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A REVIEW OF USE OF LEARNING RESOURCES IN TEACHING COMPUTER SCIENCE IN SENIOR SECONDARY SCHOOLS IN ZARIA LGA
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Education, according to Coombs (1970) consists of two components. He classified these two components into inputs and outputs. According to him, inputs consist of human and material resources and outputs are the goals and outcomes of the educational process.Both the inputs and outputs form a dynamic organic whole and if one wants to investigate and assess the educational system in order to improve its performance, effects of one component on the other must be examined.
Instructional resources which are educational inputs are of vital importance to the teaching of any subject in the school curriculum. Wales (1975) was of the opinion that the use of instructional resources would make discovered facts glued firmly to the memory of students. Savoury (1958) also added that, a well planned and imaginative use of visual aids in lessons should do much to banish aparthy, supplement inadequacy of books as well as arouse students interest by giving them something practical to see and do, and at the same time helping to train them to think things out themselves. Savoury (1958) suggested a catalogue of useful visual aids that are good for teaching history i.e pictures, post cards, diagrams, maps, filmstrips and models.
He said that selection of materials which are related to the basic contents of a course or a lesson, helps indepth understanding of such a lesson by the students in that they make the lesson attractive to them, thereby arresting their attention and thus, motivating them to learn. He suggested a catalogue of aids which could be used to teach history. He advocated the use of pictures which will help children in grounding their thoughts and feelings. He said that pictures are used as alternatives to real objects where it is impossible to show students the real objects, and they do serve effectively in tan imagined activities.
It is also very vital to have sufficient and adequate human resources in terms of teacher quality for the teaching of all subjects in the school curriculum. Without the teachers as implementing factors, the goals of education can never be achieved. In order to achieve a just and egalitarian society as spelt out in the Nigerian National Policy of Education (1981), schools should be properly and uniformly equipped to promote sound and effective teaching. Suitable textbooks, qualified teachers, libraries which are adequate should also be provided for schools. Scarcity of these, according to Coombs (1970), will constraint educational system from responding more fully to new demands. In order to raise the quality of education, its efficiency and productivity, better learning materials are needed. Knezewich (1975) also stressed the importance of having appropriate personnel plan and adequate physical facilities to support educational effort.
1.2 STATEMENT OF PROBLEM:
Most students find find studying computer science boring. To many, computer science is an abstract subject that involves more effort to learn. It is assumed that the use of audio visuals will improve on the learning experience of students.
1.3 OBJECTIVE OF THE STUDY
1. To introduce audio visuals in learning and teaching resources for computer science
2. To introduce strategies for effective audio visual resources teaching and learning development especially in field of computer science
3. To provide guidance on how audio visual resources can be effectively used with examples of good practice.
4. Also, the purpose of learning and teaching using audio visual resources is to provide a source of learning experiences for students.
5. To find out if there can be differences in the scores, on the test of computer science, of students in schools with adequate supply of qualified computer science teachers who use audio visual aids and the scores of students in schools with inadequate supply of qualified teachers and who do not use audio visual aids.
6. To find out if there can be differences in the scores, on the test of computer science, of students in schools with adequate audio visual material resources in computer science and scores of student in schools with inadequate audio visual material resources in computer science
1.4 RESEARCH QUESTION
1. Is possible to introduce functions and types of learning and teaching resources for computer science?
2. What are the strategies introduced for effective resources development especially in field of computer science?
3. How can this study provide guidance on how resources like textbook can be effectively used with examples of good practice?
4. Is the purpose of learning and teaching resources is to provide a source of learning experiences for students?
5. How can one find out if there can be differences in the scores, on the test of computer science, of students in schools with adequate supply of qualified computer science teachers and the scores of students in schools with inadequate supply of qualified teachers?
1.5 RESEARCH HYPOTHESES
In order to identify the variables and to accomplish the purpose of this study, the following hypotheses were tested.
H0: There is no significant difference in the scores, on the test of computer science, of students in schools with adequate supply of qualified computer science teachers and the scores of students in schools with inadequate supply of qualified teachers.
H1: There is a significant difference in the scores, on the test of computer science of students in schools with adequate resources and the scores of students in schools with inadequate material resources.
1.6 SIGNIFICANCE OF THE STUDY
The major concern of the study is teaching resources and effective teaching
and learning of computer science in the Junior secondary school usingselected Junior secondary schools in Ogbomoso North and Central Local Government areas of Oyo as a case study. This study should lend to awareness of studying problems of student of the school and prefer corrective measures. It is hoped that the students would be made to realize that learning involves skills perhaps better understanding of what learning is, may shape a learning attitude towards his fellow friends, schools, parents also provide knowledge and general interest for further studies in this area to the need to examine the learning comprehension skills of students with a view to identify the factors responsible for their academic performance. The study is also aimed at making the government realize that their efforts to improve the standard of education will continue to be a mirage if the teaching of learning among other learning skill is neglected in the school course outline. The study is delimited to the cause of poor study habits of high school student and its implication to teaching effectiveness. The investigation include the specific problem such as the profile of respondents the poor study habits of high school student: The effect of their poor study in teaching and learning process. What is the teaching could do to change or improve the student
poor study habits and any suggestion of teacher to improve the students poor study habits There are reason to consider that makes this study important to some groups of people like the teacher, school administrator the parents and education. Student this is because this investigation
may give them in sight concerning the cause and effect of the poor study habits of the student to the teaching and learning process to the result of this study may be very important to teaching
not only in the public school but even those in private sector the result may give these teacher some significant ideas on what they must in case they find some student having poor study habits What teachers should do is to find out the cause of such poor study habits of the pupils and then find for the mass necessary solution to the problems. The teacher after knowing they must talked to the parents about it so their parents could suppressive their weakness on their lessons at home
similarly the result of the study may have be significant to parents because through this they may known what to do to help improve or correct the poor study habits of their student to study their lesson in the night after supper instead of watching television or playing video games. The researchers believes that students, particularly Community primary school Nkwerre will be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance. Likewise gives them a more focused and clear perspective on how the specific behaviours related to their studies influenced study habits. Consequently, this awareness also gives a much deeper understanding of their selves as students considering that the college life is typically beset of developmental adjustment demands. School administrators like subject area coordinators, may also be guided in the formulation of future modification of educational policies, curriculum and strategies toward a more effective delivery of learning.
Teachers will also be help in understanding better the diversity of learning of their students. As such, it is hoped that they could develop more effective methodologies in teaching their subject matter.
Guidance and Counseling Centre will also be help by this study through providing a more focused and factual knowledge on the factors affecting students study habits. This increased the understanding of the Guidance Counselors on the interplay of the variables studied in this research. Such knowledge is hoped to help the Guidance and Counseling practitioners towards the development and implementation of more effective programs in consideration of these variables. Students will be given information on how study affects their academic performance. The result of the study will make them aware of the common study habits among their co- education students.
This study is centered on teaching resources and effective teaching and learning of business
studies in the Junior secondary school usingselected Junior secondary schools in Ogbomoso North and Central Local Government areas of Oyo as a case study.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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REVIEW OF EXTENT OF USE OF AUDIO VISUAL MATERIALS IN THE TEACHING AND LEARNING OF COMPUTER SCIENCE IN JUNIOR SECONDARY SCHOOLS
ABSTRACT
In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill. This paper tries to analyze the necessity of audio visual technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Computer science teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of audio visual in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Audio visual is now permeating the educational system as a tool for effective teaching and
learning. With audio visual, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Audio visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Audio visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, audio visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio visual as a ray of “computer-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed audio visual as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of audio visual as:
The power of audio visual lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.
The evolution of audio visual has made it very possible for learners to become more involved in their work. With audio visual technologies, they can create audio visual applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.
Reinsman (1994) expressed that audio visual involves processing, storage, generation, manipulation and retention of audio visual system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that audio visual resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of audio visual technology has great significancein colleges, universities and research institutions in the Western countries. In thesecountries, the technology is being seen as a key player to development in allramifications and essential component of education.
However, Babajide (2003) identified different types of audio visual communication, some of which include computer science hardware, computer science software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.
Audio visual in Education
Audio visual in Education has been extremely effective in teaching individuals a wide range of subjects. Audio visual is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music.
A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Audio visual has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing aaudio visual application that is interactive and multi-sensory can be both a challenge and thrill. Audio visual application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to audio visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.
The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of computer science(Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education.
Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore made at examining such issues as arepertinent to audio visual utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo State, Nigeria.
Specifically, the objectives of this study are to:
1. Determine the availability of instructional audio visual in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning
3. Investigate the adequacy of audio visual facilities for teaching and learning of computer science.
4. Identify factors, if any, which limit the use of audio visual by the teachers.
The study is structured to provide answers to the following research questions:
1. How available are the instructional audio visual for teaching and learning in computer science?
2. What is the pattern and frequency of use of the audio visual for teaching andlearning by the lecturers of the facility?
3. How adequate are the audio visual facilities for teaching and learning of computer science?
4. What factors limit the use of audio visual by teachers of the subject?
H0: The application of audiovisuals does not have a significant positive impact in teaching computer science in junior secondary schools in Oredo LGA, Edo state
H1: The application of audiovisuals have a significant positive impact in teaching computer science in junior secondary schools in Oredo LGA, Edo state
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After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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REVIEW OF TEACHERS AND STUDENTS’ PERCEPTION OF DIFFICULT CONCEPTS IN SECONDARY SCHOOL COMPUTER STUDIES CURRICULUM
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science and technology are concepts in national development which remain indelible in the mind of African and third world leaders according to Ochu and Ekezie (1974).
In Nigeria science was introduced into secondary school system as far back as (1880).
It was first taught as general science and later speared into physics, computer science and biology. With the introduction of the core science subject, the general science came to be seen as the science subject which was suitable for the less able and it was recommended to the least science oriented and for those who do not intend to pursue science. Syllabus was therefore devised to contain basic elements of biology, computer science and physics, which should be taught primarily to pupils in the low secondary school classes. (Anani 1977).
Although attempts were made to raise the status of general science with the introduction of a double credit O/level, yet people still questioned the rationale of mere putting together subjects. There was in the early sixties a new wave of thought about science in school rather than open into professional restricting under the conditions of normal classroom culture.
There is a hesitancy on the part of both school teachers to try out innovations in classroom teaching. Activities are rarely included in the classroom deliberation and laboratory programme are seldom organized as an opportunity of exploration. Agarkara (1998), stated that teachers learn very little from experience in the classroom on that capacity of mastering science and new technology logics. Since Iloputaife and Eze (1994) has tried to propose the following tasks.
Lip dating and improving the qualify of science teaching integrating scientific education and human features, developing a comprehensive approach for science curricula. Focus has been put on teachers processes so as to promote the teachers understanding of scientific method and rationality but the reality of lack of resources in most countries has impeded them adjusting both the contents of their curriculum and textbooks in consequence, and the training of their computer science teachers which often remains of very poor quality. The curriculum is inter disciplinary and it is supposed to provide the teachers to see the concept and the pedagogical principles which unify the separate subject matter thus harmonizing the knowledge derived from the integrated.
The course is supposed to provide the teachers with a broad view of science which enlightens his interactions with his environment of this mental manipulative and social skills unesco – unicef (1971).
Essentially, computer science is designed to develop interest in the teaching that his is encourage to pursue further student in science discipline.
Secondary school was to lay a solid foundation in the learners early study of science for further studied.
A significant proportion of Nigeria J.S.S computer science. Teachers do not achieve as well as they should in computer science examination, Iloputaife and Eze, (1994).
1.2 STATEMENT OF PROBLEMS
Based on the background of the study. Here, one or two problems are shown.
First, some teachers have the problems of finding some topics difficult to teach in computer science. This was also confirmed by research evidence in Nigeria, Desai (1994) indicates low computer science attainments of teachers. The condition was amplified by the alarming low number of qualified teachers in computer science area irrespective of the crucial role of computer science Neera (1996).
Second, as a result, there are some problems in the implementation of the curriculum Olarewaju (1987), besides achievement has been shown to be very low and unimpressive Okebukola and Jegede, (1999). These might negate the philosophy behind the introduction of the computer science core curriculum as J.S.S leave. Also Jegede (1999) and Akueailo (1998) undependably in their studied tend to show that the teaching of computer science in Nigerian secondary school are inadequate.
1.3 PURPOSE OF THE STUDY
The purpose oft his study is to identify the difficult teaching topics in J.S. computer science curriculum.
(a) In the relation to teachings area of specialization
(b) In relation to teachers qualification
(c) In relation to availability of instructional materials in Enugu urban area Enugu State.
1.4 SIGNIFICANCE OF THE STUDY
The identification of these difficult teaching topics in computer science will enlighten the teachers as well as government and expose them to the area they specialized on. Being aware of these, difficult topics school authority, the government and even the science teachers association of Nigeria will be of great help in planning in-service course for the teachers in those areas of science. This also brings to light the need of equipping higher institutions and universities preparing computer science teachers with adequate training needed for planning and execution of computer science in our secondary schools.
The exposure of these difficulty topics will motivate the computer science authors and publishers to give a details attention on these different area in their write up.
1.5 SCOPE OF STUDY
The study was restricted to identification of difficult teaching topics in junior secondary schools in Enugu urban area Enugu State.
1.6 RESEARCH QUESTIONS
The following research questions are proposed.
1. What topics do the teachers find difficult in teaching J.S.S computer science?
2. Why do teachers have difficulty in teaching those identified topics in computer science?
3. How can the difficulty in teaching those topics be remedied?
4. What influence has experience on the identification of topics as difficult?
5. What effects of qualification on finding a teaching topics difficult?
6. What effect has sex on findings a teaching topics difficult?
7. What is the effect of area of specialization in identification of a topics as difficult?
8. What in your opinion are the possible remedies the difficulty experienced?
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
A STUDY OF FACTORS ASSOCIATED WITH MASS FAILURE OF STUDENTS IN COMPUTER IN SECONDARY SCHOOLS IN NSUKKA LGA
CHAPTER ONE
BACKGROUND TO THE STUDY
Computer has come to stay in this country but the way and manner it is taught has a lot to do. In teaching any particular subject a number of strategies or methodology are often employed. According to Thompson (1962) “There are those techniques used by the teacher as the most efficient means of achieving the teaching goals”
In the Nigeria national policy on education (1981) it stated that school education should “equip students to live attentively in our modern age of Computer”. In accordance with this aim of education, Boge (1979) has this to say, “one major educational problem is preparing the young people to cope with the intellectual and cultural environment characterized by rapid changes”, it is assumed that these young people should have some basic understanding for the Computer
Computer has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of Computer are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give Computer subject their role in education note much has been achieved in some selected schools in Nsukka local government area the effect of the deficiency in teaching Computer in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
RESEARCH QUESTION
HYPOTHESIS
PURPOSE OF STUDY
The purpose of this study is to find out the solutions to the factors associated with mass failure of students in computer
SIGNIFICANCE OF STUDY
The teaching of Computer has not been as effective as it ought to be. It is therefore necessary to diagnose the various factors responsible for the mass failure of students and proper means by which the anomalies could be arrested
The importance of Computer in the life of man need to be over emphasized, therefore if the subject is not effectively taught, the rudiment that are necessary for development of the basic concept of Computer would be lacking at the secondary schools level and this could permeate the other state of the nation’s educational level. It is believed that the importance of computer if well under stood and all the factors responsible for its unhealthy development are quickly nipped on the bud it would be possible to build a Computer culture oriented society which will augur well for the healthy development of the nation
LIMITATION OF STUDY
To carry out a project such as this there are bound to be procedural and methodological flaws inherent in the item developed human biases are likely to aggravate the internal weakness that are likely to exist however, conscious effort will be made to evolve method that will control for such extraneous influences in order to ensure the validity and reliability of the study
It is also expected that distance, times, finance and lack of human co-operation can pose serious threats to the successful execution of this project to this end it is hoped that every effort will be made to minimize, if not totally eliminating such threats and steps taken be highlighted to serve as a guide to those who may wish to replicate the project
DEFINITION OF TERMS
In the course of study, it is important to know what the following terms stand for technology may be defined as the use of organized knowledge to solve practical demonstrations problems
Computer laboratory is a place equipped for studies in Computer
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A STUDY OF EFFECT OF USING COMPUTER-AIDED INSTRUCTION IN TEACHING BASIC SCIENCES IN JUNIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Science and technology have greatly contributed to the convenience and comfort of man. Every manufactured good seen at home and place of work is a product of science and technology. For instance, mobile phones, radio and television sets, PC tablets, iPads, iPhones, iPods, laptops, desktops among other devices are products of science and technology (Tunde & Anthony, 2010). In the same way, the fruit juices and soft drinks consumed daily, the cars, the motorcycles and bicycles, the clothes and shoes are all products of science and technology. In view of these contributions, Ashiker (2012) opined that concrete steps should be taken to get the Nigerian citizens well groomed in science and technology for the country’s scientific and technological advancement.
As the world is constantly changing and ways in which human beings function at home, place of work and school are also changing. The speed at which technology is developing plays a major role in these changes. From offline to on-line classes, computers are influential in human life, and can enhance the learning process in schools in various ways. This may be the reason why Keziah, (2011) asserted that, with the increasing popularity of computer technology, it is essential for school administrators to support and encourage computer technology in our education system as it has become an important medium in instructional delivery. In recognition of the importance of computer in the teaching/learning process in Nigeria, the National Council on Education introduced computer education in 1987.
Computer-aided instruction involves the use of computers to supplement classroom instruction. Computer-aided instruction does not fully replace the teacher in a classroom environment. The computer is simply an electronic device or machine that accepts data, processes data and gives out output with great speed and accuracy. Computer-aided instruction uses a combination of texts, graphics, sound and videos in the learning process. Computer-aided instruction system is designed to automate certain forms of drill and practice instruction in delivering basic skills (Tinto, 2007). There are different types of computer-aided instruction software in science education including drill and practice, tutorial software, instructional games, simulations, problem-solving software and discovery environment.
However, this study is anchored on drill and practice software. This software provides opportunities for students to work on problems or examples one at a time and then receive feedback on performance. It is used as a mean to learn or review new content. It is made up of flashcard activities, branching drills and extensive feedback activities. Many of these programs are smartphone friendly so students can access the activities anywhere.
The Federal Republic of Nigeria (FRN, 2004), in release of educational objectives for secondary schools, emphases the need to equip students to live effectively in this modern age of science and technology. The major goal of science education is to develop scientifically literate individuals that are concerned with high competence for rational thoughts and actions. The objectives of science education in this country according to FRN (2004) include the need to prepare students to observe and explore the environment; explain simple natural phenomena; develop scientific attitudes including curiosity, critical reflection and objectivity; apply the skills and knowledge gained through science to solve everyday problems in the environment; and develop self-confidence and self-reliance through problem-solving activities in science.
In an effort to attain these objectives, several strategies and resources have evolved for science teaching and learning. The resources range from human to materials including the audio-visual and media materials that can be used to sustain the attention of the students during the lesson. Towards the end of the 20th century and at the beginning of the 21st century, it became apparent that national development depends on educational advancement which in turn depends on technological progress (Onasanya, Shehu, Ogunlade & Adefuye, 2011). It is in respect of this, that Samba and Eriba (2011) opined that teaching must go beyond the chalk-and-talk method and it must involve the totality of the student, the instructions must be prepared in such a way that at any time, students’ learning must make use of more than two senses.
The roles of computer-aided instruction in science education are varied and these include fostering students interest and motivation; promoting students commitment to learning; making lessons more exciting and interesting for both teachers and students; making students to do science effectively and conducting experiments as viewed on screen; and facilitating the process of learning through interaction with drill and practice software and simulations. The most important feature in computerized instruction is that it permits a high degree of individualization. This means that students can proceed at their own pace, following a path through the curriculum as suited to their particular interest and talent.
In view of the relevance of computer technology in science education, the study of effect of computer-aided instruction on junior secondary basic science students’ achievement and retention in Benue State is undertaken. Two groups of learners studying the same curriculum will be compared; one group will use computer-aided instruction; and the other will use modified lecture method.
Achievement is the performance of students in a test or examination. In determining the students’ achievement using computer-aided instruction, Ash (2005) found that computer-aided instruction packages enhanced students’ academic achievement in an aspect of mathematics in middle schools. Study conducted by Kingsley and Boone (2008), revealed that students who used computers in addition to textbooks in instruction scored higher on a standardized State test. Computer-aided strategy could expose science in active data based form and allow students and teachers to fully participate in the teaching-learning process. This may help to reduce the long time stigma of the chalk-and-talk approach to science teaching.
As the growth of educational programs continues to rapidly accelerate, concern over the retention of the students’ knowledge is increasing. Retention is the ability of a student to hold and bring to mind a memory of the previously learned skills, knowledge and experience during and after examination. Retention is significantly important, not just for student success, but also for the success of academic institutions. Nnaobi (2013) found that computer-aided instruction has the ability to sustain students’ interest, encourage them to participate actively in the lesson and retain concepts learnt for a long time.
Astin (2006) asserted that the higher the school Grade Point Average (GPA) and the Scholastic Aptitude Test (SAT) examination scores of a college student, the stronger the chance that the same student will retain knowledge in schools. Deducing from this, school managers should benchmark their students’ scores and GPA higher to increase students’ retention abilities. The true art of memory and retention is the skill of attention (Tinto, 2007). For effective retention of the learnt concepts, principles, theories, laws, ethics and assumptions of science in students’ short and long term memories, science teachers should get, use, link and picture the learning experience through the use of the computer.
Gender issues in students’ achievement and retention have caused a lot of concerns to educationists. Gender is the biological anatomy that differentiates a male from female. Gender issues have been linked with students’ achievement and retention in academic tasks in several studies without any definite conclusion. But there is a general conclusion that there is a little or no gender imbalance in computer use, access, career and attitude. This is why Davies, Klawe, Ng, Nyhus, and Sullivan (n.d.) suggested that the role that technology will play in the future should be a concern for men and women, practitioners, policy makers and parents. This study is out to compare the achievement and retention of male and female students in basic science exposed to computer-aided instruction.
The integrated science (now basic science) curriculum is a broad field curriculum in which subject matter from different subject areas of biology, chemistry, physics, astronomy, geology and environment are synthesized to provide a holistic and unified nature of science (Adejoh, 2006). It is a three-year course developed in spiral to form themes whereby topics get increasingly more detailed as the year progresses. The aim of basic science is to begin to teach students what science is and how a scientist works. To realize this objective, it is expected that students carry out the kind of activities scientists carried out in their works, which is the beginning of the acquisition of series of skills, attitudes, principles, knowledge, assumptions and ethics of science.
Conventional teaching methods such as chalk-and-talk known as a traditional teaching method in which teachers address students by using board to provide examples or illustrations have been continually used by the science teachers despite its criticisms by the experts in science education. It is an oral presentation intended to teach students about concepts, theories, history, background and equations which places students in passive rather than an active role.
Nevertheless, the Nigerian Educational Research and Development Council (NERDC, 2007) stipulates the use of activity-based and guided inquiry approaches to basic science teaching, but the adoption and application of these methods are still an illusion because of paucity of instructional materials and unwillingness of the science teachers to improvise alternative materials locally to improve instructional delivery. Consequently, teachers resort to conventional lecture method, walk into the classroom with a key-point text for one-way communication; and copy a few points on the chalkboard. Lessons are rarely been planned and instructional materials are hardly been used by these teachers.
Computers are capable of improving and contributing to growth in students’ achievement and retention in basic science. The interest of this study is the input of computer-aided instruction to enhance students’ achievement and retention in Nigerian schools.
1.2 Statement of the Problem
Studies have shown that students’ achievement and retention in basic science are unimpressive (Ibraheem, 2004; & Ncharam, 2008). Instructional strategies and cognitive factors have been identified majorly as being responsible for poor achievement and retention in the sciences. Factors such as absence of computers and software packages, fluctuating internet connectivity, arbitrary charges of data bundles, epileptic power supply, computer illiterate teachers and students and gender are hindrances to the use of computer in schools.
Researchers, educators, administrators, Science Teacher Association of Nigeria (STAN) and other relevant educational agents have tried to develop various teaching strategies, yet schools have continually produced students with poor results in basic science as well as other science subjects. These efforts have not yielded desired results in students’ achievement and retention as conventional teaching methods have been used in teaching sciences. This has been attributed to the use of inappropriate teaching strategy in teaching science subjects. Both male and female students of basic science perform poorly.
Mofeed (2011) opined that computer-aided instruction has the ability to empower teachers and learners, and transform teaching and learning processes from being highly teacher-dominated to student-centered. This transformation will result in increased students’ performance; create opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning and communication skills. Consequently, computer-aided instruction could be an adequate strategy in teaching and learning of basic science. Specifically, the problem of this study is how could computer-aided instruction affect JS II students’ achievement and retention in basic science?
1.3 Purpose of the Study
The purpose of this study is to investigate the effect of computer-aided instruction on junior secondary basic science students’ achievement and retention in Benue State. It would aim at the following objectives:
1. To find out if the use of computer in teaching basic science enhances students’ achievement in the subject better than the lecture method.
2. To determine whether students’ retention in basic science is improved by the use of computer-aided instruction when compared with lecture method.
3. To compare the achievement scores of male and female students in basic science exposed to computer-aided instruction.
4. To compare the retention scores of male and female students in basic science exposed to computer-aided instruction.
1.4 Research Questions
The following research questions will guide the study:
1. What is the difference in the mean achievement scores of the students taught using computer-aided instruction and those taught using modified lecture method in basic science?
2. What is the difference in the mean retention scores of the students taught using computer-aided instruction and those taught using lecture method in basic science?
3. What is the difference between the mean achievement scores of male and female students in basic science exposed to computer-aided instruction?
4. What is the difference between the mean retention scores of male and female students in basic science exposed to computer-aided instruction?
1.5 Hypotheses
This study will be guided by the following null hypotheses which will be tested at 0.05 level of significance:
Ho1. There is no significant difference in the mean achievement scores of students taught using
computer-aided instruction and those taught using modified lecture method.
Ho2. There is no significant difference in the mean retention scores of students taught using
computer-aided instruction and those taught using lecture method.
Ho3. There is no significant difference in the mean achievement scores of male and female
students exposed to computer-aided instruction.
Ho4. There is no significant difference between the mean retention scores of male and female
students in basic science exposed to computer-aided instruction.
1.6 Significance of the Study
The widening gap between developed and developing nations in terms of overall development and wealth creation could be traced to the acquisition and utilization of scientific skills and principles. For Nigeria to close this gap with priority and vigour, the result of this study may serve as a useful tool for students, teachers, policy makers and administrators, for a functional and impact-oriented computer-aided instruction in science education programme.
The study could allow students to study basic science concepts while advancing at their own pace, enabling them to spend the necessary time on each concept. The teacher’s role in this environment is to provide targeted help to students when they need additional assistance. The computer program covers many administrative aspects such as lesson planning, grading, homework and assignment so that teachers may spend more time on individual instruction with struggling students.
The study could allow for more individualized instruction, then it could be more beneficial for struggling students who may not keep up with the pace of the lectures in traditional classrooms or for more advanced students who could progress faster at their own pace. In a traditional classroom, students missing class will miss all the material covered in class that day. In contrast, the computer would pick up where the student left off the last time he/she was in class regardless of whether it was the day before or 5 days before.
The study could help the policy-makers and school administrators to evaluate the use of computer-aided instruction. This includes the cost of hardware and software, the cost in training teachers, and the time that students devote to computer-aided instruction that they would otherwise spend in other forms of instruction. It would be an eye-opener for the school administrators to equip the schools with necessary CAI packages and ICT facilities in all subjects and also train manpower to produce software for science education.
The findings of this study are expected to encourage teachers to adopt appropriate teaching technique like computer-aided instruction which would improve teaching and learning of science subjects. This strategy could expose science in a concretized form and allow students to fully participate in teaching/learning process. This could be achieved through making learning software available in schools and at homes.
It is expected that the findings of this study would bring about understanding and retention which are products of meaningful learning when teaching is effective and meaningful to students as the use of computer-aided programs might be a source of excitement and motivation to Nigerian students in their courses.
The findings would motivate educational administrators to keep abreast with the paradigm shift in pedagogy that is at the heart of education reform in the 21st century. Thus, a shift from conventional chalk-and-talk to computer-aided instruction. This would promote the acquisition of knowledge and skills that would empower students and teachers for lifelong learning.
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THE IMPACT OF COMPUTER SCIENCE IN NATION BUILDING
Abstract
This study examines the impact of computer science on nation-building, focusing on its role in fostering economic growth, improving governance, and enhancing social development. The research explores how advances in computing technology, software development, artificial intelligence, and data management contribute to creating efficient public services, empowering businesses, and promoting digital literacy. By analyzing case studies of countries that have successfully integrated computer science into their national strategies, the study highlights the transformative power of technology in sectors such as healthcare, education, security, and infrastructure. The research also addresses the challenges faced by developing nations, such as inadequate infrastructure, limited access to technology, and the digital divide. Recommendations are made on how governments and stakeholders can leverage computer science to address these challenges, drive innovation, and contribute to sustainable development. The study concludes that computer science is a critical driver of modern nation-building, offering tools and solutions to address contemporary socio-economic issues and propel nations toward a digitally inclusive future.
Chapter One:
Introduction
1.1 Background of the Study
In today’s rapidly evolving global landscape, computer science plays a pivotal role in shaping economies, societies, and governance structures. Its applications span various sectors, including healthcare, education, transportation, communication, and finance. The integration of computer science in these domains has revolutionized how nations operate and develop, making it a key driver of nation-building in the 21st century.
Nation-building refers to the process through which a country strengthens its institutions, fosters national identity, and enhances its capacity to meet the needs of its citizens. In this context, computer science serves as a catalyst for creating more efficient governance systems, empowering businesses, improving public service delivery, and fostering innovation. For developing countries, in particular, adopting modern technologies is essential to bridging gaps in infrastructure, education, and economic opportunities, making computer science indispensable to their growth and development.
This study seeks to explore the various ways in which computer science contributes to nation-building, highlighting the transformative potential of digital technology in addressing socio-economic challenges. The research will focus on key areas where computer science has made significant strides, as well as the challenges and barriers that may hinder its full potential.
1.2 Statement of the Problem
Despite the undeniable benefits of computer science, many countries—especially developing nations—face significant challenges in fully harnessing its potential for nation-building. Issues such as inadequate infrastructure, limited access to technology, insufficient digital literacy, and a lack of governmental support continue to impede progress. Furthermore, the digital divide between urban and rural areas exacerbates inequality, making it difficult for nations to achieve inclusive development.
Additionally, the fast-paced evolution of technology raises concerns about cybersecurity, data privacy, and ethical considerations. These challenges must be addressed to ensure that computer science can play a sustainable and effective role in nation-building. Without adequate strategies and policies to manage these issues, nations may struggle to keep pace with technological advancements, potentially widening the gap between developed and developing countries.
1.3 Objectives of the Study
The main objective of this study is to explore the impact of computer science on nation-building. Specifically, the study aims to:
Examine how computer science contributes to economic growth through job creation, innovation, and the digital economy.
Investigate the role of computer science in enhancing governance and public service delivery.
Analyze the impact of computer science on social development, including education, healthcare, and communication.
Identify the challenges and barriers to integrating computer science into national development strategies.
Provide recommendations on how governments and stakeholders can leverage computer science for sustainable nation-building.
1.4 Research Questions
To achieve the objectives of this study, the following research questions will be addressed:
In what ways does computer science contribute to economic growth in a nation?
How has the adoption of computer science technologies improved governance and public service delivery?
What role does computer science play in enhancing social development in sectors like education and healthcare?
What challenges hinder the effective integration of computer science in national development strategies?
What best practices and policies can governments adopt to maximize the impact of computer science on nation-building?
1.5 Significance of the Study
This study is significant because it highlights the critical role that computer science plays in fostering the growth and development of nations in the digital age. It provides insight into how technological innovations can solve persistent challenges in governance, public service delivery, and social infrastructure, thereby improving the quality of life for citizens. By understanding the potential of computer science in nation-building, policymakers, educators, and business leaders can make informed decisions that drive national progress.
Moreover, this study will contribute to the academic discourse on the intersection of technology and national development, offering valuable information to researchers and students in fields such as computer science, public policy, and development studies. It also aims to inform governments, particularly in developing countries, of the strategies needed to harness the full potential of computer science for sustainable development.
1.6 Scope of the Study
The study focuses on examining the role of computer science in nation-building, with an emphasis on its impact on economic growth, governance, and social development. The research will draw on case studies from both developed and developing nations to explore how different countries have utilized computer science in their nation-building efforts. It will also discuss challenges such as infrastructure gaps, digital literacy, and cybersecurity risks, as well as potential solutions to these issues.
1.7 Definition of Key Terms
Computer Science: The study of computers and computational systems, including their theory, design, development, and application.
Nation-Building: The process of constructing or structuring a national identity, governance systems, and institutions that can meet the needs of citizens and promote national development.
Digital Economy: Economic activities that are based on digital technologies, particularly the Internet, encompassing digital communication, transactions, and information processing.
Digital Divide: The gap between individuals, communities, or nations that have access to modern information and communication technologies and those that do not.
Public Service Delivery: The provision of services, such as healthcare, education, and infrastructure, by the government to its citizens.
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NONINVASIVE GLUCOMETER DEVELOPMENT
Abstract
The development of a noninvasive glucometer represents a significant advancement in the management of diabetes, a chronic condition affecting millions worldwide. Traditional glucose monitoring methods, which involve pricking the finger to obtain a blood sample, are invasive, often painful, and can lead to decreased patient compliance. This study focuses on the design, development, and validation of a noninvasive glucometer that leverages optical and biosensor technologies to measure blood glucose levels without the need for blood samples.
The proposed glucometer employs near-infrared (NIR) spectroscopy to detect glucose concentration in interstitial fluids through the skin. By analyzing the absorption spectra of glucose molecules, the device can estimate glucose levels accurately. The device incorporates advanced signal processing algorithms to filter out noise and enhance the precision of the measurements.
A prototype of the noninvasive glucometer was tested on a sample population of diabetic and non-diabetic individuals. The results were compared to those obtained from conventional invasive glucometers to evaluate the accuracy and reliability of the noninvasive device. The findings indicate that the noninvasive glucometer has a high correlation with traditional methods, demonstrating its potential as a viable alternative for glucose monitoring.
Additionally, the study discusses the challenges encountered during the development process, including calibration issues, individual variability in skin properties, and the need for continuous monitoring to ensure accuracy. The potential for integrating this technology with wearable devices and mobile health applications is also explored, highlighting the future directions for research and development in this field.
Chapter 1: Introduction
1.1 Background and Significance of Noninvasive Glucometers
Overview of diabetes and current glucose monitoring methods
Importance of noninvasive technology in improving patient compliance
1.2 Objectives of the Study
Research goals and specific objectives of developing a noninvasive glucometer
Expected contributions to diabetes management and healthcare technology
1.3 Scope and Limitations
Scope of the research in terms of technology, methodology, and application
Limitations and challenges anticipated during the development and testing phases
Chapter 2: Literature Review
2.1 Overview of Diabetes and Glucose Monitoring
Pathophysiology of diabetes and the need for regular glucose monitoring
Current methods of glucose measurement: invasive vs. noninvasive techniques
2.2 Advances in Noninvasive Glucose Monitoring Technologies
Optical methods: near-infrared spectroscopy, polarimetry, fluorescence
Biosensor technologies: transdermal sensors, impedance spectroscopy
2.3 Challenges and Opportunities in Noninvasive Glucometer Development
Calibration issues and accuracy challenges
Regulatory considerations and market landscape for noninvasive devices
Chapter 3: Design and Development of the Noninvasive Glucometer
3.1 Conceptual Framework and Design Considerations
Principles of operation: optical and biosensor integration
Design specifications and requirements for accuracy and usability
3.2 Implementation of Near-Infrared Spectroscopy (NIR) Technology
Principles of NIR spectroscopy for glucose measurement
Integration of signal processing algorithms for data analysis
3.3 Prototype Development and Testing
Prototyping stages: from concept to functional model
Testing methodologies: validation against traditional invasive glucometers
Chapter 4: Results and Discussion
4.1 Performance Evaluation of the Noninvasive Glucometer
Comparative analysis of glucose measurements with traditional methods
Statistical validation of accuracy, precision, and reliability
4.2 User Feedback and Acceptance
User experience studies: feedback from diabetic patients and healthcare professionals
Insights into usability, comfort, and practicality in real-world settings
4.3 Challenges and Recommendations
Technical challenges encountered during development and testing
Recommendations for overcoming limitations and enhancing device performance
Chapter 5: Conclusion and Future Directions
5.1 Summary of Findings
Key findings and contributions to noninvasive glucometer technology
Implications for diabetes management and patient care
5.2 Recommendations for Future Research
Areas for further refinement and enhancement of the noninvasive device
Prospects for integration with wearable technology and mobile health applications
5.3 Conclusion
Final thoughts on the potential impact of noninvasive glucometers in healthcare
Closing remarks on the future commercialization and adoption of the developed technology
References
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SCHOOL COMPUTER USE AND STUDENT ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS
Abstract
This study examined the influence of school computer use frequency on the test scores of 15year-old students in the United States using data from the 2003 Programme for International Student Assessment (PISA). A MANCOVA test found that students who had never used a computer at school had the lowest performance among all comparison groups, after controlling for students’ socioeconomic status. Surprisingly, students who used the computer almost every day had lower achievement scores than students who used computers in moderate or low frequencies. These findings suggest that frequency of computer use may not be an adequate indicator of academic achievement. Results lead to the discussion of educational input aiming at promoting computer use at school as a tool for learning. A further study should be conducted to investigate the characteristics of students who use computers almost every day at school in order to interpret their lower achievements in math, science and reading.
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Promoting Technology-assisted Active Learning in Computer Science Education
Abstract
This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as improve on their self-efficacy, both inside their chosen discipline and connections to other interdisciplinary topics. The results indicate that students are very open and eager to embrace novel ways to become engaged in learning in the area of computer science.
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Perception of Appropriateness of Nigeria’s Computer Science
Students’ Curriculum in Providing Technical Skills and Knowledge for the Labour Market
Abstract
This study examined the perception of students on the contents of the computer programme’s curriculum, describing the extent to which they perceived the course content to be up-to-date, industry relevant and adequate. Also, the determining factors for choosing Computer Science as a discipline among the students were examined. The study further investigated the relationship between their perception of the curriculum and how the curriculum has been able to build their technical skills. Two hundred and eightythree final year students responded to a survey from four selected universities in South west, Nigeria. Spearman Rank correlation shows a significant relationship between student’s perception of their course curriculum and technical skills acquired. Also, students reported reputation and personal interest as the most rated factor that influenced the choice of their course of study while social activities and advice were the least ranked factors that influenced their choice of the discipline. This study concludes that the curriculum is relevant to the technical skills requirement of the students and the industries. The paper recommends an inclusive-based approach to curriculum design and development to guarantee industry uptake after graduation.
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