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REVIEW OF USE OF MULTIMEDIA FOR TEACHING AND LEARNING OF COMPUTER SCIENCE
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 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 multimedia 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 multimedia technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make English teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
The use of multimedia in industries has been extensive, as it has been effective in
increasing productivity and retention rates, where research has shown that people
remember 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). Multimedia is
now permeating the educational system as a tool for effective teaching and
learning. With multimedia, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Multimedia 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 multimedia technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Multimedia 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 audience. In
other words, multimedia 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 multimedia as a ray of “computer-driven interactive
communication system, which create, store, transmit and retrieve, textual, graphic
and auditory networks of information.
Multimedia could be interpreted as a combination of data carriers, for example
video, CD-ROM, floppy disks, Internet and software in which the possibility for an
interactive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed multimedia as those resources used for instruction
that include one or more media such as graphics, video, animation, image and
sound in addition to textual information. He identified four important characteristics of multimedia as:
The power of multimedia lies in the fact that it is multi-sensory, stimulating the
many senses of the audience. It is also interactive, enabling the end users of the
application to control the content and flow of information. This has introduced
important changes in the educational system and impact the way we communicate
information to the learners (Neo and Neo, 2000).
Ogunbote and Adesoye (2006) expressed that multimedia technology adds new
dimension to learning experiences because concepts were easier to present and
comprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a variety
of senses are engaged in impacting knowledge; and the intensity of the experience
aids retention and recall by engaging social, emotional and intellectual senses.
The evolution of multimedia has made it very possible for learners to become more
involved in their work. With multimedia technologies, they can create multimedia
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 multimedia involves processing, storage, generation, manipulation and retention of multimedia system, and the resources
could include text files, pictures, video, audio, 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 multimedia resources facilitate
access 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 multimedia technology has great significance
in colleges, universities and research institutions in the Western countries. In these
countries, the technology is being seen as a key player to development in all
ramifications and essential component of education.
However, Babajide (2003) identified different types of multimedia communication, some of which include computer hardwares, computer softwares, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audiotapes, cassette recorders, flip, time sequence, streamcharts, Diorama still
motion pictures among others.
Multimedia in Education has been extremely effective in teaching individuals a wide range of subjects. Multimedia 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 audience, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Multimedia 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 a multimedia application that is interactive and multi-sensory can be both a challenge and thrill. Multimedia 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 as
knowledge 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 of
words alone in the classroom to communicate ideas, skills and attitude to educate
learner is futile. Omagbemi (2004) supporting this view expressed that access to multimedia 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 with
their 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 teacher
educator 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 seldom
experienced demonstrations of the use of ICT as a teaching tool, that is, the tutors
seldom 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’ use
and 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 which
academics 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 there
are disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois and
Griffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like Teachers’ 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 Teachers (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 Secondary school 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 (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 gap between developed and developing nations, and multimedia instruction is considered as a necessary tool for this purpose. However, the presence of multimedia alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of multimedia instruction in education.
Without the involvement of teachers, most students may not take advantage of all
the available potential benefits of multimedia on their own. Teachers need to actively participate in the use of multimedia facilities. They have to be trained in
the use of multimedia 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 of
the 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 are
pertinent to multimedia utilization for teaching in the Faculties of Arts and
Education, Secondary school , Oyo State, Nigeria.
Specifically, the objectives of this study are to:
1. Determine the availability of instructional multimedia in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of multimedia by Teachers in these selected faculties for teaching and learning
3. Investigate the adequacy of multimedia facilities for teaching and learning in these faculties.
4. Identify factors, if any, which limit the use of multimedia by the Secondary school Teachers in the two faculties.
The study is structured to provide answers to the following research questions:
1. How available are the instructional multimedia for teaching and learning in the
two faculties?
2. What is the pattern and frequency of use of the multimedia for teaching and
learning by the Teachers of the two facilities?
3. How adequate are the multimedia facilities for teaching and learning in these
faculties?
4. What factors limit the use of multimedia by Teachers of the two faculties?
Many alternative conceptual frameworks exist for describing the relationships among learning theories, pedagogical strategies, instructional designs, and information and communication technologies. For some parts of its analysis, this chapter draws on an Instructional Design Knowledge Base developed by Dabbagh (2006) In the matrix that represents this conceptual framework, each school of thought posits basic principles and theories about learning; these inform the goals and models that school of thought has for instruction, which in turn influences the group’s perspective on the design of pedagogical media.
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ASSESSMENT OF THE USE OF MULTIMEDIA IN EFFECTIVE TEACHING AND LEARNING OF COMPUTER SCIENCE IN PUBLIC 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 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 multimedia 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 multimedia technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make English teachers aware of the strategies to use it in an effective manner.
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
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EXTENT OF COMPUTER LITERACY AMONG SECONDARY SCHOOL SCIENCE TEACHERS
Abstract
Due to the necessity of everybody to become computer literate in our society, have made us to carry out this project work little Extent of computer literacy among secondary school science Teachers in Enugu north Local Government Area four research questions guided the student. The study has simple survey research design and area of the study is. All secondary school science teachers in Enugu North Local Government Area simple random sampling were used. The sample of the study is made up of 14 schools random selected from 15 schools. The main instrument for data collection was questionnaire. The instrument was structured according to great extent, extent, little extent and no extent. In our study we find out that secondary school science teachers are still lacking behind in the area of computer.
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of study
This project is to find the extent of computer literacy among secondary school science teacher in Enugu north local government area.
Audio in GOOGLE (2010) defined the world “extent” as the distance or area volume over which something extents. Another text by NDINECHI (2001) explains (extent” as a length or range of particular thing. In opinion of Ezeudo (2003) the term “extent” is a degree of a particular something. In present researchers “view” the world “extent” could be defined as how far or the degree of computer literacy among secondary school science teachers.
According to ILOANUSI (2008) the term “computer” is an electronic device that is capable of accepting, storing and processing data with great speed an of according to give out information as output. Another text by NWOSU (2001) defined “computer” a device or machine that accept data, process data, stores data and produce result. AMAKA N. (2007) sees the world “computer” as a device or machine that under program control performs asthmatic and logical operation without human Intervention. The present researchers believe that “computer” is a very fast electronic processing machine that has strong capabilities, which can perform either in numbers and symbols. Information can be stored and retained, the common feature in all the definition is that the computer is machine that receive input treats and releases them required to note some.
It is also necessary to note some important of computer as enumerated by
OKOLO (2007) He said that computer has assumed unimaginable dimensions, it is used as a guild to the learner through a course of institution at videos displaying unit in such a manner that will facilitate the understanding of the subject matter. It helps to speed up the students learning process. He further commented on computer having other applications in education in area like W.A.E.C. N.E.C.O. J.A.M.B so on. They make use of computer in marking multiple-choice examination papers.
From the contribution of JOHN ILOANUSI (2008) computer are useful for storing information about crimes, criminals and suspects. He said it could be very useful in crime detection and prevention. Such system can be interfaced with photograph capturing and finger print system. OKORIE (2008) in his own opinion said that the use of computer makes data into a very small storage space. Information storage and retrieval are speeded up and computer records an easily be up-dated as the need arises. In these researchers point of “view” the impacts of computer in virtually every sphere of human endeavor are enormous, from the interaction we had with P.H.B. Bank manager (2010), we found out that computers plays a vital role in bank for keeping all the data and information of customers and equally used for operation of automatic teller machine (A.T.M). These researchers also had a chat with the doctor of railway crossing hospital (2010), we further found out that computer plays a tremendous role in health care delving, doctors used computer for diagnosis, perform surgical procedures and keep up with rapid changes in medicine. In fact the importance of computer in our society cannot be over-emphasized.
OZO-CHINAILFE (2005) sees the phrase “computer literacy” as knowledge about computer software and hardware knowing what they are what they can do and what they cannot do, how they are put to work and how their uses can affect the society and your profession. In the opinion of WIKIPEDIA (2010) “computer literacy” is knowledge and ability to use computer and technology efficiently. AJAJA (2010) explains “computer literacy” as an understanding of the concept terminology and operation that relate to general computer use. Another text by ANEKA (2005) defined “computer literacy” as comfort levels someone has with using computer programs and other application that are associate with computers. These researchers believe that computer literacy individual is a person that has basic knowledge in all aspect of computer: such as area of computer application, how to use Microsoft world, how to use Microsoft excel, how to use Microsoft access, how to use Microsoft power point, how to create E-mail address using Internet.
According to oxford dictionary 6th edition (2005) the phrase “secondary school” is for young people between the ages of 11, 16 and 18. In the opinion of California (2009) “secondary school” is a school that is intermediate in level between elementary school and collage and that usually offer general technical. From Encarta dictionary 7th edition (2004) “secondary school” is a school for students who have completed their education, usually attended by children in grades 7 to 12. In the contribution of the researchers “secondary school” is a school where people who have obtained first school leaving certificate and common entrance attend to attain more education. It is also the third step in educational process “secondary school” is classified into three namely private, adults and public secondary schools. The present research is basically o public schools in Enugu north local government area. We further found out that in Nigeria a secondary school consists of two levels this research in how ever interested in senior secondary schools to find out the extent of computer literacy among science teacher in Enugu north local government area.
SHEEHAN (2005) defined the phrase “science teacher” as somebody or a person who teaches science. According to WIKIPEDIA (2004) “science teacher” are those teacher that teach science subject with full knowledge of experiments. Oxford dictionary 6th edition (2005) sees “science teacher” as teachers who have basic knowledge about the structure and behaviour of natural and physical world based on the facts they can prove it. In the opinion of these researchers “science teachers” are teachers that have basic knowledge about all the science subjects: such as mathematics, biology, computer science, chemistry, physics etc. that can be proved in standard way but trained or specialized in any of these science subjects.
AKUSOBA (2000) defined “computer science teacher” as those teachers that can be able to use computer very well and teach it effectively. Another text by OLUYIDE (2008) sees the phrase “computer science teacher” as those teachers that have basic knowledge of the concept, terminology and operation that relate to general computer use. From the contribution of SHEESHA (2010) “computer science teachers” are those teachers that have basic knowledge in discipline of spans theory and practical that required thinking both in abstracts terms and in concrete terms. From these researchers point of view, “computer science teachers” are those teachers that have basic knowledge and ability to use computer technology effectively.
Enugu north local government area is located at the center of Enugu town. From our present research we found out that Enugu north local government area has fourteen secondary school respectively: such as queen school Enugu, city girls secondary school, metropolis girls, urban girls secondary school and new layout secondary school. These above mentioned school located at new layout in Enugu state. Other three schools are coal camp secondary school situated at cool camp in Enugu state. Community secondary school located at iva-valley in Enugu state and comprehensive technical collage situated at Ngwo in Enugu state.
In our society today we full understand that the propensity of information technology (IT) today has show that the world is becoming digital world with all its operation being converted from manual to computerize system. Therefore, we made this research in order to find out the extent of knowledge of computer, its uses and application that computer teachers have in different secondary school in Enugu north local government area.
1.2 Statement of the problem
The world has totally become computer age and the entire globe has become a global village through the explosion of application of computer. One can easily read from the background of this study that computer and computer science. Its uses an application software have impacted tremendously on all human endeavors today –education, medicine, military, politics, agriculture, religion, business and so on. This means that for anybody or any cooperate body to function effectively and efficiently in any field of human endeavor today, computer literacy is a basic necessity more so for science teacher to properly deliver in different field of specialization in today computer age. Computer literacy is a must for all.
The questions that agitate the minds now are to what extent are science teacher versed in the knowledge of this electronic device called computer? How much of its uses and application software are know or simply put, to what extent are they computer literate? Then, these researchers set out to find out the level or degree of computer literacy possesses by science teachers of secondary school in Enugu north local government area of Enugu state, Nigeria.
1.3 Purpose of study
In broad term, this project aims at examine the extent or degree of computer literacy possessed by secondary school science teachers in Enugu north local government area. Specifically, the project work set out to ascertain :
i. The degree of knowledge of computer and its importance possessed by secondary school science teachers,
ii. The extent of skills and or applications know-how possessed by secondary school science teachers.
iii. Whether sex has affect on the degree of computer literacy possessed by secondary school science teachers.
iv. Whether subject area of specialization has any affect on the level knowledge of computer possessed by secondary school science teachers.
v. The group of secondary school science teachers: biology, chemistry, mathematics, physics, and geography. That has the best computer literacy or otherwise.
1.4 SIGNIFICANCE OF STUDY
The project work shall benefit the following people/groups:
i, The government
ii. The parents
iii. The students
iv. The researchers.
It is important to give brief note on how the above mentioned people / group should benefit this project work.
GOVERNMENT: Shall benefit from this project work most in the sense that it will help it to know the ability of secondary science teachers for teaching computer science. It will equally give government the accurate number of science teachers that are computer literate.
PARENTS: Today a lot of things could be done with computer. Thus project will help the parents to know the necessity of computer literate in our society and can motivate them to give their children full support in acquiring the knowledge of computer. This can also made them to buy computer text and pay for where they are learning computer.
STUDENTS: In our educational institutions today the work of computer cannot be overemphasized. Having know the importance of computer from this project work, it will give them courage and strength to study computer with full interest. The students will equally use this work to develop their own work in writing their own project.
THE RESEARCHERS: Will benefit much from this work. It will give them knowledge about project work, research method and how to go about it. There is so much ideas and pieces of information the researchers will gain from this project that will equip them even to write book/ novel on their own. They will know the number of secondary school
and their location in Enugu north local government area. The researchers will know the number of science teachers that are computer literate in Enugu north local government area.
1.5 Scope of the study
The scope of the study is to find the extent of computer literacy possessed by secondary school science teachers in Enugu north local government area. This study is limited fourteen secondary schools located at the center of Enugu town. Computer Literacy is knowledge and ability to use computer and technology effectively secondary school is a school for young people between the ages of 11, 16 or 18
1.6 Research questions
The following questions were formulated to guide the study.
i. To what extent do secondary school science teachers have knowledge of computer and it’s importance?
ii. To what extent do secondary school science teachers have skills and computer application?
iii. To what extent does sex have effect on the degree of computer literacy among secondary school science teachers?
iv. To what extent do subject area of specialization has an effect on the level of knowledge of computer among secondary school science teachers?
V. To what extent do group of subject area of science teacher (biology, chemistry etc) are most computer literacy on the least computer literacy?
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
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PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF COMPUTER SCIENCE IN JUNIOR SECONDARY SCHOOL (CASE STUDY OF ENUGU EDUCATION ZONE)
TABLE OF CONTENTS
Title page……………………………………………………………….………………..i
Certification page…………………………………………………………………….ii
Approval page………………………………………………………………..……….iii
Dedication………………………………………………………………………………iv
Acknowledgement……………………………………………………………………v
Table of content……………………………………………………………………….vi
Abstract…………………………………………………………………………………..vii
CHAPTER ONE
Introduction…………………………………………………………………………….…….1
Background of the Study…………………………………………………………………1
Statement of Problem …………………………………………………………………….2
Purpose of the Study……………………………………………………………………….2
Significance of the study…………………………………………………………………4
Scope of the Study…………………………………………………………………………..5
Research Question……………………………………………………………………………5
CHAPTER TWO
Review of Related Literature……………………………………………………………….6
Barriers to ict use by teachers…………………………………………………6
Computer skills need by teachers today’s…………………………………….………8
Maximizing utility from computer use in classrooms………………………..……9
Impact of computer use on the teacher……………………………………………..10
The impact of computer use on classroom teaching and learning…………12
Summary of the review……………………………………………………………………..13
CHAPTER THREE
Design of the Study…………………………………………………………………………15
Area of the Study…………………………………………………………………………….15
Population of the Study……………………………………………………………………18
Sample and sampling Techniques……………………………………………………..19
Instrument for data Collection…………………………………………………………..19
Validation of the instrument………………………………………………………………19
Administration of the instrument………………………………………………………..20
Method of data Collection………………………………………………………………….20
Decision rule…………………………………………………………………………………….20
CHAPTER FOUR
Data Presentation and Analysis…………………………………………………………22
CHAPTER FIVE
Discussion………………………………………………………………………………………29
Conclusion……………………………………………………………………………………..29
Recommendations…………………………………………………………………………..31
References……………………………………………………………………………………..33
Appendix A…….……………………………………………………………………………….35
CHAPTER ONE
INTRODUCTION
Education systems around the world face formidable challenges that are taxing conventional strategies. According to Daniel in Amauala (1999. 21) fresh approaches are needed to address persistent problems of the past and provide students with an education appropriate to the needs of a modern, information- based global economy. Now after more than two decades of unfulfilled promises to revolutionize education in Nigeria, computer and communication technologies are finally able to offer opportunities to significantly improve teaching and learning. Education and learning are among the most important of all human activities and always have been the principal means of creating productive and sustainable societies. (Henry ford 2001).
In many African countries, however, a major impediment is the lack of qualified teachers. This problem is further exacerbated by growing poverty and lack of funding for their salaries and the experiential rise in student population. All this can stand to militate against effective teaching of computer in junior secondary schools.
When teachers teaching are not well trained to use the new instructional materials the teaching of computer can lead to poor learning and poor performance of the students. Indeed it has been observed by many that meeting the desperate need for more qualified, competent teachers is the most persistent and daunting challenge facing the African education system in general, and the integration of computer in particular (Afe, 2002; Olakulehin, 2007.)
Effectively introducing computer science into schools under Enugu education zone is also largely dependent upon the availability and accessibility of ICT resource e.g.: hardware, software and communications infrastructure. clearly if technology cannot be accessed by the teacher as in so many schools under Enugu educational zone, then it will not be used we know that state funding for such resource is scarce, and that computer resource tend to be more available in urban than rural areas.
“Gos (1996) suggested that the lack of computer experience among teachers in Enugu educational zone may be a contributing factor to their passive role toward computer teaching in junior secondary school in Enugu educational zone.
Studies including Hadley and Sheingold, 1992 indicate that gender has a strong impact on teachers’ attitudes toward teaching of computer science courses. Some studies suggest that male teachers tend to show slightly more favorable attitude toward teaching of computer science than females (Dupahne, and Krendi, 1992; Ertmer, Addison lane, Ross, and Woods, 1999). Other studies, however, report little or no differences in teacher attitudes on the basis of gender (Koszalka, 2001, Kramer, P.E. and Lehman, 1990). In general, age appears to have an impact on attitudes towards teaching of computer by the teachers. The level of knowledge about computers, and willingness to teacher and use computers. There may be a certain degrees of ability and understanding needed before a science teacher will be interested in using and promoting computers.
Although research favors the use of computer in the classroom instruction, many studies showed that computer technologies are not used efficiently by the majority of teachers (pepper, 1999, Abdal-Hagg, 1995) “Thomas 2001 “ argues that still little is known about computer use in science classrooms and its effects on students learning. Teacher’s lacks of training and limited access to technology are the main reasons for the low level of computer use in classrooms (Bosh and Cardinale, 1993; Topp, mortensen, and Grandgentett, 1995 Okinaka “1992”) found that teachers are aware of the complexity of computers and when it comes to teach a subject with the computer, many teachers feel uncomfortable. On the other hand, Kinzie and Delcourt (1991) found that teachers who use computer technology more efficiently are more likely to be a model for the student helping students to produce positive attitudes toward the use of computer system, to enhance their studies and this will promote their academic achievement……..
Statement of Problems
It has been established that students have low performance in computer science in Enugu educational zone. This poor state of affairs may be linked to ineffective teaching and learning of computer science junior secondary school studies.
“Kerri 1998” stated that the teachers world is substantially limited by powerful social and administrative pressures to teach in a particular way” in his article, Glenn supported Kerr by noting that the organizational structure of schools inhibits teachers effort to learn about new technologies and resists innovation (Glenn 1999). The main problem militating against effective teaching of computer science has not been however ascertained hence the need for this research work.
Purpose of the Study
The purpose of the study is to ascertain the problems militating against effective teaching and learning of computer science in junior secondary schools in Enugu educational zone. Specifically, the study is aimed at determining the following.
Significance of the Study
The significance of this study is that the utilization of the data and information and implementation of the recommendation shall form the basis for actualizing the role played by computer science teachers in the improvement and management of materials used for an effective teaching and learning of computer in junior secondary school in Enugu educational zone.
Moreover, the data that will be obtained in this study will serve as stimulant and self-evaluation for the computer science teachers to inaugurate.
The important of this research work will serve as an eye opening to many educators. This work has produce knowledge that is applicable outside of the research setting and subject. Furthermore, the results of this work will have implications of policy and project implementation.
This project work will help researchers to imperative to take step to overcome barriers that effecting the use of computer technology as an instructional material in teaching and learning of student in Enugu educational zone.
Finally, this will let the teachers to have multiple assessment opportunities in the use of computer technology in teaching of student. It shows the child’s ability to apply desired skills such as doing research.
This research work will help the teachers to communicate in progressive and meaningful ways with the student. It will help the students become engaged builders of a new knowledge base and become active lifelong learners.
Scope of the Study
This study covers the following: the problems militating against effective teaching and learning of computer science in junior secondary school in Enugu educational zone.
Research Question
The following research questions will guide the study:
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A STUDY OF PROBLEMS AND POSSIBLE SOLUTIONS OF TEACHING AND LEARNING COMPUTER SCIENCE IN JUNIOR SECONDARY SCHOOLS
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 science 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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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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DIFFICULT TOPICS IN COMPUTER AND LEARNING IN EKITI STATE SECONDARY SCHOOLS
Abstract
This study investigates the difficult topics in computer science and their impact on learning among secondary school students in Ekiti State. The rapid advancement in technology has made computer science an essential subject in secondary education, yet students often struggle with specific topics, hindering their academic performance and interest in the subject. The research aims to identify these challenging topics, analyze the factors contributing to students’ difficulties, and propose strategies for improving learning outcomes.
A mixed-method approach was employed, combining quantitative surveys administered to secondary school students and qualitative interviews with computer science teachers across various schools in Ekiti State. The study identifies several difficult topics, including programming, algorithms, data structures, and networking, as areas where students face the most challenges. Key factors contributing to these difficulties include inadequate instructional materials, teachers’ pedagogical approaches, lack of practical sessions, and insufficient background knowledge.
The findings suggest that enhancing teacher training, incorporating more interactive and practical teaching methods, and improving access to learning resources can help mitigate these challenges. This study provides valuable insights for educators, policymakers, and curriculum developers to enhance the teaching and learning of computer science in secondary schools, ultimately fostering a stronger foundation for students in the digital age.
Keywords: computer science education, difficult topics, learning challenges, secondary schools, Ekiti State, instructional strategies.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
According to Horny (2000), the word “Identification is defined as the process of showing, providing or recognizing who or what somebody or something is”.
Therefore, the identification of difficult teaching and learning topics in SS3 computercurricula in Nigeria can be seen as the process of showing or providing or recognizing the difficult topics in teaching and learning computerin SS3 curricula in Nigeria.
But, in order to identify the difficult teaching and learning topics in SS3 computercurricula, we have to look into how the definitions of the word curriculum have been offered by different educationists.
Curriculum, according Hosford (2005) in Badmus (2006), is a set of experiences planned to influence learners towards the goal of an organization. However, Lawis and Niel (2002) cited in Akanybon (2007) define curriculum as a set of intentions about opportunities for engagement of person to be educated with other persons and with things (all bearers of information, process, techniques and values) in certain arrangement of time and space.
On the other hand, Tanner and Tanner (2000) in Akangbon (2007) see curriculum as the cumulative tradition of organized knowledge, modes of thought, a planned learning environment, cognitive/affective content and process, an instructional plan, instructional outcomes and a technological system of production.
Therefore, the content of the curriculum and the methods employed to present the content have to be determined by the nature of the society and the nature of the learner.
Computeris one of the three main branches of pure sciences, the other two being computer and. Computerdeals with the composition, properties and uses of matter. It probes into the principles governing the changes that matter undergoes. So, it is not, of course, for those who teach computerin schools to concern themselves directly with the economic future of the nations for which they work. But it remains a fact that students want to do useful things and that they will profit from being shown how they can contribute to a dynamic part of their country’s industry. This provides an added reason for teaching computerin school.
The teaching and learning of computer, on the other hand, is not a simple job for those who teach the subject and learners. The fact that some terms in computercannot be observed or be related to the physical activities, makes the teaching and learning of some topics in computervery difficult for teachers and students. In other words, the teaching and learning of some topics in computerinvolves mathematical expression and critical thinking.
is the science concerned with the study of physical objects and substances and of natural forces such as light, heat and measurement. As is based on exact measurements, every such measurement requires two things; first a member or quantity, and secondly a unit. All branches of it deal inevitably with difficulties whose solution, are often envisaged to benefit humanity. Unfortunately, some students in SS3 hardly register the subject in the SSCE examinations because they find some of its topics very difficult to understand. Many reasons, according to Charles and Chester (2001), might be broadly deduced for students’ poor performance in and these included:
Psychological factors like confidence, cognitive styled decisiveness, ideational fluency, intellectual ability attitude, curiosity and so on.
is the central subject from the post primary school level because it is the medium of instruction for all other subjects. It is therefore, the servicing subject for all other subjects. According to Anibueze (2007), there are many problem teachers and students encounter in course of teaching and learning . Such problems are classifies as:
Anibueze (2007) says that, there are factors militating against the effective teaching and learning of and other subjects. Such factors are:-
– There are the problems of poor development of listening and speaking skill. Teachers have no recorded utterance in Standard English for the teaching of the language. There is no teacher’s model reading for students to listen to in the classroom. No radio or television set has been brought into the class for students are urged to listen to each other in English but most often, they listen to all sorts of corrupt English or English full of errors. Some student’s most often, code-switch or code-mix when using the language. Sometime they pick nonsense varieties of English from home video, radio, television programmers and films, many of what they listen to is awful.
– In speaking-skills their spoken English is influenced by their native speech habit and their linguistic community. In other words, their mother-tongue interferes in their spoken words. They have the psychologist problems too.
– Students are taught without teaching aids or instructional materials. In the library, there are some antiquated materials that are not in any way related to the contemporary issues, syllabuses or scheme of work, which makes teaching and learning difficult.
The efficient use of different methods in the course of teaching helps, in no small measure, in the involvement of the three domains (cognitive, affective and psychomotor), which invariably will lead to the realization of computer, and teaching and learning objectives. Students and teachers also maintained that the topics are difficult because, instructional materials for teaching and learning of the topics are short in supply and the available ones are not properly in use for the teaching and learning of the difficult topics.
1.2 STATEMENT OF THE PROBLEM
In most of our senior secondary school certificate examination, there is always a mass failure in computer, and curricula, both students and teachers of computer, and complain of their difficult in getting on with the subjects. Most problems in teaching and learning of computer, and are:
1.3 PURPOSE OF THE STUDY
The purposes of this study are to find out:
1.4 SIGNIFICANCE OF THE STUDY
The identification of the topics that teachers find difficult to teach in the senior secondary computer, and curricula in Nigeria and the probable solutions to the problem will go a long way in solving the problem of ineffective teaching of all aspects of computer, and and improve on the students performance in internal and external examinations like WAEC, NECO, JAMB etc. in addition, the study would be significance for:
1.5 RESEARCH QUESTIONS
The following research questions guided the study:
1.6 HYPOTHESES
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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(2) Email Address
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OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
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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:
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ATTITUDE OF AGRICULTURAL SCIENCE TEACHERS TOWARDS COMPUTER UTILISATION IN JUNIOR SECONDARY SCHOOL IN BAUCHI METROPOLIS
Chapter One:
Introduction
1.1 Background to the Study
In the contemporary educational landscape, the integration of technology in teaching and learning processes has become paramount. The advent of computers and information technology has revolutionized various sectors, including education. In this context, the role of teachers in utilizing these technological tools effectively cannot be overstated. Specifically, in the field of Agricultural Science, the use of computers can enhance the teaching and learning experience by providing interactive and engaging educational resources.
In Nigeria, the integration of computer technology into the educational system has been a significant focus of educational reform. Various government policies and programs have been initiated to promote the use of computers in schools. However, the extent to which these initiatives have been successful, particularly in the context of Agricultural Science education in junior secondary schools, remains a subject of investigation. The attitudes of teachers towards computer utilization play a crucial role in the successful implementation of these technological advancements in the classroom.
1.2 Statement of the Problem
Despite the recognized benefits of computer utilization in education, there appears to be a gap in the actual implementation and usage of these tools by teachers, especially in the field of Agricultural Science. In Bauchi Metropolis, anecdotal evidence suggests that many Agricultural Science teachers are hesitant or reluctant to integrate computers into their teaching practices. This reluctance could stem from various factors, including a lack of computer literacy, insufficient training, inadequate access to technological resources, or negative attitudes towards the use of technology in education.
This study seeks to investigate the attitudes of Agricultural Science teachers towards computer utilization in junior secondary schools in Bauchi Metropolis. Understanding these attitudes is essential for identifying the barriers to effective technology integration and developing strategies to overcome them.
1.3 Objectives of the Study
The primary objectives of this study are to:
Determine the level of awareness and knowledge of computer utilization among Agricultural Science teachers in junior secondary schools in Bauchi Metropolis.
Assess the attitudes of Agricultural Science teachers towards the use of computers in teaching.
Identify the factors influencing the attitudes of Agricultural Science teachers towards computer utilization.
Explore the challenges faced by Agricultural Science teachers in integrating computers into their teaching practices.
Provide recommendations for improving computer utilization in the teaching of Agricultural Science.
1.4 Research Questions
The study will be guided by the following research questions:
What is the level of awareness and knowledge of computer utilization among Agricultural Science teachers in junior secondary schools in Bauchi Metropolis?
What are the attitudes of Agricultural Science teachers towards the use of computers in teaching?
What factors influence the attitudes of Agricultural Science teachers towards computer utilization?
What challenges do Agricultural Science teachers face in integrating computers into their teaching practices?
What strategies can be recommended to improve computer utilization in the teaching of Agricultural Science?
1.5 Significance of the Study
This study is significant for several reasons:
It will provide insights into the current state of computer utilization in the teaching of Agricultural Science in junior secondary schools in Bauchi Metropolis.
It will help identify the barriers that hinder the effective integration of computers in teaching, providing a basis for targeted interventions.
The findings will inform policymakers, educational administrators, and stakeholders on the necessary steps to enhance computer literacy and utilization among teachers.
The study will contribute to the existing body of knowledge on technology integration in education, particularly in the context of Agricultural Science.
1.6 Scope and Limitations of the Study
Scope
The study focuses on junior secondary schools in Bauchi Metropolis. It examines the attitudes of Agricultural Science teachers towards computer utilization, their level of awareness and knowledge, and the challenges they face. The study also explores factors influencing these attitudes and provides recommendations for improvement.
1.7 Limitations
The study is limited to junior secondary schools in Bauchi Metropolis, and the findings may not be generalizable to other regions or levels of education.
The study relies on self-reported data from teachers, which may be subject to bias or inaccuracies.
The availability of technological resources and training opportunities may vary across schools, influencing the findings.
1.8 Definition of Key Terms
Computer Utilization: The use of computer technology and applications in teaching and learning processes.
Agricultural Science: A branch of science that deals with the study of agricultural practices, including crop production, livestock management, and soil science.
Attitudes: The feelings or opinions held by teachers towards the use of computers in their teaching practices.
Junior Secondary School: The educational level following primary school, typically encompassing grades 7-9 in Nigeria.
HOW TO RECEIVE PROJECT MATERIAL (S)
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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:
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A STUDY OF PROBLEMS OF TEACHING COMPUTER SCIENCE IN NIGERIA SECONDARY SCHOOL (A CASE STUDY OF IGBO ETITI LOCAL GOVERNMENT AREA)
ABSTRACT
This work discusses problems of teaching computer science in nigeria secondary school (a case study of igbo etiti local government area). A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools in igbo etiti local government area. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that availability of teaching and learning facilities, and teachers’ technical competence have a strong and significant impact on teaching and learning computer science education in secondary schools.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further 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
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
DIFFICULT TOPICS IN COMPUTER AND LEARNING IN EKITI STATE SECONDARY SCHOOLS
Abstract
This study investigates the difficult topics in computer science and their impact on learning among secondary school students in Ekiti State. The rapid advancement in technology has made computer science an essential subject in secondary education, yet students often struggle with specific topics, hindering their academic performance and interest in the subject. The research aims to identify these challenging topics, analyze the factors contributing to students’ difficulties, and propose strategies for improving learning outcomes.
A mixed-method approach was employed, combining quantitative surveys administered to secondary school students and qualitative interviews with computer science teachers across various schools in Ekiti State. The study identifies several difficult topics, including programming, algorithms, data structures, and networking, as areas where students face the most challenges. Key factors contributing to these difficulties include inadequate instructional materials, teachers’ pedagogical approaches, lack of practical sessions, and insufficient background knowledge.
The findings suggest that enhancing teacher training, incorporating more interactive and practical teaching methods, and improving access to learning resources can help mitigate these challenges. This study provides valuable insights for educators, policymakers, and curriculum developers to enhance the teaching and learning of computer science in secondary schools, ultimately fostering a stronger foundation for students in the digital age.
Keywords: computer science education, difficult topics, learning challenges, secondary schools, Ekiti State, instructional strategies.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
According to Horny (2000), the word “Identification is defined as the process of showing, providing or recognizing who or what somebody or something is”.
Therefore, the identification of difficult teaching and learning topics in SS3 computercurricula in Nigeria can be seen as the process of showing or providing or recognizing the difficult topics in teaching and learning computerin SS3 curricula in Nigeria.
But, in order to identify the difficult teaching and learning topics in SS3 computercurricula, we have to look into how the definitions of the word curriculum have been offered by different educationists.
Curriculum, according Hosford (2005) in Badmus (2006), is a set of experiences planned to influence learners towards the goal of an organization. However, Lawis and Niel (2002) cited in Akanybon (2007) define curriculum as a set of intentions about opportunities for engagement of person to be educated with other persons and with things (all bearers of information, process, techniques and values) in certain arrangement of time and space.
On the other hand, Tanner and Tanner (2000) in Akangbon (2007) see curriculum as the cumulative tradition of organized knowledge, modes of thought, a planned learning environment, cognitive/affective content and process, an instructional plan, instructional outcomes and a technological system of production.
Therefore, the content of the curriculum and the methods employed to present the content have to be determined by the nature of the society and the nature of the learner.
Computeris one of the three main branches of pure sciences, the other two being computer and. Computerdeals with the composition, properties and uses of matter. It probes into the principles governing the changes that matter undergoes. So, it is not, of course, for those who teach computerin schools to concern themselves directly with the economic future of the nations for which they work. But it remains a fact that students want to do useful things and that they will profit from being shown how they can contribute to a dynamic part of their country’s industry. This provides an added reason for teaching computerin school.
The teaching and learning of computer, on the other hand, is not a simple job for those who teach the subject and learners. The fact that some terms in computercannot be observed or be related to the physical activities, makes the teaching and learning of some topics in computervery difficult for teachers and students. In other words, the teaching and learning of some topics in computerinvolves mathematical expression and critical thinking.
is the science concerned with the study of physical objects and substances and of natural forces such as light, heat and measurement. As is based on exact measurements, every such measurement requires two things; first a member or quantity, and secondly a unit. All branches of it deal inevitably with difficulties whose solution, are often envisaged to benefit humanity. Unfortunately, some students in SS3 hardly register the subject in the SSCE examinations because they find some of its topics very difficult to understand. Many reasons, according to Charles and Chester (2001), might be broadly deduced for students’ poor performance in and these included:
Psychological factors like confidence, cognitive styled decisiveness, ideational fluency, intellectual ability attitude, curiosity and so on.
is the central subject from the post primary school level because it is the medium of instruction for all other subjects. It is therefore, the servicing subject for all other subjects. According to Anibueze (2007), there are many problem teachers and students encounter in course of teaching and learning . Such problems are classifies as:
Anibueze (2007) says that, there are factors militating against the effective teaching and learning of and other subjects. Such factors are:-
– There are the problems of poor development of listening and speaking skill. Teachers have no recorded utterance in Standard English for the teaching of the language. There is no teacher’s model reading for students to listen to in the classroom. No radio or television set has been brought into the class for students are urged to listen to each other in English but most often, they listen to all sorts of corrupt English or English full of errors. Some student’s most often, code-switch or code-mix when using the language. Sometime they pick nonsense varieties of English from home video, radio, television programmers and films, many of what they listen to is awful.
– In speaking-skills their spoken English is influenced by their native speech habit and their linguistic community. In other words, their mother-tongue interferes in their spoken words. They have the psychologist problems too.
– Students are taught without teaching aids or instructional materials. In the library, there are some antiquated materials that are not in any way related to the contemporary issues, syllabuses or scheme of work, which makes teaching and learning difficult.
The efficient use of different methods in the course of teaching helps, in no small measure, in the involvement of the three domains (cognitive, affective and psychomotor), which invariably will lead to the realization of computer, and teaching and learning objectives. Students and teachers also maintained that the topics are difficult because, instructional materials for teaching and learning of the topics are short in supply and the available ones are not properly in use for the teaching and learning of the difficult topics.
1.2 STATEMENT OF THE PROBLEM
In most of our senior secondary school certificate examination, there is always a mass failure in computer, and curricula, both students and teachers of computer, and complain of their difficult in getting on with the subjects. Most problems in teaching and learning of computer, and are:
1.3 PURPOSE OF THE STUDY
The purposes of this study are to find out:
1.4 SIGNIFICANCE OF THE STUDY
The identification of the topics that teachers find difficult to teach in the senior secondary computer, and curricula in Nigeria and the probable solutions to the problem will go a long way in solving the problem of ineffective teaching of all aspects of computer, and and improve on the students performance in internal and external examinations like WAEC, NECO, JAMB etc. in addition, the study would be significance for:
1.5 RESEARCH QUESTIONS
The following research questions guided the study:
1.6 HYPOTHESES
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Computer Assisted Instruction (CAI) and Students Interest as Determinant Of SSII Chemistry Students’ Achievement in Chemical Equilibrium in Rivers State
Abstract:
This study investigated the effort of computer assisted instruction (CAI) and interest as determinant of senior secondary II chemistry’s achievement in chemistry equilibrium in Port Harcourt, Nigeria. Pre-test-posttest, control group quasi-experimental design study involving a 2x2x2 factorial matrix was adopted. Purposive sampling technique was use to select 40 senior secondary two private schools in Port Harcourt Two valid and reliable instruments of twenty-five 25 items, chemical equilibrium students (p= 0.83) and interest scale towards. Chemistry achievement test computer and assisted instruction package (p=.724) were used for data collection. Three null hypotheses were generated and tested at 0.05 level of significance. Data were analyzed using Analysis for Co Variance (ANCOVA). While Sidak post hoc test was used to explain the direction of significance between the groups. There was a significant difference in the performance of experimental and control group after treatment on secondary students school’s achievement in chemical equilibrium (F(l,39)=11.015, p<0.5, there was a significant main effect of treatment on student’s interest in chemical equilibrium participants groups (F (1. 39) =15.898; p< (0.5); There was a significant interaction effect of treatment, interest and gender on students in chemistry (F (1,39) = .462, p< 0.5). Further there was a significant main effect of gender on chemistry participants ((F(1,39) = .462, p< 0.5. finding revealed that majority of boys has positive interest towards chemistry when they use computers then the girls in school. students should be motivated to use of computer assisted instruction to pursue careers in science by designing attractive models of instruction in schools at all times. Stockholders and NGO’s should be encourage and equip schools with new technology and computers for easy learning,
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08068231953 or 08168759420
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