CHAPTER ONE

INTRODUCTION
Background to the Study

One of the fundamental rights of every human being is education. Education

prepares the individual for challenges in life. Gujjar (2010) opined that education

does not only deliver information, but for developing complete personality of a

child. In Nigeria, there are three levels of education: primary, secondary and

tertiary level. Secondary education is the level between primary and tertiary

education. It equally prepares students to be productive members of the society

(Jegede, 2013). In developed countries, Secondary School is seen as the gateway to

providing not only an educated citizenry but also a capable workforce. According

to World Bank in Etim (2014), Secondary education is now being recognized as

the cornerstone of educational system in the 21st century. It therefore means that

quality Secondary education is indispensable in creating a bright future for

individuals and nations alike.

The term Computer Studies have been used interchangeably, in some cases

it has been referred to as computer education while in other cases it is called

computer literacy. In whatever way, it means the same thing. Computer education

is the effort or the ability to make the generality of the people computer literate.

Computer literacy is the ability to be able to read, write and speak the language of

1
the computer. It can also be looked at as a process of educating the people on how

to use a computer to run a program and diverse application including business,

industry and commerce (Okorie, 2012). Computer science according to Edhuze

(2013) involved teaching and inculcating in the learner the basic skills required to

independently manipulate the computer to achieve educational goals. He further

stated that, computer studies as a subject is aimed at making students acquire skills

and competencies required in this digital word of competitiveness. Such basic

skills and competencies upon graduation make them conversant with term and

practices embedded in the world of computer. Computer studies, therefore a

subject organized to enable people understand the function, uses and limitations of

the computer and to provide an opportunity for the study of the modern methods of

information processing.

The intention of Nigeria to include computer studies into the secondary

school curriculum dates back to 1988 when the National Policy on Computer

Education was enacted and launched (Abimbade, 2010). The policy on computer

education suggested the following as some of the computer curriculum context at

the secondary school level: A basic appreciation of how the computer works, an

understanding of the basic principle of operating the computer, hands-on

experience using the pre-programmed packages which are relevant to the interest

of the students as teacher aids in different subjects. According to the National

2
Policy on Computer Education (2006), it is expected that by the end of secondary

education, the child has acquired reasonable competence in software such as word

processing, spreadsheet, database analyzing programs that allow learners interact

with the computer the way they desire (Ayogu, 2012). In modern world, the

computer is being gradually applied in all aspects of human endeavour. It has been

stressed that the application of computer will enhance effectiveness and efficiency

in this rapidly growing and technologically changing world. Computer education is

being advocated because it is almost certain that computer literacy will have as

much impact on career opportunities in the fast growing information age (Adamu,

2012). The relevance of computer education is therefore, hinged on its utility

value. The inclusion of the study of computer studies in the school curriculum was

aimed at providing opportunity for every student to become computer literate. The

study of computer studies has in effect, gained tremendous influence on the student

and society. However, the use and study of computers in Nigeria is recent when

compared to other parts of the world where computers have been in use in all facet

of human endeavour including offices, schools, industries, research centres,

communication, hospitals to mention but a few. The complex nature of present day

school situation has made transmission of information and instruction to students

and the nature of learning and teaching in general more complex. This has made

the role of the teacher in promoting learning more challenging. The new role does
3
not just, involve mere transmission of information to students but also include

looking at the problems associated with learning and instruction so that students

can gain maximally from teaching and learning process. Computers are now used

where there is a lot of data to be manipulated, where complex tasks must be

managed or where there is need for real time access to centralized information

from arbitrary locations such as in education, telemedicine, telecommunicating and

in several other area (Adewopo, 2015). The study of computer studies in school is

therefore, aimed at helping the students cope with modern technological

development, equip them knowledge and competencies or skills of programme and

administrative management as well as, improve the learning process. Students are

expected to master the skills of computer appreciation or application and not just

what it is and can do. Students are therefore, expected to be taught in such a way as

not only to conceptualize and understand the computer, but also to be able to

effectively manage their own learning, reinforce it and apply such knowledge or

training in practical situation. This new approach has made the teaching of

computer science a little bit more complex and challenging. It has been observed

that the teaching and learning of computer studies in schools has not been quite

easy. Often time, people talk about inadequate equipment, facilities, and computers

instructional resources for learning and teaching exercise (Aghadino, 2014). It is

believed that teaching of science in general and computer science in particular is

4
beset with a number of problems (Adamu, 2012). The slow pace of learning and

application of computer had been attributed to this. This presupposes that there are

problems associated with the teaching and learning of computer studies education.

In the circumstance therefore, one is prompted to ask: what exactly is the situation?

What are the problems associated with the teaching of computer studies education?

It is against this backdrop this study was designed to assess the difficulties

associated with computer studies using Ogbaru Local Government Area of

Anambra State.

Statement of the Problem

The growing need for computer literacy has made it imperative that

increased attention be given to the study of computer studies at all level of

education especially in secondary schools. Laboratory, computers and instructional

materials required for learning of computer studies are not only inadequate but

have not been fully utilized. Further interaction with student has shown that they

are not taught computer studies regularly like any other subject due to shortage of

computer teachers. However, one of the reasons why computer teachers are in

short supply may that when teachers with computer qualification are employed,

they prefer to teach mathematics rather than computer subject. Most of these

computer teachers have been exposed only to the theoretical aspect of their

programme while little or no attention was paid to the practical aspect of their
5
programme during their years of training (Aghadino, 2014). It is against the light

of the above that this study was carried out to ascertain the problems and solutions

of teaching computer studies in Ogbaru Local Government Area of Anambra State.

Purpose of the Study

The main purpose of this study is to examine the problems and possible solutions

of teaching and learning of computer studies in junior secondary schools in Ogbaru

Local Government Area of Anambra State. Specifically, the study seeks to find

out:

i. The effect of students’ attitude on the teaching and learning of computer

science in Junior secondary schools in Oshimili South.

ii. The effects of teacher’s attitude on the teaching and learning of computer in

Junior secondary schools in Ogbaru Local Government Area of Anambra

State.

iii. The effect of unavailability of instructional materials on the teaching and

learning of computer in Junior secondary schools in Ogbaru Local

Government Area of Anambra State.

iv. Strategies for improving the teaching and learning computer science Junior

secondary schools in Ogbaru Local Government Area of Anambra State.

6
Research Questions

The following research questions were raised:

i. How does student’s attitude affect the teaching and learning of computer

science in Junior secondary schools in Oshimili South?

v. How does teacher’s attitude affect the teaching and learning of computer in

Junior secondary schools in Oshimili South?

ii. How does unavailability of instructional materials affect the teaching and

learning of computer in Junior secondary schools in Ogbaru Local

Government Area of Anambra State.

iii. What are the strategies for improving the teaching and learning computer

science Junior secondary schools in Oshimili South?

Significance of the Study

The researcher hopes that the result of this research work shall be beneficial

to the following: educational administrators, computer studies teachers, learners,

field of computer studies and researchers. The findings of the study would help to

make our Educational Administrators see the need to have qualified computer

studies teachers to handle the subject effectively for the benefits of the students and

society at large. It will also help to sensitize the educational administrators to

appreciate the need to make available the necessary materials, examples

7
chalkboard, graph, audio-visual materials, and so on that will enhance effective

teaching and learning of computer studies if they are not available.

This study will be of need directly to the Computer studies Teachers

drawing attention to the need for them to adopt more appropriate teaching method

in order to bring about the desirable experience in the learners.

It will be useful for learners to identify the factors affecting the teaching and

learning of computer studies. It will help to produce sound computer scientists that

will function well in the society. This work will serve as a source of

encouragement to students and teachers that will come across it. It is hoped that the

findings of this study would also form the basis for further research work by future

researchers on these issues. This work adds great knowledge to already existing

literature in computer education and education in general thereby serve as an aid to

future researchers.

Scope of the Study

This study is delimited to the problems and possible solutions of teaching and

solutions of teaching and learning of computer science in junior secondary schools

in Ogbaru Local Government Area of Anambra State. With particular emphasis on

students’ attitude, teachers’ attitude, unavailability of instructional materials and

strategies for improving the teaching of computer studies.

8
 CHAPTER TWO
LITERATURE REVIEW
This chapter presents a review of related literature. The literature was reviewed

under the following sub-headings:

Conceptual Framework

Concept of Computer Studies

Students’ Attitude and the Teaching and Learning of Computer Studies

Teachers’ Attitude and the Teaching and Learning of Computer Studies

Unavailability of Instructional Materials and the Teaching of Computer Studies

Strategies for Improving the Teaching and Learning of Computer Studies

Empirical Related Studies

Summary of the Literature Reviewed

Concept of Computer Studies

The world is a global village, information dissemination is done in seconds, and

offices are tuning into a paper-less office (Edhuze, 2013). All these could be

attributed to digitalization, which is facilitated by information and communication

technology devices such as computer, internet, fax, global system of mass

communication (GSM) or mobile phone and satellites (Usoroh, 2012). This

digitalization can only be made useful when a society is computer literate and the

changes of becoming a computer literate society is through Computer studies

9
taught mainly in secondary schools. This is a major challenge to schools, because it

is their responsibility to graduate students who can fit into the information age. It

can therefore be said that computer literacy is needed in a society like ours if we

want to be part of this global consumer of information and communication

technology.

In a move to help Nigerians overcome backwardness in computer and digital

know-how, many spirited Nigerians has mapped out strategies for helping its

citizens become computer literate. Such bold steps will help close the narrow gap

between Nigeria and developed countries. In line with this, he further noted that,

computer literacy and information and communication technology knowledge

offers room for self-employment since a trained computer literate person could end

up operating a business center become a programmer or even a tele-engineer. For

those that are going into business, it can also aid them in the area of speed, data

keeping, accuracy and information processing. Today, one of the fundamental

demands in many established interviews for job seeker is computer literacy skill.

Many people have failed to secure jobs which they are qualified for only for lack

of knowledge and skills in computer operations (Ayogu, 2012).

The use of computer as a facility is possible and necessary in our school system. Its

use can aid communication among students. Computer communication has played

and is still playing an important role, not only in schools, but also in offices,
10
hospitals, libraries and in homes. At the secondary school level, computers enable

the students communicate at fast, accurate and convenient pace to other people

through e-mail (Okonkwo, 2011). Sending and receiving data electronically will

take only a few seconds. In information processing, computer can sort or search

through huge amount of information in a flash. Computer communication makes

any information needed easily and widely available irrespective of distant between

the two destinations (Okonkwo, 2011).

Computer studies also presents challenges to secondary school teachers. Such

challenges have prompted teachers to go for training in other to build confidence in

the handling of computer related courses. Such training also helps them develop a

sense of rapport with students and equally makes them appreciate its potential for

problem solving (Okonkwo, 2011). He went further to say that their knowledge of

Computer studies also helps them to schedule classes, print report cards, and store

and upgrade student’s record. Most often these records are used by guidance

counselor for student career choice he concluded. Okebukola (2017) also asserted

that computer is not part of classroom technology in public schools in Nigeria.

Thus, the chalkboard and textbooks continue to dominate classroom activities in

most secondary schools in Nigeria. If a country such as Uganda which has less

than a fifth of Nigeria’s resources, now use information and communication

technology facilities to help secondary school students to become better

11
information users, why is Nigeria lagging behind? (Adamu, 2012). The answer is

simply mismanagement of the huge resources of the country and inability of

political leaders to prioritize Nigeria’s developmental needs (Okebukola, 2017).

There is no doubt that in the current harsh economic competition, the private sector

in Nigeria has embraced information and communication technology to stay afloat.

The banking sector, insurance, manufacturing industries and multination

companies in the oil sector have embraced multimedia technology to bring

innovative solutions to their current challenges.

Students’ Attitude and the Teaching and Learning of Computer Studies

Students’ attitude towards computer studies influences the efforts they put in

understanding and practicing computer studies concepts and skills.

Students’ beliefs about their competence and their expectations for success in

school have been directly linked to their levels of engagement, as well as to

emotional states that promote or interfere with their ability to be academically

successful. Okonkwo (2011) says Psychologists define attitude as the relatively

enduring orientations that individuals develop towards the various objects and

issues they encounter during their lives and which they express verbally as opinion.

After going through a certain experience, one will develop a certain reaction or

feeling towards an object or subject. This is what we can call a belief or values.

12
Beliefs and values are very important in learning as they determine the type of

attitude one will adopt.

Okonkwo (2011) says students’ attitudes affect the willingness of an individual to

take part in a certain activity and the way in which they respond to persons,

objects, or situations.” The computer studies teacher should be alert when

presenting Mathematics concepts so that students do not develop negative attitudes

toward the subject. Learning cannot take place if the learners have negative

attitudes, as they will not be willing to take part in the learning process, since the

learning of computer studies requires active participation by the learner.

Students’ interest in computer studies determines their attitude towards the

subject. The Cambridge Learners Dictionary (2013) defined interest as a “feeling

of wanting to give attention to something or discover more about it.” It further said

that it was “something you enjoy doing, studying, or experiencing.” From

Cambridge Learners Dictionary, we understand interest as a desire or inner

emotion which propels individuals to act towards something in a positive or

negative way. Furthermore, as you act or get involved in the activity you

appreciate or are satisfied with it. According to Usomah (2010) “Interest is

defined, therefore, not only in terms of the objects and activities which get

attention and yield satisfaction but also in terms of the strength of the tendencies to

give attention to and seek satisfaction from these competing objects of interests.”
13
The term interest can be broken into two parts. The first part is concepts to be

learnt or activities to be done need to attract interest in the learner and the other

part is to ensure that they should maintain or continue to arouse this interest. This

is a very important aspect in computer studies on the part of the computer studies

teachers in their preparation and during the lesson, as they need to ensure that the

interest is maintained throughout the learning process. On the other hand, the

materials to be learnt should convince the learners that they are valuable so that

they develop positive attitudes toward the subject or activities.

Motives which serve as important influences in producing both activities

and attitudes that are favourable to learning. Ankomah (2010) defines attitude as a

state of readiness and a tendency to act or react in a certain manner when

confronted with certain stimuli. If we relate this definition to learning computer

studies, attitude is a mood or emotional state that a pupil will have to learn and

respond favourably to the subject matter. Ankomah (2010) asserted that social

psychologists define attitudes “as beliefs that predispose us to act and feel in a

certain way.” Attitudes can be considered to be feelings or opinions we accept

from the society or what we learn by observing and interpreting, which becomes

part of our philosophy of life in reacting to the events or activities.

14
Teachers’ Attitude and the Teaching and Learning of Computer Studies

It is common defect in our educational set up that most subject teachers are

not adequately qualified in the subjects concerned. It is indisputable fact that an

adequate supply of competent computer studies teachers is an essential ingredient

for good computer studies teaching and learning.

Several studies attempted to assess the competence of teachers, the result have

consistently shown that most computer studies teachers do not have adequate

knowledge of computer studies. Pedagogically, the story is the same. Despite the

urge to use the discovery approach, laboratory activities, individual attention, the

problem-solving and other promising approaches, the weight of evidence suggests

that computer studies teachers still follow the traditional pattern.

Teachers play important role in the realization of the high standards which

are increasingly emphasized in schools and school systems across the world.

Despite the general agreement about the importance of high quality teachers,

researchers, practitioners, policy makers and the public have been unable to reach a

consensus about what specific qualities and characteristics makes a good teacher.

The profession of teaching is becoming more and more complex and the demands

placed upon teachers are increasing with the ever-changing world.

Okorie (2012) estimated that the difference between having a good teacher and

having a bad teacher did exceed one grade level equivalent in annual achievement
15
growth. It is therefore important that both pre-service and in-service training are

essential for the quality professional development of the teacher.

It has been observed over the years that some computer studies teachers do not

motivate their students which have made most students to lose interest in the

subject resulting to poor academic performance. A highly motivated person puts in

the maximum effort in his or her job. Farrant (2013) stated that the relationship

between teachers and pupils is often up-side down; pupils come because they must

and teachers teach because they are paid to. Teachers mourn that their profession is

not respected and complain that they are inadequately paid for the duties they are

required to do. They look over their shoulders at others professions and conditions

of services for a better life.

This assertion by Farrant (2013) exhibited lack of motivation on the part of both

teachers and students. More so, it may contribute to ineffectiveness and

inefficiency in academic work and its effects-poor performance. Studies by Adamu

(2015) revealed that lack of motivation and professional commitment produce poor

attendance and unprofessional attributes towards students which in turn affect the

performance of students academically.

16
Unavailability of Instructional Materials and the Teaching and Learning of

Computer Studies

In teaching and learning, instructional materials play significant role in making

subject like computer studies more concrete and real. The availability, provision

and the use of teaching and learning materials go a long way to improve quality

teaching which enhance academic performance. Ayogu (2012) found a significant

relationship between the use of recommended textbooks and academic

performance. Instructional materials are resources or materials used by computer

studies teachers with their students to ensure effective teaching and learning. It is

used to facilitate the understanding of the learning, thereby removing the abstract

nature of concepts. Instructional materials help to make teaching more real and

make teacher’s work easy. It tries to close the communication gap between

teachers and students thereby making the learning easier.

According to Gujjar (2010), in a comprehensive review of activity based

learning in computer studies in kindergarten through grade eight, concluded that

using manipulative materials produces greater achievement than not using them.

They also noted that the long-term use of instructional materials by teachers

knowledgeable in their use improves students’ achievement and attitudes.

Agbadino (2014) also asserted that the provision of the needed human and material

resources goes a long way to enhance academic performance. Ankomah (2010)

17
noted that effective teaching and learning greatly lied on the competences of its

human resources as well as material resources which were needed to impart

knowledge.

Strategies for Improving the Teaching and Learning of Computer Studies

Meeting the challenges of globalization in this present dispensation requires that

achievable strategies are adopted for improving computer studies in secondary

schools in Nigeria. Such achievable strategies for improving computer studies

include:

Funding required for Computer Studies: The success of education or of

educational programme is hinged on adequate funding. In other words, educational

development in any country, whether developed or developing depends on

adequate funding. According to Olaitan, (2010), it has been the study of

government in executing projects in Nigeria since the colonial period. This was

achieved through preparation of annual budget, which were usually made open to

citizen of the country through the media (Olaitan, 2010). It is with funding that

physical facilities are set up and maintained, equipment procured, goods and

services provided and man power employed and maintained.

According to Okonkwo (2011) the future of any society depends on the quality of

education provided to its young people. Ukeje (2011) brought these ideals system

of American University of diversification of sources of fund and suggested that it

18
is not very healthy for the school and what they stand for to be in total dependence

on Government for funding. The reality of academic freedom, he pointed out,

could require them to have some resources and sources other than the Government,

so that they can once device other means of raising fund.

However, Onuoha (2011) suggested that certain factors militate against adequate

funding of education in Nigeria and as such these factors can also be related or

have special effect on computer studies. Such factors are excessive enrolment of

student for education, unsteady price of crude oil, macro-economic variables and

corruption Onuoha (2011) is of the view that the following strategies if

implemented and some macro-economic control measures taken will improve

funding for any institution. First, they suggested alternative sources of revenue. By

this it means that educational institutions should take measures to increase their

internally generated revenue. According to him, through increase of fund allocated

to secondary school, establishment of business centers, allowing business men who

are interested in the institution to develop and pay rents to schools at the end of the

school, encouraging good relationship/links with the institutions-old boy/girls-

associations (to enable them pay back to the institution through endowment, grant

or donation etc.). He went further to state that investment of cash/ information and

communication technology facilities received from information and

communication technology competitions or debate as well as making schools that

19
offer computer pay extra fee can be a strategy. Furthermore, levies can be imposed

on students when collecting their certificates.

Supply of Instructional facility required for Teaching Computer Studies

The act of receiving instruction is teaching (Nwachukwu, 2010). The concept of

teaching and instruction are therefore related in terms of their objectives-impacting

knowledge (Nwachukwu, 2010). In every institution of learning, its major purpose

is to help learners learn. To achieve this, each part (school, teacher and learner) set

its own goal. All these goals must be congruent for them to achieve the goal of

education by providing for different individual. In other to provide for different

individual, scholars and educationist have been able to provide different

instructional approach and facilities for use in education. Instructional strategies,

which are varieties of an instructional approach, mean help given to learner to easy

their rate of assimilation. According to Nworgu (2014) the use of computer for

instruction can be classified into two major categories: Computer Assisted

Instruction (CAI) and Computer Managed Instruction (CMI). This strategy refers

to any instructional program whereby computer performs, manages or support

some or the entire teacher provided functions. Most proponent of individualized

instruction saw the computer as a way to further improve the design and delivery

of individualize instruction – now in an electronic environment. CAI is so effective

20
in that they offer user-friendly environment, which can entertain and allow

individual to work at own pace thus making them active participants.

Hence the following strategies are suggested to alleviate the problem of quality and

supply of instructional facility. Organization of periodic seminars and workshops

for teachers in other to disseminate universally accepted strategies of teaching,

adequate provision of ICT facilities, training of teachers by the government in

other to be conversant with the basis computer skills required for effective teaching

of Computer studies, reduction of class-size by increasing student/computer ratio

to 2:1, training teachers to be conversant with different instructional skills to

effectively teach Computer studies as well as use computer and information and

communication technology facilities and regular supply of computer textbook by

local and state government.

Other strategies may include provision of standard library by PTA, for the day-to-

day use by teachers and students, partnership with internet provider such as MTN,

GLO etc. There should all so be regular in-service training of teacher to master

skill for effective teaching of Computer studies as well as recruiting of qualified

teachers, purchase or donation of instructional material and equipment by host

communities. Attendance to practical class should be made mandatory.

21
Improving Methodology required for Teaching Computer Studies: It cannot be

overemphasized that the successful integration of information and communication

technology facilities (Computer) into the school depends on teacher begin aware of

the relevance of information and communication technology as a means of

providing access to a richer range of resources for themselves and the students

(Etuk, 2013). They must also be convinced of the comparative effectiveness of

information and communication technology facilities in the classroom over the

traditional method of teaching. According to Etuk (2013), teachers need to be

properly educated to be morally responsible enough to know and ensure that

information and communication technology is not adopted in the classroom as a

surrogate teacher but as a means to enhancing innovation, creativity, reflectiveness,

confidence and a sense of self-reliance in both the teacher and their pupils.

Teaching methods, materials and equipment involved are presently not familiar to

a great number of teachers who were not exposed to these during their years of

training (Etuk, 2013). Therefore, teachers need to be prepared to be retrained in

other to be computer literate. This knowledge of computer, will enable them

prepare students successfully for today information rich and technology driven

world. Such strategy for improving teaching methodology includes employment of

qualified teachers, use of different teaching methods, provision of adequate

facilities, giving of assignment after practical class, use of continuous assessment

22
as a means of evaluating student, provision of proved programs (software) and

their corresponding tutorials for easy understanding. Other strategies may include

use of individual and group projects in teaching Computer studies, professional

development of the teachers, use of improvisation (drawing of computer and its

various parts on a card-board) and the use of instructional facilities for teaching

Computer studies. A robust technical infrastructure and technical support, for

example, internet connectivity, computers and computer instructors/teachers can

also be useful. Finally, adopting student-centered learning strategies such as

concept mapping, peer tutoring, peer learning methods, group work, e-learning,

peer tutoring and so on should be encouraged. In the student-centered approach, it

is believed that knowledge is constructed by students and the lecturer is only a

facilitator of learning rather than a presenter of information. In this way, students

become more active participants in the learning process wherever possible and take

greater responsibility for their own learning. These strategies can encourage deep

level processing of information, make the students efficient, problem solvers and

increase ability to develop lifelong learning skills.

Related Empirical Studies

Uba (2014) undertook a study on strategies for enhancing the teaching and

learning of computer in secondary schools in Ebonyi State. The study adopted a

survey research design. Four research questions were formulated to guide the
23
study. A 33-item questionnaire was formulated and administered to 190

respondents, which include computer teachers and computer students from

eighteen secondary schools in the three zones of the state. Random sampling

technique was used in the study while frequency and simple means was used for

data analysis. The result of the study revealed that for appropriate methodology,

adequate facilities, employment of qualified teachers, establishment of cordial

relationship between parents and teachers, instructional materials, practical task

and monitoring of students ability and the need for developing problem solving

skills to boost students learning abilities for teaching and learning of computer in

secondary schools. This is very much related to this work in the both work

identified methodology and training of teacher as a strategy for improving or

enhancing teaching and learning of computer in secondary schools. However, this

study has a similarity with the present work but differ in scope, population and

sample.

Another study carried out by Hammer (2013) was on challenges of teaching

computer studies in secondary schools in Bauchi State. Three research question

and three null hypotheses were formulated to guide the study. A 51-item

questionnaire was developed and administered to 87 teachers and 192 students

from three government secondary schools. Mean and standard deviation were used

for data analysis. The result of the study showed that teachers’ attitude,
24
unavailability of instructional materials and school environment affect the teaching

computer studies in secondary schools. On the basis of the findings, the study

recommended that qualified and skilled teachers should be employed to teach

computer studies and instructional materials be made available for effective

teaching and learning of computer studies. The study is in line with the presents

study because it investigated the challenges of teaching computer studies but differ

in scope, population, sample and method of data analysis.

Orajekwe (2013) carried out a study on strategies for retooling instruction in

secondary health education for the information age. The descriptive design was

adopted. Three research questions were used. A random sample of 342 health

education teachers in secondary schools in Anambra State participated in the study.

The study utilized a 21-item questionnaire structured on a 4-point Likert scale.

Mean and standard deviation were used to answer the research question. The

findings of the study indicated that retooling health education instruction would

involve the provision of information and communication technology (ICT)

infrastructure, building teachers’ capacity, and the acquisition of information and

communication technology skill by health education teachers. Some

recommendations were suggested on what government, PTA, principals, and

health education teacher should do such as provision of information and

communication technology facilities, development and provision of reliable locally

25
produced software that will be easy to maintain. The study is related to this one

because it talks about information technology and teaching but differ in scope,

population, sample and area of the study.

Summary of Literature Reviewed

This chapter presented a review of related literature. The literature was reviewed

under conceptual framework and empirical related studies. The concepts reviewed

include the concept of computer studies, problems of teaching computer studies

and the strategies for improving the teaching of computer studies.

The review to this study has recognized that computer studies in secondary schools

would result in the production of computer literate citizen who can survive in this

era of digital competitiveness where ICT rules the day. Their knowledge of

computer has the advantage of aiding their communication both in and outside

school.

26
 CHAPTER THREE
METHODOLOGY

The description of the processes employed in conducting this research is outlined

in this chapter. These were discussed under the following headings: Research

design, population of the study, sample and sampling technique, instrument for

data collection, validation of the instrument, reliability of the instrument,

administration of the instrument and method of data analysis.

Design of the Study

The design of this study was a descriptive survey design. Descriptive survey design

employs scientific method by critically examining the source by analyzing and

interpreting data collected from few individuals considered to be representative of

the entire population (Aggarwa, 2011). It provides information useful to the

solution of problems. The choice of this research design was necessitated because

data can be collected from sample who are the representative of the population and

conclusion be drawn.

Population of the Study

The population of the study comprised of the seven hundred and fifty-two (752)

junior secondary school students and thirty-three (33) junior secondary school

computer studies teachers in Ogbaru Local Government Area of Anambra State.

27
Sample and Sampling Technique

The sample of the study was one hundred and thirty (130) junior secondary school

students and twenty (20) computer studies teachers from the five-selected junior

secondary schools in Ogbaru Government Area of Anambra State to be drawn

through simple random sampling technique to serve as the representative of the

entire population.

Instrument for Data Collection

The instrument used for data collection is a structured questionnaire, which will be

structured by the researcher with a guide from the supervisor.

The questionnaire had two sections; section “A” comprised of the respondent’s

personal data and section ‘B’ had the questionnaire items with their corresponding

options. The questionnaire had four points scale which were coded and weighted as

follows: SA- Strongly Agree (4), Agree (3), D- Disagree (2), and SD- Strongly

Disagree (1). The bench mark was fixed at 2.50. Therefore, any item with the mean

of 2.50 and above were considered accepted, while items with mean below 2.50

were considered rejected.

Validation of the Instrument

To ensure the validity of the instrument, copies of the instrument were sent to

experts in Computer Education and Measurement and Evaluation for face and

28
content validation. The corrections and suggestions made by the experts reflected

on the final copies of the instrument.

Reliability of the Instrument

To ensure that the instrument is valid, a pilot study was carried out on twenty (20)

students and five (5) teachers in Onitsha South Local Government Area of

Anambra State. Data was collected and analyzed using Pearson product moment

correlation to estimate the reliability and it yielded a correlation of 0.78 which was

considered reliable.

Method of Data Collection

One hundred and thirty (150) copies of the questionnaires were administered to

students and teachers in the selected public secondary schools in Ogbaru Local

Government Area of Anambra State by the researcher with the help of some

teachers and 142 questionnaires were retrieved and analyzed.

Method of Data Analysis

The method used in analyzing the data collected was mean statistics which has the

formula: ∑FX/N where ∑- stands for summation or addition, F- stands for

frequency of responses, N stands for number of items and X- stands for the

assigned numbers AS (4), A (3), D (2) and SD (1) known as the four points scales.

29
 CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
This chapter presents the analysis of data in tabular form based on the research

questions for easy understanding.

Analysis of Data

Research Question One: How does student’s attitude affect the teaching and
learning of computer science in Junior secondary schools in Oshimili South?
Table I: Effect of Students’ Attitude on the Teaching and Learning of
Computer Science in Junior Secondary Schools in Ogbaru Local Government
Area of Delta State.
S/N Statements SA A D SD Mean Decision
1 Some students sleep in class which affect
8 15 64 55 1.83
the teaching and learning of computer. Disagreed
2 Some students lack interest in computer
studies which affect the teaching and 71 57 8 6 3.36 Agreed
learning of the subject.
3 Some students do not do their assignment
which affects the teaching and learning of 58 74 8 2 3.32 Agreed
computer.
4 Due to the absence of practical, some
students hate computer studies which Agreed
69 60 5 8 3.34
affects the teaching and learning of the
subject.
5 Some students see computer studies as a
difficult subject meant for brilliant Agreed
57 73 5 7 3.27
students which affects the teaching and
learning of the subject.
Grand Mean 3.02 Agreed
Source: Researcher’s Compilation, 2019

Table 1 above shows that the respondents disagreed with the first item which say

that Some students sleep in class which affect the teaching and learning of
30
computer with a mean response of 1.83 but agreed with item 2 which says that

Some students lack interest in computer studies which affect the teaching and

learning of the subject with the mean of 3.36. The table also some students do not

do their assignment which affects the teaching and learning of computer with the

mean response of 3.32. They also agreed with items 5 and 6 with the mean of 3.34

and 3.34 and 3.27. The grand mean of 3.02 shows that students’ attitude negatively

affects the teaching and learning of computer studies.

Research Question Two: How does teacher’s attitude affect the teaching and
learning of computer in Junior secondary schools in Oshimili South?
Effects of Teacher’s Attitude on the Teaching and Learning of Computer in
Junior Secondary Schools in Ogbaru Local Government Area of Delta State.
S/N Statements SA A D SD Mean Decision
6 Most computer teachers do not motivate
students to develop interest in the Agreed
60 59 15 8 3.20
subject which affects the teaching and
learning of the subject.
7 Some computer studies teachers lack the
practical knowledge of computer Agreed
59 60 12 11 3.18
operation which affects the teaching and
learning of the subject.
8 Most teachers do not make use of
instructional materials in teaching Agreed
74 58 6 4 3.42
computer which affect the teaching and
learning of the subject.
9 Unfriendly attitude of computer studies
teachers affects the teaching and 12 5 57 68 1.73 Disagreed
learning of the subject.
10 Most computer teachers do not engage
students when teaching computer which 68 53 10 11 3.25 Agreed
affects the teaching and
Grand Mean 2.96 Agreed
Source: Researcher’s Compilation, 2019
31
The table above revealed that Most computer teachers do not motivate students to

develop interest in the subject which affects the teaching and learning of the

subject with the mean response of 3.20. It is also clear from the table above that the

respondents agreed that some computer studies teachers lack the practical

knowledge of computer operation which affects the teaching and learning of the

subject. The respondents agreed with the mean of 3.18 that most teachers do not

make use of instructional materials in teaching computer which affect the teaching

and learning of the subject. However, the respondents disagreed with item 9 which

has it that unfriendly attitude of computer studies teachers affects the teaching and

learning of the subject but agreed with item 10 with the mean of 3.25. The grand

mean of 2.96 in the above table shows that teacher’s attitude affect the teaching

and learning of computer.

32
Research Question Three: How does unavailability of instructional materials
affect the teaching and learning of computer in Junior secondary schools in Ogbaru
Local Government Area of Delta State.
Effect of Unavailability of Instructional Materials on the Teaching and
Learning of Computer in Junior Secondary Schools in Ogbaru Local
Government Area of Delta State.
S/N Statements SA A D SD Mean Decision
11 Lack of computer laboratories affects the Agreed
62 11 45 24 2.78
teaching of computer studies.
12 Unavailability of relevant instructional Agreed
64 56 16 6 3.25
materials affects the teaching of computer.
13 Teachers find it difficult to improvise Agreed
instructional materials for teaching and 72 55 8 7 3.35
learning of computer.
14 Lack of projectors affects the teaching of Agreed
59 69 9 5 3.28
computer.
15 Lack of internet connection in schools Agreed
affects the teaching and learning of 26 24 56 32 2.32
computer.
Grand Mean 3.00 Agreed
Source: Researcher’s Compilation, 2019

Table 3 above shows that the respondents agreed with item 11 which says Lack of

computer laboratories affects the teaching of computer studies with the mean

response of 2.78. The respondents agreed that unavailability of relevant

instructional materials affects the teaching of computer with a mean response of

3.25. They also agreed with items 13 and 14 with the mean of 3.35 and 3.28

respectively.

33
Research Question Four: What are the strategies for improving the teaching and
learning computer science Junior secondary schools in Oshimili South?
Strategies for Improving the Teaching and Learning Computer Science
Junior Secondary Schools in Ogbaru Local Government Area of Delta State.
S/N Statements SA A D SD Mean Decision
16 Students should be motivated to learn Agreed
computers which will help to improve the 64 11 45 22 2.82
teaching and learning of computer.
17 Conducive and friendly environment Agreed
should be created by teachers to improve 64 56 16 6 3.25
the teaching and learning of computer.
18 Instructional materials should be made Agreed
available for teaching and learning of 74 55 6 7 3.38
computer.
19 Teachers should of be train on the Agreed
59 69 9 5 3.28
practical areas of computer.
20 More emphasis should be on practical Agreed
rather than the theoretical aspect to 24 26 34
58 2.75
improve the teaching and learning of
computer.
Grand Mean 3.10 Agreed

Source: Researcher’s Compilation, 2019

Table 4 above shows that Students should be motivated to learn computers which

will help to improve the teaching and learning of computer with the mean response

of 2.82. The respondents also agreed with a mean of 3.25. They agreed with items

18 and 19 with the mean of 3.38 respectively. The respondents also agreed with

item 20 which has it that more emphasis should be on practical rather than the

theoretical aspect to improve the teaching and learning of computer. The grand

34
mean of 3.10 shows that the strategies mentioned in the table above can help to

improve the teaching and learning of computer studies.

Discussion of Findings

Research Question One: How does student’s attitude affect the teaching and

learning of computer science in Junior secondary schools in Oshimili South?

The result revealed that students negative attitude towards computer studies

affects the teaching and learning of the subject. The is in line with Uba (2014) who

found that that the demonstrated attitude of students to a large extent affects the

teaching and learning of computer studies. This is because if the students lack

interest in the subject, they will not participate in learning activities which in turn

affects the effective teaching and learning of the subject.

Research Question Two: How does teacher’s attitude affect the teaching and

learning of computer in Junior secondary schools in Oshimili South?

The analysis shows that teachers attitude affects the effective teaching of

computer. This is because some teachers do not motivate the students, some do not

use instructional materials while some lack the practical knowledge of the subject.

The finding is in line with Hammer (2013) who found that teachers’ attitude affects

the effective teaching and learning of computer studies.

35
Research Question Three: How does unavailability of instructional materials

affect the teaching and learning of computer in Junior secondary schools in Ogbaru

Local Government Area of Delta State.

The result shows that unavailability of relevant instructional materials such as

projectors, internet connection and computer laboratories affects the teaching of

computer studies. This is in line with Hammer (2013) who found that

unavailability of instructional materials affects the teaching of computer studies.

Research Question Four: What are the strategies for improving the teaching and

learning computer science Junior secondary schools in Oshimili South?

The findings revealed that the teaching of computer studies can be improved if

students are motivated, professional teachers are employed; relevant instructional

materials are made available, regular training on the practical teaching of computer

studies are organized and more classrooms are built in junior secondary schools.

This is in line with Uba (2014) who found that adequate facilities, employment of

qualified teachers, establishment of cordial relationship between parents and

teachers, instructional materials, practical task and monitoring of students ability

and the need for developing problem solving skills to boost students learning

abilities for teaching and learning of computer in secondary schools.

36
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

This study was carried out to ascertain the problems and solutions of teaching

computer studies in Ogbaru Local Government Area of Anambra State. The study

adopted a descriptive survey design. The population of the study comprised of the

seven hundred and fifty-two (752) junior secondary school students and thirty-

three (33) junior secondary school computer studies teachers in Ogbaru Local

Government Area of Anambra State The sample of the study was one hundred and

thirty (130) junior secondary school students and twenty (20) computer studies

teachers from the five-selected junior secondary schools in Ogbaru Government

Area of Anambra State to be drawn through simple random sampling technique to

serve as the representative of the entire population. Four research questions were

raised to guide the study. The instrument used for data collection was a structured

questionnaire which was developed by the researcher and validated by two experts;

one in Measurement and Evaluation and one in Biology Education Department of

Federal College of Education (Technical) Asaba. 150 copies of the validated

questionnaires were administered to the students and the teachers in Ogbaru Local

Government Area of Anambra State and 142 questionnaires were retrieved and

analyzed.
37
Summary of Major Findings

Based on the analysis, it was found among others that:

i. Some students lack interest in computer studies which affect the teaching

and learning of the subject.

ii. Due to the absence of practical, some students hate computer studies which

affects the teaching and learning of the subject.

iii. Most computer teachers do not motivate students to develop interest in the

subject which affects the teaching and learning of the subject.

iv. Some computer studies teachers lack the practical knowledge of computer

operation which affects the teaching and learning of the subject.

v. Most teachers do not make use of instructional materials in teaching

computer which affect the teaching and learning of the subject and some do

not engage the students while teaching.

vi. Lack of relevant instructional materials such as computer laboratories,

projectors and internet connection affects the teaching of computer studies.

vii. To improve the teaching of computer studies, teachers should be trained and

retrained on the use of practical.

viii. The learning environment should be made concive and more classrooms

should be built to reduce overpopulation.

38
Conclusion

Computer studies play vital role in the modern-day education because basically

everything done today requires the use of computer. The knowledge of computer

studies can go a long way in creating jobs the students. However, many factors

hinder the effective teaching and learning of computer studies in junior secondary

schools. Some of which are students attitude, teachers attitude and unavailability of

relevant instructional materials for teaching the subject. The problems identified

can be tackled if students are motivated to learn computer studies; professional

teachers are employed; relevant instructional materials are made available, regular

training on the practical teaching of computer studies are organized and more

classrooms are built in junior secondary schools.

Recommendations

On the basis of the findings, it is recommended that:

i. Government through the ministry of power should ensure constant electricity

supply for effective use of instructional materials in teaching computer

studies.

ii. Government should organize training and re-training of computer studies

teachers on the practical aspect of computer studies.

iii. Students should be motivated to learn computer studies both in school and at

home.
39
 iv. Relevant facilities should be made available for effective teaching and

learning of computer studies.

v. Government should more classrooms to ensure the effective teaching

computer studies.

vi. School administrators (Education Secretaries and Principals) should ensure

that computer teachers are sponsored on retraining programmes at least

twice a year through workshops, seminars and conferences to enable them

learn the modern technological skills in their chosen field of endeavour.

vii. The school administrators should as a matter of urgency liaze with private

sectors to provide computers and other instructional materials needed for

teaching of computer studies.

viii. Parents through the PTA and other major stakeholders of our education

should assists our secondary schools by donating instructional facilities like

laptops, desktop computers, multimedia, generating sets, internet etc to

enable students practice and acquire the skills of computing.

Suggestions for Further Studies

Due to time and resources, the researcher could not cover all the areas that have to

do problems of teaching computer studies. Hence, the researcher suggests that the

following areas be studied:

40
 i. The influence of school environment on the teaching and learning of

computer studies in junior secondary schools.

ii. Impact of the use of instructional materials on students’ academic

performance in junior secondary schools.

iii. Strategies for improving the teaching and learning of computer studies in

junior secondary schools.

Limitations of the Study

The study cannot be used to generalize in the entire nation because it was limited

to the problems and solutions of teaching computer studies in Ogbaru Local

Government Area of Anambra State. However, similar study can also be carried

out in other parts of the state or any other part of the country and a different result

could be obtained. Questionnaire was used in collecting data; another instrument

can be used to collect data in a similar study. The study made use of mean in

analyzing the data collected; other statistical tools such as standard deviation can

be used in a similar study.

41
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43
Appendix I

Federal College of Education (Technical)

School of Science Education,
Department of Biology Education,
P.M.B 1044
Asaba, Delta State
06/08/2019
Dear Respondent,

REQUEST FOR COMPLETION OF QUESTIONNAIRE

I am a final year student of the above-named institution currently conducting

a research on “Problems and Possible Solutions of Teaching and Learning of
Computer Studies in Junior Secondary Schools in Ogbaru Local Government
Area of Delta State.”

You have been identified as one who could furnish the researcher with the relevant
information to effectively carry out the study.

The researcher humbly requests your sincere opinion in completing the attached
questionnaire. You are assured that the information given by you will be treated
confidentially and will only be used for the purpose of this study.

Thank you in anticipation of your maximum cooperation.

Yours faithfully,

Ikechukwu Chinaza Joy

(Researcher)

44
 PROBLEMS AND POSSIBLE SOLUTIONS OF TEACHING AND
LEARNING OF COMPUTER STUDIES QUESTIONNAIRE (PPSTLCSQ)

SECTION A: Personal Data

FOR TEACHERS ONLY

Instruction: Please indicate with a tick (√) the option you think applicable

Gender: Male [ ] Female [ ]

Marital Status: Unmarried [ ] Married [ ] Divorced [ ] Widow [ ]

Highest Qualification: SSC [ ] OND [ ] NCE [ ] HND [ ] B.Sc [ ]

Others please specify…………………………………………………

Age: 21-30 [ ] 31-40 [ ] 41-50 [ ] 51 and above [ ]

FOR STUDENTS ONLY

Sex: Male [ ] Female [ ]

Class: JSS I [ ] JSS II [ ] JSS III [ ]

Age: 10-14 [ ] 15-19 [ ] 20 and above [ ]

45
Effect of Students’ Attitude on the Teaching and Learning of Computer
Science in Junior Secondary Schools in Ogbaru Local Government Area of
Delta State.
S/N Statements SA A D SD
1 Some students sleep in class which affect the teaching and
learning of computer.
2 Some students lack interest in computer studies which affect
the teaching and learning of the subject.
3 Some students do not do their assignment which affects the
teaching and learning of computer.
4 Due to the absence of practical, some students hate computer
studies which affects the teaching and learning of the subject.
5 Some students see computer studies as a difficult subject
meant for brilliant students which affects the teaching and
learning of the subject.

Effects of Teacher’s Attitude on the Teaching and Learning of Computer in

Junior Secondary Schools in Ogbaru Local Government Area of Delta State.
S/N Statements SA A D SD
6 Most computer teachers do not motivate students to develop
interest in the subject which affects the teaching and learning
of the subject.
7 Some computer studies teachers lack the practical knowledge
of computer operation which affects the teaching and
learning of the subject.
8 Most teachers do not make use of instructional materials in
teaching computer which affect the teaching and learning of
the subject.
9 Unfriendly attitude of computer studies teachers affects the
teaching and learning of the subject.
10 Most computer teachers do not engage students when
teaching computer which affects the teaching and

46
Effect of Unavailability of Instructional Materials on the Teaching and
Learning of Computer in Junior Secondary Schools in Ogbaru Local
Government Area of Delta State.
S/N Statements SA A D SD
11 Lack of computer laboratories affects the
teaching of computer studies.
12 Unavailability of relevant instructional
materials affects the teaching of computer.
13 Teachers find it difficult to improvise
instructional materials for teaching and learning
of computer.
14 Lack of projectors affects the teaching of
computer.
15 Lack of internet connection in schools affects
the teaching and learning of computer.

Strategies for Improving the Teaching and Learning Computer Science

Junior Secondary Schools in Ogbaru Local Government Area of Delta State.
S/N Statements SA A D SD
16 Students should be motivated to learn computers which will
help to improve the teaching and learning of computer.
17 Conducive and friendly environment should be created by
teachers to improve the teaching and learning of computer.
18 Instructional materials should be made available for teaching
and learning of computer.
19 Teachers should of be train on the practical areas of computer.
20 More emphasis should be on practical rather than the
theoretical aspect to improve the teaching and learning of
computer.

47
Appendix II

Sample Distribution Table

S/N Name of School No of Students No of Teachers Total

1 Ideke Community Mixed 26 4 30
Secondary School
2 Iyiowa Community 26 4 30
Mixed Seccondary School
3 Divine Destiny Mixed 26 4 30
Secondary School
4 Creative Model Mixed 26 4 30
Secondary School
5 China Foundation Mixed 26 4 30
Secondary School
Total 130 20 150
Source: Field Survey (2019)

48