ASSESSING THE ADEQUACY OF PEDAGOGICAL RESOURCES FOR TEACHING AND LEARNING COMPUTER IN JUNIOR SECONDARY SCHOOLS IN URBAN AREA

Abstract

This study investigates the adequacy of pedagogical resources for teaching and learning computer in junior secondary schools in urban areas with emphasis on Jumeta in Yola Adamawa State. Research questions were formulated based on the comprehensiveness and adequacy of the teaching approach, availability of computer/ICT facilities with required facilities; qualified and proficient teachers for effective teaching and learning. Four research questions were presented on the availability of basic computer laboratory and appropriate teaching/evaluation techniques for effective integration of computer education in the junior secondary schools in Adamawa State, Nigeria.

 

 

 

 

 

 

TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgment

Abstract

Table of content

CHAPETR ONE

1.0   INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

 

 

 

 

 

 

 

 

 

CHAPTER ONE

INTRODUCTION

• Background of the study

Universally education is regarded as the most powerful efficient tool that attracts professional development and economic empowerment. In this aspect, education can be regarded as a catalyst and prime mover for social, economic and individual changes. The integration of new innovative technology (computer/ICT) education to all levels hastens and enhances the educational development of any country. The federal government of Nigeria graciously joined other country to embrace the integration of computer/ICT in their educational system so as to remain economically and educationally viable in the 21st century technology boom. National US Higher Education ICT Initiative (2003) defined ICT as “the ability to use technology, communication tools, and/or networks appropriately to solve information problems in order to function in an information society. This includes the ability to use technology as a tool to research, organize, evaluate, and communicate information in the possession of a fundamental understanding of the ethical/legal issues surrounding the access and the use of information. Ogunneye (2000) established that it is not an exaggeration to state that a nation that makes its citizenry computer/ICT literate is a nation that wishes her people to be part of the global race for economic, political, industrial, and social emancipation, and also a nation that wishes to be among the producers of goods and services rather than a perpetual consumer of goods and services, and a nation that does not wish to be domed to obsolescence. The people of such a nation will be well developed intellectually and economically because they will possess large volumes of information, from other parts of the universe, to guide their effort in the development and decision making processes. It is not far from the truth that such people will function efficiently and effectively in the global culture that is marked by computer/ICT applications. The implementation of this laudable policy has its own fair share of problems like a coin that has two faces, but the advantages are tremendous Dawes (2001) retorted that new innovative technologies have the tendency to sustain education across the program of study thereby providing prospects for efficient communication among the students and the teachers in an organized way. Tremendous research studies have proven the advantages of computer/ICT to education. Education which is mainly for teaching and learning, have been integrated with ICT/computer so as to enhance its quality (Yusuf, 2005). Greater proportions of education in the developed countries have been immersed with ICT thereby enhancing teaching, learning and research. (Bransford, Brown & Cocking (2000) and Yelland (2001)) in Khalid (2009) reported that computer/ICT education was introduced in schools in early 1980s which made computer/ICT education to become an essential aspect of education. According to Yusuf (2005), the potentials of ICT will enrich, enhance, accelerate, motivate and engage scholars to create economic sustainability for tomorrow’s workforces including strengthening teaching with rapid change. The pursuit of computer education which has become prominent in the educational system is a ‘Sine-qua-non’ for any nation that desires to cope with the rapid, social, economic, scientific and technological changes of the third millennium. The Federal Government of Nigeria through its agency, the Federal Ministry of Education has incorporated Information and Communication Technology (ICT) or Computer Education as a subject of study at all levels of education system. Looking at the ICT infrastructures for effective teaching and learning of this subject/discipline in the various schools, it seems not to be adequate for the teeming students. This study therefore assesses the availability of ICT infrastructure for effective teaching and learning of Computer Education in secondary schools of in Jimeta in Yola Adamawa state, Nigeria. ICT isanacronymthat stands forInformationand CommunicationTechnology. Itisall forms of technological tools that can be used in transmitting, disseminating or communicating, storing and managing of information. ICT, according to United Nations Development Plan (UNDP) as cited in Bervell (2012), has been defined to include the full range of electronic technologies and techniques used in managing information and knowledge. The use of ICT in every facet of human endeavours cannot be overemphasized. It has become tools that can beutilized by staff and students to improve thequalityof teaching and learning inall levelsof education (Moseley, Higgins, Bramald, Hardman, Miller, Mroz, Tse, Newton, Thompson, Williamson, Halligan, Bramald, Newton, Tymms, Henderson & Stout, 1999). Teaching and learning process require the use of ICT so as to make process of imparting knowledge a worthwhile. Higgins, Xiao & Katsipataki (2012) opined that the use of computer and digital technologies is usually more productive when it supports collaboration and interaction, particularly collaborative use by learners or when teachers use it to support teaching, discussion, interaction and feedback. Medical Education Partnership Initiative –MEPI (n.d.) asserted that the use of ICT is valuable tool to enhance learning experience and assessing resources. Teaching and learning, according to Ayeni & Ogunbaru (2013) is an organized instructional process thatisconsciouslygeared towards transforming and developing learners’ intellectual ability, skills, ethics and values to enable them function effectively and become self-reliant, and contribute positively to societal development. Teaching, according to Clark and Star as cited in Owodunni (2011) is an attempt to assist students in acquiring or changing some knowledge, skill, ideal, attitude or appreciation. In essence, teaching includes setting up of different activities to enable a learner acquire certain traits which can improve the learner’s knowledge, skills, attitude and values. These can only be achieved through effective teaching. Effective teaching is therefore described as ability of teacher to efficiently impart knowledge and skills to students and students in turn exhibit such traits. For a teacher to engage in teaching, a guideline known as curriculum is provided from which he/she would select topics to teach students within a specified period of time. With the emerging of information driven society, ICT or Computer Studies/Education has been included in the curriculum at all levels of education system. Computer Science / ICT education, according to Jimoh & Kazeem (2014) entails the design and the use of Computer peripherals or devices, such as software and hardware. The software includes all system and application programs that will enable computer to perform its laid-down objectives, such as operating system, device drivers, antivirus, programming languages, to mention but a few, while hardware includes all ICT tools that work effectively with software, such as computer system, printers, mobile phones, satellites, communication network gadgets, tablets, CDROM/DVD player, and soon.

• STATEMENT OF THE PROBLEM

Having integrated ICT components in the subjects to be taught at all levels of education system by Federal Government of Nigeria (FGN) through its agency, Federal Ministry of Education – FME, (FGN, 2001 & 2004), many public secondary schools in Nigeria have embarked on teaching of ICT or otherwise known as computer studies or computer education/data processing into the subjects to be taught in the school. Due to the fact that computer education has failed to take off in the majority of schools in Nigeria, fears are that technological development may be a pipe dream for the country. Given this scenario, it is necessary for this study to look into factors militating against the implementation of computer education in junior secondary schools.

• OBJECTIVE OF THE STUDY

The main objective of the study is to investigate the adequacy of the pedagogical resources for teaching and learning computer in secondary schools in Yola, Adamawa state, Nigeria. But to aid the completion of the study, the researcher intends to achieve the following specific objective;

1. To assess the effect of unqualified teachers in teaching computer science in junior secondary schools in Jimeta
2. To examine the role of computer study on student efficiency in science subject

• To investigate the impact of computer literacy of computer teachers on the quality of education in computer studies

1. To investigate the relationship between the adequacy teaching resources and student academic performance in computer studies
   • RESEARCH HYPOTHESES

The following research hypotheses were formulated by the researcher to aid the successful completion of the study;

H₀: the qualification of teachers does not have any effect in teaching computer science in junior secondary schools in Jimeta

H₁: the qualification of teachers does have an effect in teaching computer science in junior secondary schools in Jimeta

H₀: computer study does not have any impact on student efficiency in science subject

H₂: computer study does have an impact on student efficiency in science subject

• RESEARCH QUESTIONS

The following research questions were formulated to guide the completion of the study

1. Is there any effect of teacher’s qualification in teaching computer science in junior secondary schools in Jimeta?
2. Is there any the relationship between the adequacy teaching resources and student academic performance in computer studies?

• Does computer literacy of computer teachers have any impact on the quality of education in computer studies?

1. Does computer study play any role on student efficiency in science subject?
   • SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings will be of great important to the federal ministry of education as the study seek to remind them of the merit of learning and teaching of computer science in junior secondary school, as the finding will show them the need to implement policies that will make computer studies mandatory in junior secondary schools. The study will also be useful to the management of secondary school as the study seek to enumerate the merit of computer studies in national building, the study will also be useful to researchers who intends to embark on a study in a similar topic as the study will serve as a reference point to other research. Finally the study will be useful to academia’s, students, teachers and the general public as the study will add to the knowledge bank on the subject matter and the pool of existing literature

 

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers an assessment of the adequacy of pedagogical resources for teaching and learning computer in junior secondary schools in urban area. But in the cause of the study, there were some factors which limited the scope of the study;

Lack of fund: This problem was solved as it propel the researcher to borrow money from friend and families to supplement the cash saved before this work.

Lack of time: The researcher adjusted most of its programs that does not add any value to the success of this work.

Lack of material: Since there is no sufficient material for the research work, the researcher joined a study group was most of the problems confronting the work is discussed and settle.

• OPERATIONAL DEFINITION OF TERMS

Pedagogical

Pedagogy is the discipline that deals with the theory and practice of teaching and how these influence student learning

Computer

A computer is a device that can be instructed to carry out sequences of arithmetic or logical operations automatically via computer programming.

Teacher

A teacher (also called a school teacher or, in some contexts, an educator) is a person who helps others to acquire knowledge, competences or values.

Learning

Learning is the process of acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences.^[1] The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in some plants

1.9 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows Chapter one is concern with the introduction, which consist of the (overview, of the study), statement of problem, objectives of the study, research question, significance or the study, research methodology, definition of terms and historical background of the study. Chapter two highlight the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.

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