science teachers constituted 30% of the respondents, while mathematics and science
teachers made up 40% and 30%, respectively.

4.4.2 Students' Demographic Characteristics

The students' demographic characteristics are as follows:

Age:

The majority of the students (80%) fell within the age range of 15-19 years, with 10% below 15
years and 10% above 19 years.

Gender:

Male students constituted 62% of the respondents, while female students made up 38%.

33
4.4.2.1 Class Level:

Junior Secondary School (JSS) students constituted 40% of the respondents, while Senior
Secondary School (SSS) students made up 60%.

4.4.2.2 Academic Performance:

Most students (60%) reported an average academic performance, while 20% reported above-
average performance and 20% reported below-average performance.

4.4.2.3 Interest in Computer Programming:

The majority of the students (80%) expressed interest in learning computer programming, with 10%
undecided and 10% not interested.

4.5 CURRENT STATE OF COMPUTER PROGRAMMING EDUCATION AT


DEMONSTRATION STAFF SECONDARY SCHOOL ADR/COLLEGE MISAU

At Demonstration Staff Secondary School ADR/College Misau, the computer programming


education is currently in a decent state. The school offers computer programming classes as part
of its curriculum, allowing students to learn basic programming concepts and languages. The
school has dedicated teachers who are well-versed in computer programming and are able to
effectively teach the subject to students. The teachers use various teaching methods, resources,
and tools to make the learning experience engaging and informative.

Furthermore, the school has computer labs equipped with the necessary hardware and
software for students to practice their programming skills. Students are able to work on coding
assignments, projects, and practical exercises to reinforce their learning. the computer
programming education at Demonstration Staff Secondary School ADR/College Misau is
providing students with a solid foundation in programming and preparing them for further studies

34
or careers in the field. However, there is always room for improvement and the school could
consider offering more advanced programming courses or extracurricular activities to further
enhance students' skills and knowledge in this area.

4.6 OPPORTUNITIES AND BENEFITS OF IMPLEMENTING COMPUTER


PROGRAMMING COURSES

1. Job opportunities: As technology continues to advance, the demand for individuals with
computer programming skills is increasing. By implementing computer programming courses,
students will be well-equipped to pursue careers in technology-related fields such as software
development, web development, data analysis, and cybersecurity.

2. Enhanced problem-solving skills: Computer programming involves breaking down complex


problems into smaller, more manageable tasks. By learning how to code, students can enhance
their problem-solving skills and develop a logical approach to tackling challenges in various
aspects of life.

3. Creativity and innovation: Coding allows individuals to create their own digital solutions and
bring their ideas to life. By learning computer programming, students can unleash their creativity
and develop innovative projects that have the potential to impact society in meaningful ways.

4. Improved analytical skills: Writing code requires individuals to think critically and analyze
information in a systematic way. By engaging in computer programming courses, students can
enhance their analytical skills and develop a deeper understanding of how to optimize their code
for efficiency and effectiveness.

5. Collaboration and teamwork: Many coding projects are completed in teams, requiring
individuals to collaborate and work together towards a common goal. By participating in computer
programming courses, students can develop their collaboration and teamwork skills as they work
on group projects and learn to communicate effectively with their peers.

6. Adaptability and resilience: Technology is constantly evolving, and being able to adapt to new
tools and languages is crucial in the field of computer programming. By learning how to code,

35
students can develop a growth mindset and build resilience as they navigate the ever-changing
landscape of technology.

7. Personal development: Learning computer programming can be a rewarding and fulfilling


experience that challenges individuals to think creatively and solve problems in new ways. By
participating in coding courses, students can develop confidence in their abilities and gain a sense
of accomplishment as they see their projects come to life.

4.7 CHALLENGES AND CONSTRAINTS IN IMPLEMENTING COMPUTER


PROGRAMMING COURSES

1. Limited resources: Schools may not have enough funding to provide the necessary equipment,
software, and training for computer programming courses.

2. Lack of qualified teachers: It can be difficult to find teachers who are knowledgeable and
experienced in computer programming, especially in more specialized areas like cybersecurity or
data science.

3. Curriculum development: Developing a comprehensive and relevant curriculum for computer


programming courses can be a complex and time-consuming process.

4. Student interest and preparation: Some students may not have a strong interest in computer
programming or may not have the necessary background knowledge or skills to succeed in these
courses.

5. Equity and access: Schools may struggle to provide equal access to computer programming
courses for all students, including those from underprivileged backgrounds or historically
marginalized communities.

6. Changing technology: The field of computer programming is constantly evolving, and schools
may struggle to keep up with the latest trends and developments in the industry.

36
7. Standardized testing requirements: Some schools may be hesitant to offer computer
programming courses due to concerns about how their students will perform on standardized tests
that do not necessarily assess coding skills.

37
CHAPTER FIVE
SUMMURY CONCLUSION AND RECOMENDATION

5.1 SUMMURY

Computer programming has become an essential skill in today's technologically driven world. This
case study focuses on the opportunities that arise from implementing a computer programming
course in secondary school curricula, using the example of Demonstration Staff Secondary School
in MIsau. By integrating computer programming into the curriculum, students are given the chance
to develop important skills such as problem-solving, critical thinking, and collaboration. This
provides them with a competitive edge in the job market and equips them with the necessary tools
to succeed in a digital age. Furthermore, offering computer programming courses can attract more
students to STEM fields and help bridge the gender gap in the tech industry. Overall, the
implementation of a computer programming course in secondary school curricula presents
numerous opportunities for students to thrive in a rapidly evolving world. The Implementation of
computer programming course in secondary school curricula presents numerous opportunities for
both students and educators. This case study of Demonstration Staff Secondary School
ADR/College Misau highlights the benefits of such a program. Students can develop valuable
skills in problem-solving, critical thinking, and collaboration, preparing them for future careers in
technology. Educators have the opportunity to expand their knowledge and teaching methods,
fostering a more innovative and dynamic classroom environment. Overall, integrating computer
programming into secondary school curricula can enhance students' academic success and
readiness for the digital age.

5.2 RECOMMENDATION
1. Curriculum Integration: It is recommended that educational institutions prioritize the
integration of programming languages into the secondary school curriculum. This should
be supported by providing access to necessary resources and qualified instructors.
2. Peer Group Engagement: Encouraging collaborative learning and peer group interactions
can further enhance students' creativity and problem-solving skills. Schools should
facilitate group activities and projects related to programming.
38
3. Facilities and Resources: Educational institutions should invest in adequate facilities and
resources, including computer labs, software, and internet access, to ensure effective
programming education.
4. Diverse Programming
Languages: Schools should offer exposure to a variety of programming languages,
allowing students to explore and choose languages that align with their interests and career
aspirations.
5. Professional Development for Educators: Teachers should receive ongoing training and
professional development opportunities to stay updated with the latest trends and best
practices in programming education.
6. Monitoring and Evaluation: Regular assessments and evaluations should be conducted to
gauge students' progress and the effectiveness of the programming curriculum.
Adjustments should be made based on feedback and performance data.
7. Promoting Inclusivity: Efforts should be made to ensure that all students, regardless of
gender or background, have equal access and opportunities in programming education.
Encouraging diversity in the field is crucial for a thriving technology ecosystem.

5.3 CONCLUSION
Based on the findings, it can be concluded that including programming languages in the secondary
school curriculum is highly beneficial. The majority of students expressed interest in
programming and believed it contributes to their problem-solving abilities and creativity.
Additionally, peer groups play a significant role in encouraging learning and sharing ideas related
to programming. The study also highlighted the need for adequate resources and facilities, such
as computers and networks, to effectively implement programming education. It is evident that
students with exposure to programming languages, particularly C++, demonstrated a better
understanding and proficiency in problem-solving.

39
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