CHAPTER ONE

Introduction

Background of the Study

One of the fundamental rights for every human being is education, which prepares the

individuals for gainful employment and challenges in life. Education is a form of learning in

which the knowledge, skill and habits of a group of people are transferred from one generation

to the next through teaching, training or research. Education at secondary levels prepares

students who have competed their primary education. Secondary education according to the

national policy on education (Federal Republic of Nigeria, 2024) is the form of education

children receive after primary education and before the tertiary stage. In the Nigerian policy on

Education, the objectives of secondary education in specific term includes, providing an

increasing member of primary school pupils with the opportunity for education of higher

quality, irrespective of sex or social religious and ethnic background diversifying its

curriculum to cater for the differences in talents, opportunities and roles possessed by or open

to students after their secondary school course, developing and projecting.

Nigerian culture, art and language as well as the world’s cultural heritage, raising a

generation of people who can think for themselves, respect the view and feelings of others

respects the dignity of labour and live as good citizens fostering. Nigerian unity with an

emphasis on the common ties that unite us in oru diversity, inspiring its students with a desire

for achievement and self-improvement both at school and in live effectively in our modem age

of development. Because one of the objectives of secondary education is to diversity its

curriculum to cater for the differences in talent.

The subjects specified in the curriculum of secondary school include; English

Language, Mathematics, Biology, Chemistry, Physics, Literature in English, Geography,

Christian Religious Studies (C.R.S), Government, Commerce and Computer basic studies. In
1
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secondary schools, computer basic studies are taught as computer studies or information and

communication technology. Computer studies/ (ICT) is the study that exposes an individual or

student to the experience, usage and knowledge of a computer, computer system and computer

components (Echezona, 2001). Thus computer technology has become an indispensable tool

for everyday task of many civilized societies. The use of computer is also spreading in almost

all sectors of the economy of developing countries (Eze and Osuala, 2001). Computer has been

variously defined, because of several varieties of computers based on peculiar characteristics

and applications. Computer is electronic device that accepts data (input), processes data as

information (output), and stores the results (Okereke, 2000). In the opinion of Bakpo, Eze,

Ezema and Onuoha (2000), Computer is an electronic automatic machine which is capable of

receiving, storing, recalling or retrieving information put to it. In the same vein, Agu (2001),

defined computer as an electronic device which is manufactured to accept an ordered sequence

of instructions given to it in an appropriate language and to carry out: these instructions with

great speed and accuracy. The author maintained that a computer has specific characteristics

such as ability to solve problems from start to finish without human intervention in the

immediate steps of computation. Also, it operates at a very high speed, performing various

tasks. Ikekeonwu (2002), stated that these self - direction capabilities are what differentiates

the computer from the other machines that compute. However, computer is an automatic,

electronic or electromechanical machine that follows instructions stored within it to capture

data, store data, process data and display information.

The National Policy on Education (2004) outlined the objective of computer studies in

senior secondary school as:

- To acquire basic skills for database management.

- Use computer to facilitate business transactions and

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- Develop reasonable level of competence in ICT applications that will engender

entrepreneurial skills.

The most commonly cited reasons for incorporating computer studies/ ICT in the

secondary school curriculum is to better prepare the current generation of learners for a

workplace where Information Communication and Technology (ICT) particularly computers,

the internet and related technologies are becoming more and more ubiquitous. Johnson,

Bartholomew and Miller (2006) stated that computer studies/ICT was introduced in secondary

school curriculum to prepare students for employment and beyond. This, according to them,

requires that the current and emerging needs of industries should be assessed in an effort to

ensure that graduates are equipped with toolkits to be productive. Orivel (2001) agreed that

ICT/ computer studies are potentially powerful tool for extending educational opportunities,

both formal and non- formal. The author further explained that computer studies is to extend

education to underserved constituencies, scattered and rural populations, group traditionally

excluded from education due to cultural or social reasons such as ethnic minorities, girls and

women, persons with disabilities, and the elderly as well as others who for reasons of cost or

time constraints are unable to enroll in schools. In order to achieve the overall objective of

Computer Study/(ICT) in Senior Secondary School. Seven themes were used to cover the

knowledge, skills and attitudinal requirements. The theme include, (1) Information age, (2)

Basic computing (3) Information processing (4) Information Transmission (5) Tools for

processing Information (6) Computer maintenance Ethnics and Human Issues (7) Data

management. The topics under these themes are the basics or first step for computer

knowledge which is commonly referred to as computer appreciation or computer basic studies.

Computer appreciation is the basis for computer knowledge before one could be able to

learn any other aspect or package in computer. According to Weegy.com computer

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appreciation is the first step for anybody wanting to do things with the computer. In the

support of this idea, Kalu, (2002) defined computer appreciation as a programme that allows

delegates to understand and experience in a very practical way, the basic functioning of to

navigate through some of the essential programmes that effective use of computer. From all

works of life, there is no computer knowledge is not important, especially when trying to make

decisions no matter the form of business or the size, computer appreciation plays great roles

from the beginning to the end of organizational structure (Ebem,2001). In support of the above

statement the researcher agreed that computer appreciation has really drowned millions of

people’s attention. This is because virtually all human terrain now requires the knowledge of

computer. Thid could be confirmed in the area of employment of labour all over the global,

where every vacant position requires computer literacy, in fact, if not the most important

requirement. However, the ability of senior secondary school teachers to use computer or teach

computer appreciation in secondary schools will depend to a large extent, on the availability of

facilities used in teaching computer appreciations in the school.

It is expected that the graduates of senior secondary school that have been exposed to

the contents or topics in computer appreciation possess some knowledge or skills that will

make them self-reliance or be employable. However, Uchendu in Ohama (2002), observed that

the poor performance of senior secondary school student in computer basic studies is so

alarming, this therefore, calls for the assessment of the skills needed by the senior secondary

school computer status teacher. The word assessment comes from the root word “assess”

which is defined as determining the importance, size, or value of a task or problem (Merrian

Webster, 2005). Education assessment is seen as the process of documenting the knowledge,

skills, attitude and beliefs of an individual or group of individuals in measurable terms

(Encarta, 2007). More so, assessment can focus in the individual learner, the learning

community (class, workshop, or other organized group of learners) the institution, or the
 5

educational system as a whole. In the options of Fadel, Charles, Honey, Margaret, Pasnik and

Shelley (2007). Assessment can be generally used to refer to all activities which the teacher or

administration uses to help her student or staff learn, and to gauge their academic progress.

The researcher agrees with the above statement, since assessment could be the process of

gathering, analyzing, interpreting and using information about student’s or staff progress and

achievement to improve teaching and learning processes.

The main purpose of assessment in education depends on the theoretical framework of

the practitioners and researchers, their assumptions and beliefs about the nature of human

mind, origin of knowledge and the process of learning. However, to achieve the objective of

equipping students to live effectively in our modem age of sciences and technology of 21st

century, there is need for teachers in senior secondary school to be very skillful in the use of

computer.

Skill according to Hull (1992) is well established habit of doing things by people. An

individual possesses a skill if he has acquired necessary performance ability, which leads to

perfections. The National Policy on Education (NPE, 2004), articulated the objects of

education in Nigeria which includes acquisition of appropriate skills and abilities that will

equip the individual to live in and contribute to the development of the society. Okorie (2000)

defined skill as a hat it of acting, thinking and behaving in specific activity in such a way that

the process becomes natural to the individual through practice. Osinem and Nwoji (2005)

defined skill as the ability to perform and act expertly. It is that expertness practiced ability or

proficiency displayed in the performance of a task. A person that works productively is skilled

because he has acquired the habit of performing a task in an acceptable manner within his job.

More so skill can also be referred to as expertise or accuracy in carrying out task (Nkokelonye,

2008). Hubs (2005) viewed skill as an ability and capacity acquired through deliberate

systematic and sustained effort to smoothly and adaptively carryout complex activities or job
 6

functions involving ideas (cognitive skills) thing (technical skills) and or people (interpersonal

skills). In the context of this study, skill is regarded as performance activities required by

senior secondary school computer teachers for quality delivery of their services. Okorie and

Ezeji (1998) classified skills into technical and human skills. The authors highlighted technical

skills as those that call for proficiency in specific activity particularly those methods,

processes, procedures or techniques for their performance while human skill as that involving

leadership ability needed for working effectively in a group situation. In order to achieve

quality service delivery teachers need to be skillful, competent and knowledgeable in the

course content.

Some of the computer appreciation skills possessed by senior secondary school ?

computer status teacher include the skill in spreadsheet, PowerPoint presentation skills, word

processing skills, database skills, internet skills, Web navigation skills, file management skills,

and computer security knowledge etc. These skills are pre-requisite for effective performance

in the world of work by senior secondary school teachers. Teachers of senior secondary school

need a broad range of computer appreciation skills in order to contribute to a modem economy

and take their place in the technological society of the 21st century. Therefore, senior

secondary school computer teachers should incorporate the use of word processors,

spreadsheets, the internet, an intergraded learning system, multimedia and administrative

system in teaching practical. These skills are part of the component of information and

communication technology (ICT). More so, the computer teachers should know how to select

and use instructional software that will help student develop cognitive skills, leam academic

content and meet stated standard of teaching.

According to (Hornby,2000) a teacher is a person who gives instruction to a learner

that is a person who communicates knowledge, impart skills and attitude to someone in a

school. In the context of this study, a computer status teacher is one who gives instruction,
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communicate knowledge, impart skills and attitudes in computer studies to student, and make

use of instructional material in carryout out his instruction under teaching principles, that is he

plans his instruction, organizes his instructions, implement and evaluate instruction in

computer studies. For a computer status teacher to perform well in his job requires that he

teacher should be adequately trained, he must possess at least the minimum teaching

qualification in computer studies. Hence, the minimum qualification for entering into the

teaching profession now in Nigeria is Nigeria certificate in Education (N.C.E). In most cases, a

good teacher is both bom and made, that is, he is bom with the qualities that mark him out as a

potentially goofa teacher, and he is also made through training. A teacher must be sound

academically and good in description and analysis. Ibe (2008) state that teacher effectiveness

is a curial element in educational change, it is the catalyst that gives meaning and success to

planned programmes and objectives. He further stresses that quality service depends on the

teacher playing the expected role at the centre stage, which is the classroom. However,

Wokocha (2002) and Odetoyinbo (2004) observed that most of the secondary school teachers

are not qualified and it affects quality service, even in later years because both primary and

secondary levels form the bedrock for learning. Teacher’s factor is obviously major in

explaining the deficiencies in the delivery of good quality services in education. The senior

secondary school computer status teacher needs to be quite knowledgeable in the content,

philosophy and objectives of the subject, so as to have the confidence and creativity necessary

to effectively render quality job or service. The world Declaration on Education for All

identified quality as a prerequisite for achieving the fundamental goal of the millennium.

Quality is said to be assurance of decent learning conditions and opportunities in educational

sectors. It is affirmed that quality is the heart of Education, a fundamental determinate of

enrolment, retention and achievement: Quality service delivery determines how much and how

well the pupils or student learn and the extent to which the teacher render his job, and also to
 8

what extent education achieve a range of perennial social and development goals (Ugwu,

2001).

In order to achieve quality service delivery there is need to make learning materials

available and provide infrastructural facilities in the school. These are necessary because the

learning environment and availability of learning materials affects the performance of the

teacher. In the provision of these facilities, consideration should be given to persons with

disabilities.

It has been observed in Nsukka educational zone that most computer teachers do not

have computer technological competence and computer information Literacy. More so, most

of them do not have sound computer qualifications and as such, find it difficult to render

quality instructional services. These poor quality instructional deliveries affect the over-all

performance of student on graduation. Such ugly situation necessitates the assessment of

computer appreciation skills needed by Senior Secondary School computer teacher for quality

service delivery.

Statement of the Problem

The apparent lack of practical skills among teachers of secondary school las been

blamed on the educational system. Olaitan, Nwachukwu, Igbo, Dnyemachi and Ekong (1999)

stated that institutions spend time theorizing at he expense of developing practical skills

because of lack of materials and facilities needed to infuse in students necessary skills likely to

be required in industries. It stands to reason that there are gaps between what the students are

exposed to in the classroom setting and what is actually obtainable in industrial sector. In this

age of technology, employers demand graduates who are prepared to leverage technology in a

scalable fashion to advance the firms’ strategies and operations. In order to respond to the

demand for technology by graduates, technology-equipped facilities are provided in secondary

schools in Nigeria and new curricula for computer studies in senior secondary had been
 9

launched by Nigerian Government to keep pace and hopefully ahead of industry (Association

to Advance Collegiate School of Business, 2002). The young graduates who are to use these

facilities are required to possess needed skills to enable them feel and use them on those

activities they will face in their place of work after graduation because of organization’s

dependency on computers to operate better, faster, and cheaper.

Therefore, it is worthy to note that in most areas of employment, the computer is a

basic tool that is essential for accomplishing job responsibilities. Kengwe (2007) found that

graduates of secondary schools lack practical skills and competencies especially computer

appreciation skills in various computers endeavor, thus making them unemployable. This may

be due to the fact that such graduates possessed wrong computer skills that are not needed in

technologically enriched parastatal thereby making students remained unemployed. It could as

well be that these students were not exposed to computer practical but just to classroom where

they use chalk, board and talk, which do not give teachers opportunity to explore the

knowledge and skills gained in the area of ICT to students. This worrisome situation therefore

calls for the assessment of computer appreciation skills possessed by the senior secondary

school teachers in Nsukka Local Government Area of Enugu State.

Purpose of the Study

The purpose of the study was to assess the level of computer appreciation skills

possessed by senior secondary school computer teachers for quality service delivery in Nsukka

Local Government Area of Enugu State. Specifically, the study sought the level of:

1. Word processing skills possessed by senior secondary school computer teachers for

quality service delivery in Nsukka Local Government Area of Enugu State.

2. Spreadsheet skills possessed by senior secondary school computer teachers for quality

service delivery in Nsukka Local Government Area of Enugu State.

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3. Database skills possessed by senior secondary school computer teachers for quality

service delivery in Nsukka Local Government Area of Enugu State.

4. Internet and online activities skills possessed by senior secondary school; computer

teachers for quality service delivery in Nsukka Local Government Area of Enugu State.

5. File management skills possessed by senior secondary school computer teachers for

quality service delivery in Nsukka Local Government Area of Enugu State.

6. PowerPoint presentation skills possessed by senior secondary school computer teachers

for quality service delivery in Nsukka Local Government Area of Enugu State.

Significance of the Study

The study will be of immense benefit to computer teachers of senior secondary school,

students, schools’ administrators, society, industries and government.

It will be of immense benefit to teachers who are involved in the implementation of

senior secondary school curriculum. This is so because the recommendations made as a result

of the findings in this study will help computer the teachers to adopt the implementation

strategy that will be result- oriented. The study will be of benefit to school administrators

because the recommendations, if adopted, will help them to discover and apply administrative

technique that will enhance effective curriculum implementation.

Industries will benefit from this study viz. The recommendation of the study will lead

to the turning out of skilled graduates who will carry out various computer operation jobs in

the industries. The industries will enjoy a lot of economic benefit since workforce employed

locally cost less than imported work force. The society will benefit greatly from this study in

the sense that as many youths are gainfully employed, they will contribute to economic

development thereby contributing to our Nations per capital income, while crime rate will be

reduced.
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Government will benefit from the study in that the findings will reveal computer

appreciation skills possessed by computer teachers and the required computer appreciation

skills needed by senior secondary schools computer teacher and provide in-service training and

workshop for computer teachers on these needed skills. Government will benefit from the

study in that computer appreciation skills possessed by the computer teachers after this

seminars and workshops, they will impart these skills to students, thereby after graduation,

will be employed to work in government establishment so as to contributing their quota in

solving problems concerning ICT in government parastatal. The study will provide empirical

information for researchers who have special interest in related research on computer

appreciation skills.

Research Questions

1. To what level of word processing skill is possessed by senior secondary school

computer teachers for quality service delivery in Nsukka Local Government Area of

Enugu State?

2. To what level of spreadsheet skill is possessed by senior secondary school computer

teachers for quality service delivery in Nsukka Local Government Area of Enugu State?

3. To what level of database skill is possessed by senior secondary school computer teachers

for quality service delivery in Nsukka Local Government of Enugu State?

4. To what level of internet skill is possessed by senior secondary school computer teachers for

quality service delivery in Nsukka Local Government of Enugu State?

5. To what level of file management skill is possessed by senior secondary school

computer teachers for quality service delivery in Nsukka Local Government of Enugu State?

6. To what level is PowerPoint presentation skill possessed by senior secondary school

computer teachers in Nsukka Local Government Area of Enugu State?

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Null Hypotheses

The following hypotheses (Ho) were formulated for the study:

Ho1 There is no significant difference in the mean responses of teachers with basic

qualification and teachers with additional qualifications on the word processing skills

possessed by senior secondary school teachers for quality service delivery in Nsukka Local

Government Area of Enugu State

H02: There is no significant difference in the mean responses of teachers with basic

qualification and teachers with additional qualifications on spreadsheet skills possessed by

senior secondary school teacher for quality service delivery in Nsukka Local Government Area

of Enugu State

H03: There is no significant difference in the mean responses of teachers with basic

qualification and teachers with additional qualifications on database skills possessed by senior

secondary school teachers for quality service delivery in Nsukka Local Government Area of

Enugu State

H04: There is no significant difference in the mean responses of teachers with basic

qualification and teachers with additional qualifications on internet skills possessed by senior

secondary school teachers for quality service delivery in Nsukka Local Government Area of

Enugu State

H05: There is no significant difference in the mean responses of teachers with basic

qualification and teachers with additional qualifications on file management skills possessed

by senior secondary school teachers for quality service delivery in Nsukka Local Government

Area of Enugu State.

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H06: There is no significant difference in the mean responses of teachers with basic

qualification and teachers with additional qualifications on power point presentation skill

possessed by senior secondary school teachers for quality service delivery in Nsukka Local

Government Area of Enugu State

Scope of the Study

The study was delimited to senior secondary school’s teachers teaching computer-

related courses in senior secondary schools in Nsukka education zone. It was delimited to male

and female teachers. The study was restricted to database skills, internet skills, file

management skills, PowerPoint presentation skills, word processing skills and spreadsheet

skills.
 CHAPTER TWO
Review of Related Literature

The review of related literature for this study will be organized under the following

sub-headings:

Conceptual framework

• Meaning of Assessment

• Word processing skills

• Spreadsheet skills

• Database skills

• Internet and online activities skills

• File management skills

• PowerPoint presentation skills

Theoretical framework

Review of Related Empirical studies

Summary of Review of Related ^Literature

Conceptual Framework

Assessment connotes Facts-finding. It is known for being very contributory to the

continual growth and accountability of any organization. Assessment results are beneficial to

the assessor, the assessed and to the other who may need to know about them. It is not only

about grading of but also about diagnosing specific understanding in order to render a more

effective help. Assessment is also a process of determining how far the curriculum objectives

have been attained. Offorma (1994) agrees with this idea adding that it is a means of finding

out the strengths and weakness of the Learners and trie total curriculum Endeavour, which

should be continues, curriculum, systematic, comprehensive as well as guidance-oriented.

14
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Assessment materials should be objective. Basically, it is a process by which the status of an

individual or group is investigated being in mind some expected outcomes.

Assessment is either formative or summative depending on the stage of application.

Formative assessment concerns itself with evaluating on-going programmes to help identify

and correct mistakes. While Summative assessment is conducted at the end of the programme

to determine how worthwhile the entire programme is, (Mgbodile, 2002). The result helps the

assessor to decide whether to continue, change or cancel the programme. Both types of

assessment contribute to the improvement of computer appreciation skill possessed by

computer teachers.

The process of assessment serves a number of purposes. Clifford and Upton (1998)

identify some of such purposes as ascertaining and proving the needs of individuals, enabling

educators to review the appropriateness of services as well as making viable decisions.

Michael and Kames (2000) maintain that assessment results are used for administrative

purposes, rating effectiveness of staff, promotions and up-grading as well as for justifying

educational expenditure, stressing that there is no value in assessment unless constructive use

is made of the results.

A common view shared by the authors such as (Mgbodile 2002, Clifford and Upton

1998) is that assessment is instrumental performance and better achievement of Educational,

goals that is teaching and learning. It ensures fair judgment on the assessed as data collected is

analyzed eliminating bias. Since assessment aids the improvement of effectiveness. Redfem

(2000) supports this statement by commenting that it is not meant to weed out the unfit, rather

the strengths are encouraged while the weakness are alleviated.

In contemporary Literature and practice, assessment goes far beyond individual,

groups, organizations, programmes, system and ventures can be, and have been, assessed.

Whenever the concept is applied, it involves the use of variety of measuring instruments and
 16

also a variety of aspects or components of the phenomenon being assessed. Assessment of

secondary schools teachers would involve use of variety of issues/matters, programmes

facilities, processes and products of the secondary school system. It is not meant to weed out

the unfit, rather the strengths are encouraged while the weaknesses are alleviated.

Skill has been variously explained by many authors. Okorie and Ezeji (1998) stated

that the possession of skills is to demonstrate the habit of acting, thinking or behaving in a

specific activity which has become so natural to the individual though repetition or practice,

such that it becomes automatic. Hull (1992) defined skill as the manual dexterity through

repetitive performance of an operation. In agreement with these above statements Hornby

(2000) viewed skill as the ability to expertly carryout an operation. In order to achieve the

objective of computer studies in Senior Secondary School, there is need to emphasize on the

improvement of poor skills before satisfactory progress can be achieved. Therefore, in

conformity with the earlier definitions the researchers agree that skill is the efficiency, ability

and expertness resulting from practice, trading and retaining, or natural ability.

Word processing skills

Writing, whether it is technical exposition, business communication, news reporting or

creative writing, is ten-percent expressing ideas and ninety percent editing to make them

readable and understandable. The key to good writing, the kind people will read, is editing.

Editing is known as text manipulation. Brightman (1986) observed that word processing can

be regarded as the manipulation, by machine, of characters, words, sentences, paragraphs and

documents to serve communication purposes.

Word processing is certainly the most commonly used application for microcomputers

today. People use word processors for a wide range of tasks, varying from simple memoranda

and letters to complex reports with multi- column layouts, table of figures and graphics. If you

buy a package which is over-specified for your needs then you run the risk of paying more
 17

than you need to, of needing more powerful machine to run the software, and needing to invest

more time in training and support. On the other hand, the top end package allows the user to

grow in sophistication without upgrade and relearning difficulties, and provide desk top

publishing quality output which may eliminate the need for a second package.

The wide range of packages available gives freedom of choice. No matter what

platform you choose, you are sure to be able to find at least one decent word processing

package, unlike some applications where the choice of hardware and operating system is

dictated by the software. Word processing packages come in different versions and

dimensions; essentials of it are Microsoft Publisher, Microsoft Word, Word Perfect, Word Star,

Microsoft Jet Set, Ventura, Page Maker and Microsoft Power Point. These wide range of

packages are also convertible with system IBM and Macintosh Computer system that run on

windows.

There are no software package that offer more different functions to the user than word

processing programs, (Brightman 1986). This is probably because writing, editing, preparing

mailings, and boiler plating involve so many different operations, moving paragraph, deleting

words and sentences, correcting spelling, punctuation and manipulating files or text, to name a

few requires skills. Text importation and conversion within two or more word-processing

packages are also possible e.g. importing and converting text from Word Perfect to Microsoft

Publisher can be carried out in a twinkle of an eye.

Word Processing software is designed to enable the user to prepare typed documents.

Thus, in contrast to data processing where the focus is generally on numerical data, in word

processing the main concern is with text. In the early days of computing a disparaging remark

that computer professionals employed to refer to an application system which did very little

computing was to say that the system used the computer as an ‘expensive typewriter’. With

dropping costs and the increased productivity due to word-processing, today the micro-
 18

computer can be used as a ‘cheap-typewriter’. According to Marilyn (2012), word processing

has been widely endorsed as one of the most promising uses of microcomputers in the

elementary school curriculum. Li and Cumming (2001) discussed the effects of word

processing on English writing, observing that a typical world processor allows the

manipulation of texts to produce high-quality printed documents. Because word processors

help reduce the mechanical difficulty involved in changing texts and offer a fluid and easily

transformed communication, users might create longer compositions and do more revisions of

their writing than they would do with pen and paper. Li and Cumming (2001) concluded that

word processors may allow student writers “to attend to higher order decisions (e.g., revision

for clarity of communication). Li and Cumming (2001) described various advantage of word

processing. They stated that word processing:

(i) Eases students’ fear of making spelling error and help them to produce essays with

fewer spelling error;

(ii) Free students from recopying texts and therefore facilitate revising and editing;

(iii) Students can put down their thoughts in non-permanent mode, which eases their fear of

making mistakes; they can also put their thought into a permanent mode so they need

not fear losing their ideas nor be blocked by perfectionism;

(iv) They may heighten students’ pleasure and pride in their writing; facilitate students’

development of a sense of their audience; encourage more reading of one’s own text

and so more in-depth and surface-level revision.

In order to prepare a document using a word-processing package, it has initially to be

typed into the computer’s memory from the keyboard. The main productivity improvement

comes from the ease and rapidity with which the j document can be modified. Only when the

finished version is ready it is necessary to put it on paper. Where there are several drafts of a
 19

letter or report, or where extensive text from past reports is to be used the productivity gains

can be very large. Typical situations where high gains are possible are: law firms, contractors,

newspaper offices, banks and government offices. Studies have shown that the manpower

required to prepare a document can be reduced from 40 to 80 per cent over using an ordinary

typewriter. In addition, the document can be sent at electronic speeds over a local or long-

distance network to other computers easily because it is in computer-readable form. Thus,

word- pro jessing provides a ready interface to electronic mail.

The following are some of the features possess by word-processing package (WPP):

 Automatic wrap-around: With a typewriter, the typist has to watch for the end of the line

and press the carriage return key to start a new line. With a WPP typist simply continues

typing, the computer automatically starts a fresh line when a line is filled up. Only at the

end of a paragraph, it is necessary to perform a carriage return.

 Cursor Control: All word processor programs display a bright movable area, the size of

one character on the screen. This is called the cursor. It can be moved around the screen by

pressing keys. The cursor enables the word processor programs user to identify an area of

text where he or she wants to make changes.

 Deletion: Characters, words, sentences, paragraphs and entire pages can be deleted by

using the cursor with just one keystroke. The text following a deletion will automatically

get re-adjusted to fill the gap created by deletion.

 Insertion: Just like deletion except that characters, words, sentences, etc. can be inserted

anywhere in the text.

 Replacement: Typed characters can over-write characters in document (this is like a

combined deletion and insertion).

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 Movement of blocks: A block of continuous text can be moved from any point to any

other point in the document.

 Copying of blocks: A block of continuous text can be copied from one document to

another or from one part of a document to another.

 Formatting: Spacing, margins, right and left justification, page numbering can be set and

changed at any time.

 Mail Merge: A common need in many offices is to send the same letter with changes for

name and address to a number of parties. This feature enables the computer to process a

file of names and addresses and merge it with a standard letter creating letters for each

party.

 Search and Replace: A string of characters can be replaced anywhere in the document by

another string of letters. This is useful, for example, when the spelling of a person’s name

has to be corrected in several places.

 Spelling checker: The WPP can be instructed to check spellings and point out where

errors may have been made. It would also suggest what the correct spelling might be.

Some WPPs also enable the user to add words to its dictionary that the user commonly

uses but which is not in its dictionary. Specialized technical terms are examples of this

situation.

 Thesaurus: The word processor programs can be requested to supply words that are

similar in meaning to a particular word (synonyms) in a document.

 Multiple fonts: Different styles such as italics and bold as well as different sizes and

shapes of characters can be typed (provided the printer has the requisite features).

Mathematical symbols, Greek letters are also available.

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According to Alabi (2001), word processing programmes enable administrators to

compose, address, edit and produce written copy in a wide variety of formats. These written

reports form a very versatile tool for written communication.

Udoh (2010) opined that word processing is the microcomputer application software

used to manipulate documents and to produce printed version. These documents, according to

him are in form of memos, letters, news, bulletin, reports, labels, address list etc. This is typed

into the computer through the keyboard, stored in memory, edited, saved on disk, retrieved or

merged with other text and printed on paper. He further stated that because text can can be

viewed on the screen prior to or before printing, changes can be made during or after typing in

the form of insertions, deletions, type-over and moving of text from one location to another

within or outside application and other editing features very easily. These features make word

processors very useful and flexible than the use of typewriters. Udoh maintained that there are

about 2000 or more-word processing software available in the market, which can beused to

carry out word processing activities, but the most commonly used ones are word perfect, word

star, Microsoft word and word work. He stated the following as the advantages of word

processor software to include:

1. Transcription of document without wasting stationeries e.g. screen editing,

2. The ability to view text on the screen before printing in which changes can be made in

form of insertion, deletions, type-over etc. during or after typing very easily,

3. Production of unlimited copy of original document with less labour,

4. Information can be stored for future uses and references, and

5. Word processing equipment has electronics intelligence consisting of a processing unit

supported by a separate memory.

 22

Udoh further asserted that there are word processing skills needed by teachers of senior

secondary school for effective delivery of their services.

These skills include;

1. creating a new document

2. Saving the created document

3. Opening an existing document

4. Closing a document

5. Formatting and edit a text

6. Inserting a special character in a document

7. Making character superscript or subscript

8. Copying text

9. Moving text

10. Selecting a text

11. . Ability to bold a text

12. Underlining or double underlining text

13. Italicize and strike-through a text

14. Find and replace a text

15. Applying thesaurus

16. Ability to change fonts and point sizes

17. Ability to create a numbered or bulleted list

18. Ability to adjust margins

19. Changing paper size

He further that teachers of senior secondary schools should also have

1. Previewing a document before printing

2. Inserting of tables, edit and format*tables

 23

3. Performing document protection

4. Drawing objects

5. Ability to import and create graphics

6. Performing mail merge

7. Creation of text columns

8. Formatting word art features

9. Ability to mail merge

10. Ability to create text columns

Spreadsheet skills

Spreadsheets are common in the world of business. As they have become more widely

accepted, spreadsheets have been employed for increasingly critical business applications.

They are regularly used for clerical tasks, for modeling and analysis, and for communication.

The popularity of spreadsheet also has a downside. Stories of business failures, lawsuits, and

governmental investigations appear in the press or on the Internet, with errors in spreadsheet

use and calculations cited as the reason for the mishap (Berglas and Hoare, 1999). The passage

of Section 404 of the U.S. Sarbanes-Oxley Act has forced companies to actively address

spreadsheet usage and errors. As a result, many firms find themselves developing spreadsheet

policies and documenting spreadsheet practices. Nevertheless, researchers, auditors, and

consultants frequently express the concern that spreadsheet use defines the norms of discipline

that can be found in other business activities (Cragg and King, 1993, Cale, 1994, Croll, 2005).

They all pointed out that spreadsheet use implies certain risks and costs, and in that light, there

is a need for companies to pay attention to the way spreadsheets are managed in the

organization. It became necessary for senior secondary school teachers to possessed

spreadsheet skills that will enable them deliver their service effectively.
 24

Spreadsheet skills, according to Blondel (2007) is a set of basic spreadsheet skills taken

from what is taught in general training for beginners, and what is seen about spreadsheet uses

in high schools. According to Tort and (2007) spreadsheet skill as every skill described as a

specific ability to c features of spreadsheet to perform general but simple tasks. They

highlighted spreadsheet basic skills as follows:

1. Cells and Sheets Editing and Formatting: This category covers: select and edit cells,

format data types, copy and paste values, and autofill. With 22 skills listed, this category is a

basis for most of the others because it contains all basic manipulation of the objects displayed

in a spreadsheet, Example: “Copy the value of a cell or a range of cells”

2. Formulas. This category covers: write a formula with operands, operators and

commonly used functions, relative and absolute ; referencing, use of auto-fill effects on

referencing, identify errors. This category that contains 24 skills is the core of spreadsheet

development. Example: Write a formula with mathematical functions”

“Use the effect of autofill on cells referencing”

“Translate a calculation described in natural language into a formula”

3. Graphs and Charts. This category covers: create a graph of data from one or two

series, use the main available types of graphs, edit graph display features. It contains 13 skills.

Example: “Graph data with a suitable chart type”

4. Data Tables. This category covers: sort a table by one or more levels, filter a table,

search a table, extract from a selection. It contains 15 skills. Example: “Choose a criterion to

sort using one key”

5. Modeling. This category covers: identify cell status, organize values and ^calculation,

structure for printing. It contains 13 skills. It is the most difficult to develop because it deals

with high level abilities which are often dependant of the domain of application of the
 25

spreadsheet, like accounting, business or communication. Example: “Differentiate values

obtained by formulas from others”.

Electronic spreadsheet is a software package used by the people in various professions

to estimate cost, generate financial report, create inventory and sales. It is used by the

managers, accountants, financial analyst and businessmen. Udoh (2010) maintained that

electronics spreadsheet possessed the following advantages:

1. Spreadsheet is very easy to learn and use

2. It has built-in formula which can be used to perform calculations

3. It saves man’s time and energy by facilitating jobs since it has electronic equipment

that has electronic intelligent.

4. It present data and information in a better way

5. Being an electronic, spreadsheet Microsoft excel response fast

6. Information can be stored for future use and reference.

Udoh maintained that there are more spreadsheet packages available in th J market that

have almost similar functions but with little variations, such as L( tus 1-2-3, Ability Plus,

Multiplan, Quarto Pro and Microsoft Excel. He stated

the following as the spreadsheet skills needed by the senior secondary schools

teachers:

 Creating a worksheet

 Navigating a worksheet

 Ability to enter data into a worksheet

 Opening an existing worksheet

 26

 Ability to edit a worksheet

 Entering text

 Performing data sort

 Formatting a worksheet

 Saving a Workbook

 Copying and pasting cells

 Ability to move a cell

 Inserting cells between existing cells

 Adding multiple worksheets

 Deleting sheet(s) from the workbook

 Renaming a sheet

 Ability to use different functions, such as Sum, Average, Round, Maximum, Minimum,

Count.

 Treating charts

 Ability to plot graph

 Creating bar chart

 Ability to create pie chart

 Using formula

Database skills

Database is a collection of information which is structured in some way to permits

manipulation and searching of data. It is a collection of records which is stored in a computer

in a systematic way. It also refers to a collection of data that one’s want to manage, rearrange,

and add to later. It is a good program to use to manage lists that are not entirely numbers, such

as addresses, phone numbers, inventories, and term or expression. Data can also mean a
 27

collection of records or information, which is stored in a computer in a systematic way, so that

a computer program can consult it to answer queries. The records retrieved in answer to

queries become information that can be used to make decisions. The computer program used

to manage and query a database is known as a database management system. Personnel

information system and management information system are examples of databases. A

database consists of entity relationship called tables, forms (user interface), reports, queries,

application a and codes. A relational database contains tables which are inked together. Each

table contains records which contain fields. A query filtered ones records to show just the ones

that meet certain criteria or to arrange them in a particular order. The used of databases

promote data consistency, that is, when data is updated on a database, it is up to date for any

application to a minimum since only one copy of each data item is needed to be kept. Database

is also easy to expand if some new application si being considered. Security of data is easier to

monitor and maintain when using database. Database skill is the ability to carryout any

particular activities or task in a database packages.

In other to work in database, certain skills are needed. These skills will enable ones to

create a database enter data, perform searches, produce reports, export data, hide data in a

report, produce labels, use formulae in queries use formulae in reports and sort data. According

to Graham and Watson (2010) database skills needed include:

Creating a database, entering data into the database editor, performing searches, ability to

produce reports, exporting data, ability to use different spreadsheet formulae, ability to use

formulae for queries, hiding data in a report performing data sort producing labels ability to

query a database.

Internet and online activities skills

 28

Internet provides several opportunities for the academia. It is a mechanism for

information dissemination and a medium for collaborative interaction between individuals and

their computers without regard for geographic limitation of space (Leiner , 2000 and Singh,

2002). The word Internet is derived from two words: “international” and “network”. The

Internet therefore can be defined as an international computer network of information available

to the public through modem links (Bassey, 2003). According to Lagos (2003), the Internet is a

worldwide system of linked computers networks.

The Internet is the world’s largest and most widely used network. It is an international

network of networks that is a collection of hundreds of thousands of private and public

networks all over the world. There are rich and varied learning experiences available on the

Internet that would have been inconceivable just a short while ago.

The Internet has a range of capabilities that organizations are using to exchange

information internally or to communicate externally with other organizations. The primary

infrastructure for e-commerce, e-banking, e-business, e-leaning and virtual library is provided

by the Internet technology. The Internet provides several opportunities for all academia,

business organizations, the employed and the unemployed, the young and the old. The Internet

is a ‘live’ constantly ‘moving’, theoretically borderless, potentially infinite space for the

production and circulation of information. The Internet might thus be described as a ‘sea of

information’, containing texts which are not housed between library or bookshop walls and

subject areas span across all fields of knowledge.

The Internet can be used for other things besides email. One can listen to international

radio station on research and education on the Internet, read - national dailies of other

countries, speak to friends around the global, read books and other materials on the Internet.

The list of things that can be done on the Internet is a very long one.
 29

The Internet contains more information than the world’s largest libraries (Emeagwali,

2000). With access to the Internet one can retrieve information from the world’s largest

information database.

Because of the growing amount of information on the Internet and people’s increasing

dependence on information, the importance of Internet skills for participation in several

spheres of society, such as labor, education, and social relationships, has substantially

increased (Steyaert, 2002). The Internet should be perceived as a complex medium that

requires specific skills that go beyond push-and-go applications. The availability of computers

and internet connections does not, in and of itself, guarantee meaningful use of the Internet.

People need an adequate level of literacy or skills to become effective internet users (Eastin &

LaRose, 2000). The level of Internet skills appears to be one of the most important factors in

explaining differences in Internet usage among individuals after they have attained physical

access (Hargittai, 2002; Norris, 2001; Solomon, Allen & Resta, 2003; Van, 2005;

Warschauwer, 2003).

Technological advances and the accelerated transfer of information, along with related

computer knowledge, skills, and abilities, have been of paramount importance in an

information-based society. On-line learning technology has affected the way education is

delivered for preparing workers. According to Walter Wilkinson and Yarrow (1996), the

quality of teaching depends on the quality; of the teachers/lecturers which, in turn, depends to

some extent on the quality) of their professional development. Without well trained, qualified

and committed teachers, it is impossible to deliver effectively functioning educational systems

(Unwin, 2005). In fact, to meet the challenges of globalization, lecturers are required to gain

the necessary skills and knowledge. As Smaldino, Lowther and Russel (2008) stated, the

teacher in tomorrow’s classrooms needs to exemplify willingness to explore and discover new

technological capabilities that enhance and expand learning experiences.

 30

Internet according to Ukpeh (2011) is the global network of computers link together for

communication purposes with one common language, through information super-high-way.

Internet permits information to flow through many interconnected computer networks. He

furthered that internet connectivity are in two forms such as dial-up and leased line connection.

The former involves dialing into internet services through normal digital or analog telephone.

This type of internet connectivity is very unreliable. In the other hand, leased line connection

allows internet users to get connected to the internet services through an internet provider

known as Internet Service Provider (ISP). ISP is an organization in charge of providing

internet service to teaming computers connected to it.

Ukpeh stated that following as the advantages of internet to both teachers and students

of senior secondary schools:

1. Information on internet can be accessed very easily anytime and any part of the world

2. Information on internet is usually very cheap

3. Through the help of computer, students can obtain lecturers simultaneously all over the

world at the same time and can also take examinations

4. Internet is very reliability in sending information from one part of the world to the

other.

He also stated that the disadvantages of internet to include:

1. Creating sexual abuse and addiction.

2. Undesired, unrequested mails sent into people’s e-mail addresses with the intention to

defraud the e-mail account owner, and

3. Lack of secrecy.

He listed the services available on the internet to include:

 31

- Electronic mail (e-mail)

- Usenet newsgroup

- File transfer

- Public news

- Bulletin boards

- Interactive message

- dames and gossips

- File sharing and topic searching

The benefits of using internet services according to him include:

1. Quick access to data banks and research information

2. Products and services advertised

3. Quick and effective exchange of information

4. For recreation and entertainment

5. It permits users to share files and research topics

6. It allows users to access almanac, dictionaries, encyclopedias and maps, and

7. It provides easy and cheap access to employment opportunities.

PowerPoint presentation skills needed according to him include:

1. Ability to surf the net

2. Ability to chat on the internet

3. Ability to create e-mail

4. Ability to play games

Udoh (2010) defined internet as a conglomeration of computers that are connected via

telephone cables and satellite links around the world, including the one on ones desktop. It is

also a vast source of constantly changing and expanding information. He asserted that

PowerPoint Presentation skills needed by teachers include:

 32

1. Ability to compose electronic mail message

2. Ability to check an e-mail

3. Ability to attach a file

4. Sending emails with attachment (s)

5. Ability to send the composed message

6. Ability to search for information on the web

7. Ability to navigate the web pages.

8. Ability to use different search engines

9. Ability to use different web browsers

10. Ability to navigate the web pages.

Internet as a component is a tool that has immense potentials in encouraging and

facilitating teaching and learning. As a new way of acquiring and facilitating the processing of

information, the Internet can encourage learners not only to view themselves as being in

charge of their own learning, but also to perceive teachers as facilitators in the learning

process. Hence, in terms of education it is becoming increasingly feasible to think in everyday

terms about the practical applications of learning, which rely upon Internet and mobile

communications. The reason for such a positive outlook of classroom dynamics is because

with the Internet, there are a myriad of educational opportunities and resources for the learners

to get exposed to. The Internet has brought significant changes to Nigeria’s education

landscape. Nigerian teachers are quite capable of using the Internet to assist them in their daily

teaching activities such as preparing teaching materials, presentations, and homework.

File management skills

 33

Creating a file management system will be useful to both teachers and students to

conduct a successful study electronically. These help teachers to minimize the amount of time

that they have to spend getting instructional materials ready for students.

File management system can be saved on any computer or network that one’s use most

often. Teachers can access to their lesson planning at home from fill system. Teachers

possesses file management system will enable them transfer such to students as well as helping

students to use school’s network. Their file system can be created on that network for

maximum flexibility. That way, they can use any computer when needed. Obviously, teachers

work will be easy should file management system are created by both teachers and students.

This will enable teachers have access to student work (for evaluation and assessment purposes)

and, if you do not want students to have access to your management files, network

administrator is consulted about setting up a system that has user permission requirements.

In the word of Onah (2006) computers process information which must be generated as

output reports, transmitted to other computer systems, processed and stored. Some of these

operations are best implemented in hardware, others in software. The file management portion

of the operating system is charged with managing data that reside on secondary storage. It

provides the means for creation, manipulation, and accessing of files, with little or no

interpretation of information stored within them. Logically related data items on the secondary

storage are usually organized into named collections called files. It also hides all device-

specific aspects of file manipulation from users and provides them with an abstraction of a

simple uniform space of named files. A file often appears to users as a linear array of

characters or record structures that can be read and modified as required by the programs that

manipulate them. Some systems also provide an abstraction of the input/output system where

all input/output devices appear to users as a set of files. Thus, users can rely on a single,
 34

uniform set of I file-manipulation system services for both file and input/out device

management. The common responsibilities of the file management system cl according to

Onah (2006) include the following:

1. Mapping of access requests from logical to physical file-address space.

2. Transmission of file elements between main and secondary storage.

3. Management of the secondary storage space, such as keeping track of the status,

allocation, and de-allocation of space.

4. Support for protection and sharing of files and the recovery and possible restoration of

files after system crashes.

According to Onah (2006) file management is organized into a number of levels. At the

highest level is the file as it is viewed by the user. The file is considered to be a collection of

records. A record is a logical collection of information.

The major management of file according to Onah (2006) is file security. The security of

a computer system is the protection of its data against unauthorized disclosure, modification,

restriction or destruction. The goal of computer security is to maintain the integrity, availability

and privacy of information entrusted to the system. Attacks on the data security of a system

may be accidental or intentional. Hence, good physical measures, which must include recovery

plans, should be provided against natural disasters. Good personnel practices are also required

against intentional sabotage. Also, administrative security is a necessary part of protecting a

computer system because the possibility of a thief obtaining vital information from a trash can

in the street, say, is a good potential target for security violations. Assurance is also required

that the system itself is not modified by the user to subvert the protection features.

File management system skills include:

1. Ability to create a folder and directories

 35

2. Ability to save the folder on the hard drive

3. Creating a sub-folder and sub directories

4. Creating files

5. Opening and using applications

6. moving files

7. Navigating from one application to another

8. Copying files.

9. Printing a file.

10. Ability to find a file or folder.

11. Determining the size of files or folders

12. Deleting files and folders

13. Renaming files and folders

14. Ability to protect files with passwords.

15. Encrypting and decrypting data

PowerPoint presentation skills

A presentation is a series of slides used to give information to an audience. A

presentation can be used in many different ways: to teach or inform as a visual aid in a lecture,

or as a constant on-screen carousel giving information or advertising, for example in a

shopping center or mall. The media for delivery and type of presentation developed will

depend upon the purpose of the presentation and the target audience. According to Ukpeh

(2011).

PowerPoint presentation is a package that can be used to create presentation. It is

developed by Microsoft corporation. With the PowerPoint, one can create and deliver beautiful

presentations using different media, such as slides, overhead transparencies, speakers notes

and handouts with less effort and time. He stressed that teachers of senior secondary schools
 36

can use PowerPoint software for a class seminar or project presentation by students. It is used

by professionals to deliver talk and present papers at conferences, workshops and seminars

electronically through the computer or broadcast it over the web.

He opined that PowerPoint Presentation skills are those possessed by individual to

make their activities easily and effective. He stated PowerPoint presentation skills to include:

1. Creating text,

2. Inserting new slide,

3. Applying special effects

4. Applying sound, timing and direction to text or object

5. Adding movies to slide

6. Ability to apply slide show

7. Ability to open existing slide

8. Changing slide orientation before printing

9. Printing in PowerPoint slide

10. Ability to loop the slide transition

11 Ability to design template

12 Ability to select and change colour

13 Ability to load Microsoft PowerPoint

In possessing these skills, teachers of senior secondary schools can deliver presentation

with a multimedia projector using audience notes and/or presenter notes. Audience notes are

paper copies of the slides of a presentation that are given to the audience so that they can take

them away and refer to them after the presentation. These can be in different formats, own

notes. Presenter notes are a single printed copy of the slides from a presentation, with prompts

and/ or key facts that need to be told to the audience by the person delivering the presentation.
 37

Theoretical Framework

Theories as defined by Kerlinger in Ukeje (1992). Is “a set of interrelated constructs

(concepts), definitions and propositions that present a systematic view of phenomena by

specifying relations among variables, with the purpose of explaining and predicting the

phenomena Theoretically, this study) is based on experiential learning theory and skill

acquisition theory.

Experiential Learning Theory

The experiential learning is a theory that was propounded by David Kolb (1939) this

theory is learner centered and operates on the premise that individuals learn best by

experience. A good way to describe this theory is “learning by doing”. Experiential learning

has the learner directly involved with the material being studied instead of just thinking and

talking about the material (Conhan, Grawbowski, and Smith, 2003). The authors further

explained that experiential learning:

a. Is a cyclic process involving setting goals, thinking, planning experimenting and decision

making finally, action followed by observing, reflecting and reviewing.

b. Utilize participants own experience and their own reflection about that experience, rather

than lecture as the primary approach of learning. Experiential learning theory allows for

the generation of understanding and allows for the transfer of skills and knowledge.

c. Involves doing something and discovering what it is like, how it made the learner feel,

what it meant to the learner, that is, experiential learning is their experience and no one

else’s.

d. Is therefore, particularly effective in adult education as it addresses the cognitive,

emotional and physical aspect of the learner.

 38

An individual is born into the world with certain genetic characteristics race, gender

physique, and special abilities or disabilities. As time passes, the individual encounters

environmental, economic, social, and cultural events and | conditions. The individual learns

from these encounters, building self- J observations and task approach skills that are applied to

new events and j encounters. The success and failures that accrue in these encounters influence

the individual in choosing courses of action in subsequent learning experiences, increasing the

likelihood of making choices similar to previous ones that led to i success and avoiding

choices similar to those that led to failure. The process is complicated by aspects of instability,

since the individual changes as a result of the continuous series of learning experiences, and

the situation also changes because environmental, cultural, and social conditions are dynamic.

The relationship between the theories and computer appreciation skills is that computer

appreciation skills can only be acquired through learning. In the views of Conlan, et al, (2003)

technological based skills can be acquired through learning by doing, because the learner is the

center of the whole learning process. The learner is also, actively involved in the learning

process whin he/she led to discover in the learning environment. Through practice, learners’

movement in case of psychomotor activities become more skillful at the same time, their

knowledge grows and they also develop certain attributes so acquired together”. This is the

emphasis of experiential learning theory and social learning experience theories.

Skill Acquisition Theory

The skill acquisition theory was postulated by Dekeyser, (2007). He noted that

development has three stages; declarative, procedural and automatic. Declarative knowledge

refers to explicit knowledge about a topic as in “knowing” and talking about grammar rules.

Procedural knowledge is implicit knowledge that refers to behaviour, such' as speaking or

writing a language. Ofcourse there are different levels of proficiency in using a language and
 39

thus automaticity is not an “all or nothing affair”. Automaticity occurs toward the endpoint of

extensive practice, toward the point at which one has become completely fluent in a language.

From the perspective of skill acquisition theory, the sequence of these stages is crucial as it is

appropriate “combination of abstract rules and concrete examples at the declarative stage.

Anderson and Schunn (2009) pointed out that the need to diagnose a task and break it

down into its components in order to provide effective feedback. When it is not possible to

componentialize a task, then, feedback becomes considerably less effective. Keith, et al,

(2008) in the text titled “Dynamics of skill Acquisition” outlined the development of a

conceptual model of coordination and control within a multidisciplinary framework capturing

the various interlocking scales of analysis (e.g neutral, behavioural, psychological) and the

many subsystems (e.g perceptual and movement) involved in producing behaviour. A

conceptual model of coordination and control is important not just for designing learning

environments, but it is also important for ensuring that learners gain positive experiences when

acquiring motor skills.

Also learning process is sequential and that we move through specific phases as we

learn. There are three stages to learning a new skill. These according to the authors include:

Cognitive phase - identification and development of the component parts of the skill- involves

formation of a mental picture of the skill.

Associative phase - linking the component parts into a smooth action-involves practicing the

skill and using feedback to perfect the skill.

Autonomous phase - developing the learned skill so that it becomes automatic involves little

or no conscious thought or attention whilst performing the skill. The learning of physical skills

requires the relevant movement to be assembled, component by component, using feedback to

 40

shape and polish them into a smooth action. Rehearsal of the skill must be done regularly and

correctly.

Skill acquisition theory is important to this study because computer appreciation skills

of the senior secondary school computer teachers will help to boost their teaching skills,

knowledge and attitudes for work. McNamara (2007), viewed training as involving an expert

working with learners to transfer to mem certain areas of skill to enable them improve in their

current job. Some basic principles that give functional meaning to training and which will help

in organizing training in occupation, according to Olaitan et. al (1999) include, the process of

training should be the same with work place, training environment should be a replica of work

environment and teacher must be a master of what he is teaching.

The process of training should be same as in the performance on the Actual Job

situation. Training must take the same process as what is obtained in the work place. Okoro

(1999) stated that effective training can only be given where the training jobs are carried on in

the same way, with the same operation, tools and machines as in the occupation itself. Olaitan,

et al (1999) stated that training can only be achieved where the training jobs are carried on in

the same way, the same tools, operations and machines as in occupations itself. In this study

therefore, computer appreciation skills of the senior secondary school computers teachers

should be the same that are actually practiced in the classroom.

Related Empirical Studies

Archibong, Ogbiji and Anijaoboi-Idem (2010) carried out a study on computer

appreciation skill among tutorial staff in senior secondary schools in Akwa Ibom state,

Nigeria. The objective of the study includes: investigating the competency level of teachers in

use of computer application packages, ascertaining how teachers rate their competency level,

ascertaining the challenges to teachers’ usage of ICT in teaching and learning the population
 41

for the study was three hundred (300) tutorial staff. Questionnaire was the instrument for data

collection. Descriptive statistics (percentages) were used to analyze the data. The findings

reveal that the competency level of tutorial staff in all the indices measured was below fifty

(50%) in using ICT which show that it is still very low. The study further revealed that 53.3%

of the academic staff rated their computer appreciation skill as low. While the major challenges

identified by the study on ICT usage among academic staff were inadequate ICT facilities,

excess workload and funding. Findings of the study show that computer appreciation skills are

necessary for all tutorial staff to enable them apply ICT in teaching. This study is related to the

present study in the sense that computer application skill possessed by senior secondary school

computer teachers is a prerequisite for quality service delivery.

Muhammad, Fazalur, Ullah, Khush and Tariq (2011) carried out a study on Assessment

of Usage of ICT among graduates of Alima Igbal open university in using word processing,

spreadsheets and presentation software, analyzing the proficiency of graduates of Allama Iqbal

Open University in internet and E-mail, assessing the proficiency of graduates of Allama Iqbal

Open University in using E-learning and blogs, exploring the use of ICT in work environment

by Allama Iqbal Open University graduates and finding out the obstacles faced by teachers in

ICT use. The study adopted a descriptive survey research design. All the graduates of Faculty

of Education of Allama Iqbal Open University made up of 132 graduates who were teaching in

various schools, colleges and universities were used for the study. Questionnaire was the

instrument for data collection. Data was analyzed by using percentage, and f mean scores. The

study revealed that most of the graduates faced obstacles in I the use of ICT. It was further

revealed that the graduates had low proficiency of JI using computer hardware. The is related

to this present study because its deal with assessment of usage of ICT among graduates of

Allama Iqbal Open University in the area of application of word processor, spreadsheets and

presentation software are components of computer appreciation packages.

 42

Fakeye (2010) conducted a study on “Assessment of computer appreciation skill

possessed by English Language Teachers in Ibadan Southwest Local Government of Oyo

State. The study aimed at assessing the extent English teachers possessed computer

appreciation skill for teaching and learning of English language in schools. A survey research

design was adopted for the study. The population for the study was ninety-four (94) teachers

from thirty (30) secondary schools. Questionnaire was the instrument used for data collection.

Descriptive statistic of frequency counts, mean and standard deviation were used to analyzed

the data, while t-test was used to test the null hypothesis. The findings reveal that level of

knowledge of computer appreciation skills possessed by English language teachers was poor

and as such, they rarely use computer appreciation skills in English language instruction. It

was also found that there was significant difference in the male and female teachers’

knowledge of computer appreciation skills with the males demonstrating a higher level of

knowledge than their female counterparts. This study is related to the present study in that the

study focused on use of computer appreciation skills in teaching and learning, a survey

research design is adopted for the study, questionnaire is used to collect data, mean and

standard deviation was used to analyze the data.

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Summary of Review of Related Literature

The literature review for this study covers the assessment of the computer appreciation

skills possessed by senior secondary school teachers for quality service delivery. Concept of

assessment and skill were reviewed in the study. Computer appreciation skills that could be

possessed by senior secondary school teachers for quality service delivery were dealt with.

Among the computer appreciation skills reviewed in the study include Word processing skills

possessed by senior secondary school teachers; Spreadsheet skills possessed by senior

secondary school teachers; database skills possessed by senior secondary school teachers;

internet and online activities skills possessed by senior secondary school teachers; file

management skills possessed by senior secondary school teachers; PowerPoint presentation

skills possessed by senior secondary school teachers.

Finally, the review also showed that the failure of skill acquisition in senior secondary

schools in Nigeria is mostly blamed on teachers’ based programmes institution, like Nigeria

Teacher Institution and Colleges of education. Computer teachers produced today from these

institutions seem not to be prepared for teaching computer/ICT courses. The present trend

tends to suggest that there is lack of saleable skills acquired by students at the end to their

course that can enable them relate what they have learnt to the real world, hence Nigeria

Teacher programmes tend to be more subjective and theoretical in approach than desired.

However, in all the works reviewed, none was specifically on assessment of computer

appreciation skills and that is the gap this study filled.