THE EFFECT OF COMPUTER LITERACY POSSED BY SECONDARY SCHOOL AND ITS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL STUDENTS

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THE EFFECT OF COMPUTER LITERACY POSSED BY SECONDARY SCHOOL AND ITS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL STUDENTS

ABSTRACT

Due to the necessity of everybody to become computer literate in our society, have made us to carry out this project work title the effects of computer literacy possessed by Secondary School Students on their academic achievement in Enugu East Local Government Area of Enugu State. Five research questions guided the study. The study has simple survey research design and area of the study is the SS III Students in Enugu East Zone. Simple random sampling was used the sample of the study is made up of 10 schools randomly selected from 15 schools. In each schools, 20 students are sampled making a total number of 200 students randomly selected from 1500, and 5 teachers in each schools making up of 50 teachers randomly selected from 200 teachers. The main instrument for data collection was questionnaire. The instrument was structured according to strongly agree, agree, disagree and strongly disagreed. In our study, we find out that secondary school students are still lacking behind in the area of computer. During the last decade, business school students have seen information technology being integrated into all aspects of their curricula at an ever-accelerating pace. Virtually all business schools now ask that their students meet certain computer literacy requirements before graduation, and these requirements are often part of the prerequisites for students enrolled in advanced courses of their majors, such as accounting, marketing, management science, and of course, information systems. There appears to be a strong belief, shared among the instructional faculty and prospective employers, that a higher level of computer literacy can lead to enhanced student academic performance, increased employment opportunities, and perhaps future success on the job (Jaderstrom, 1995; Tanyel, Mitchell, & McAlum, 1999; Trauth, Farwell, & Lee, 1993; Zhao, Ray, Dye, & David, 1998). Anecdotal evidence also seems to support such conventional wisdom: better computer skills should lead to more productive use of the technology, which in turn should lead to improved academic and job performance. Surprisingly, there has been little formal research effort aimed at evaluating the effectiveness of the computer literacy requirement within academic settings. We do not know, for example, if students who have satisfied the requirement necessarily perform better than those who do not yet meet the requirement. Students may also question the validity of the requirement as a prerequisite for other courses. The problem appears to be twofold. First, there is no universal definition of what constitutes computer literacy (Jones & Pearson, 1996). As a result, we design our evaluative criteria based largely on individual judgments and group consensus. Second, we do not fully understand the process by which students’ technology skills influence their academic performance and, ultimately, their job performance. Consequently, it is difficult to determine what specific performance indicators are most closely linked to an individual student’s level of technology skills. In this study, we examine empirically the correlation between students’ level of computer literacy and their performance in an introductory information systems course. The research is seen as a first step in a series of studies designed to explore the predictive validity of the computer literacy requirement.

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

“Computer literacy” is a commonly used term in the business world, but it is not precisely defined. Computer literacy, in general, is being knowledgeable about the computer and its applications (Rochester & Rochester, 1991). Such knowledge appears to have two dimensions: conceptual, and operational (Winter, Chudoba, & Gutek,1997). The conceptual dimension includes an understanding of the inner workings of a computer or general computer terminology. Without such knowledge a user would find it difficult to figure out any system problems, or to learn to adapt quickly to new systems or software. The operational dimension refers to the necessary skills a user acquires, through training and practice, in order to operate specific systems to complete specific tasks.

While prior research did not evaluate the performance impact of computer literacy empirically, there is evidence that such a performance impact is likely to be task-dependent (Goodhue & Thompson, 1995; Lonstreet & Sorant, 1985; Rhodes, 1985; Thompson, Higgins, & Howell, 1994). For example, if we considered a student to be highly computer literate because s/he demonstrated a high level of proficiency in using a word processor or a spreadsheet program, we would also expect the student to perform well on tasks involving the use of a word processor or a spreadsheet program. We could not predict, however, how the student would perform on tasks involving the use of a database program, if s/he had not received training in database software. This leads us to the following hypothesis: Students’ task performance will be positively correlated with their level of computer literacy, if the same type of software is involved in assessing their level of computer literacy and their task performance. Winter, Chudoba, and Gutek (1997) use the notion of “functional computer literacy” to argue that a user needs both the conceptual and operational knowledge to perform effectively and productively in various white-collar work settings. A truly “computer fluent” user, they contend, does not simply memorize the correct sequence of keystrokes or mouse clicks. Rather, the user must form an internal representation of the system’s structure and functions. Indeed, there is consistent research evidence that links a user’s valid mental models of a system to better task performance (Foss & DeRidder, 1988; Booth, 1989; Sein & Bostrom, 1990; Weller, Repman, Lan, & Rooze, 1995). Within the context of computer literacy training, we would therefore expect students to form useful mental models of a computer system based on their conceptual knowledge of the system, and to be able to transfer that knowledge to tasks in an unfamiliar hardware/software environment. Developments in Information and Communication Technologies (ICT) have been making a great impact on almost every aspect of human sectors, thus technology is challenging and re-directing human lives. To a large extent, Information Technologies (IT) is a dramatic influence in the education arena (Groves & Zemel, 2000; Khorrami-Arani, 2001). In view of the demands of the labour-market, institutions of higher learning in developing countries such as Nigeria are striving towards making institutions’ environments ICT compliant to gain more effectiveness in the teaching and learning process. Sam, Othman, and Nordin (2005) note recent trends in instructional process witness immeasurable alteration and transformation by the emergence of an avalanche of computer technology innovations.

Sax, Astin, Korn and Mahoney (1998) cited in Sam, Othman, and Nordin (2005) pointed that computer technologies have become students’ inevitable tool for assignments, study notes, accomplishing self-organised tutorials, research project data processing as well as easy and fast means of communication. The use of IT for teaching and learning at all levels of educations is becoming the order of the day in Nigeria. In line with the National Policy on Education (NPE), undergraduates in Nigerian universities’ faculty of education are primarily groomed to teach and cope with the instructional challenges in secondary school education (Federal Republic of Nigeria, 2005). Radical technology growth and its infusion into the education system necessitate the expediency for undergraduates to have a relatively high degree of computer proficiency that will meet the needs of students when they eventually find themselves in the classrooms (Stout and Lee, 2004). In computer related courses such as Computer Graphics (CG), it is expected that students possess a wide range of computer proficiency for academic excellence.

Computer Graphics is an evolving technology. Recent advances in computer technology have expanded the scope of graphics applications in the education sector (Nzeako, 1989). CG has become one of the exciting growing fields in the computer revolution as it finds its way into the education industry. CG is almost taking over the traditional method of instructional materials production (Ekhami, 2007; Nzeako, 1989). Computer Graphics is an exposure to artistic and computer skills needed to successfully stand-out in the field of digital arts. Amongst its features are: video games/entertainment software, paint system, Computer Assisted Design, animation and television, advertising, and multimedia instruction. CG enhances the technical capacity of computer education students. It also helps them to build the right attitude towards understanding and appreciating the visual qualities of visual aids produced via computers. Undoubtedly, qualitative visual presentation holds a degree of sensible face validity in instructional process (Eber & Wolfe, 2000). Meanwhile, Smith (2001b) and Torkzadeh and Dwyer (1994) opined that student’s level of interaction with computers is sometimes dependent on variables like gender, self-efficacy, self-concept, computer anxiety, computer confidence, and computer experience.

Computer Self-Efficacy (CSE) theory has been derived from Bandura’s 1977 self-efficacy construct, hence it forms the theoretical basis for understanding technology integration into instruction (Antonacci, 2002). Computer Self-Efficacy refers to self-confidence in ones’ ability to make use of computers (Compeau & Higgins, 1995; Smith, 2001b). In other words, CSE is the individual’s self-judgement about the ability to use the computer to accomplish given tasks based on the computer-related experiences (Doyle, Stamouli, & Huggard, 2005; Faseyitan, Libii, & Hirschbuhl, 1996; Oliver & Shapiro, 1993; Smith, 2001a). Summarily, CSE is the confidence an individual has in his ability to execute target or given task via the computer system. Critically viewed, CSE can not be basically based on experience or level of skills’ acquisition, but rather considered as an outgrowth of self-pictured capability.

Academic researchers have delved into the influence of self-efficacy (SE) on varied performances: Hacket (1985) and Pajares and Miller (1991) found a correlation between Mathematics SE and Mathematics problem solving; a positive correlation between CSE and training performance (Protosky, 2002); students with higher CSE demonstrate greater enthusiasm towards enrolling in computing courses than those with lower beliefs (Zhang & Espinosa, 1998); CSE is a significant factor in differentiating adopters and non-adopters of technology (Faseyitan et al., 1996). This is why Webster & Martocchio (1992) posited the higher the computer self-efficacy, the better individuals are likely to be positively disposed to using the computers. Similarly, Smith (2001a) argued students with high level of CSE are in a vantage position of learning new concepts via computer and such students are likely to expend less effort towards utilising computers. Meanwhile, Ellen, Bearden, and Sharma (1991) reported individuals with high CSE are less resistant to technological change. In the opinion of Marakas, Yi, and Johnson (1998), CSE does not only affect persons’ perception of his ability to perform given tasks via computer, but also his motive towards putting computer to use in the future.

In recent times, the use of computers in education is gaining ground beyond imagination. Computer use encapsulates elements like the quantity, available opportunity, and frequency for its use. Rieber (2005) noted in many developing countries, educators often give account of the number of computers available in schools, but the extent to which they are used by the students and even the teachers are seemingly of less concern. Studies have shown that individual’s attitude to computers and frequency of its use is influenced by the level of confidence and state of enjoyment (Gressard & Loyd, 1986). Meanwhile, Smith (2001a) reported that individual’s computer experience based on computer usage determines the level of belief and confidence about using computers to accomplish tasks.

Computer phobia (CP) is a symptom of the modern times invented by the changing nature of technology. Brosnan and Davidson (1994) reported that almost one third of individuals within a population exhibit certain degrees of computer phobia. Computer phobia and computer anxiety are interchangeably used to describe the fear of impending interaction with a computer that is disproportionate to the actual threat presented by the computer (Chua, Chen, & Wong, 1999; Rosen & Weil, 1992). CP, “a real phenomenon” according to Doyle, Stamouli, and Huggard (2005) is a psychological response definition of the term computer anxiety. Individuals who are “compuphobic” display negative behaviour and physiological reactions to computers; thus exhibit behaviours which may include the use of computers for a limited time, negative comments about computers and avoidance of computer usage (Anderson, 1996; Bandura, 1994; Beckers & Schmidt, 2003; Bozionelos, 2001).

Research findings indicate that high computer anxiety is similar to detracting cognitive resources from task performance (Kanfer & Heggestad, 1997); women are more computer phobic than men (Levin & Gordon, 1989; Weil & Rosen, 1995); older people have higher level of computer phobia than young ones (Laguna & Babcock , 1997); individuals who are “technophobic” are subjected to off-task efforts which lead to worrying about performance, spend longer time on tasks with errors (Darke, 1988); there is a relationship between low level of computer anxiety and high score in examinations (Doyle et al., 2005); students who possess elements of computer phobia feel reluctant to use a computer and consider working with a computer a daunting prospect (Weil & Rosen, 1995); and education is negatively related to computer anxiety and external locus of control (Igbaria & Chakrabarti, 1990). In the light of the above, it is suffice to say that CP limits individual’s competence in the use of computers to accomplish given tasks.

The background provided so far underscores the relevance of computer competence to computer education students. Overcoming anxiety is one of the key components of computer efficacy required for promoting and improving an individual’s level of computer use. Marakas, Yi, and Johnson (1998) highlight the complexity of computer self-efficacy construct, but solicited further research. Doyle, Stamouli, and Huggard (2005) argued the relationship between computer anxiety, computer self-efficacy and computer experience in students depend on the nature of the students under investigation. Nigerian schools were very late in the up-take of Information and Communication Technology for instructional purposes; hence the need for a review and assessment of learners’ effective use of the computers vis-à-vis their academic performances becomes expedient. However, there seems to be little or no research efforts related to computer competence of Nigerian students and the extent to which variables like computer self-efficacy, computer use, and computer phobia can relatively or jointly predict their performance in a computer graphics course. However, these variables are central to good academic achievement in a graphics course in the sense that excellence is possibly determined and measured by level of computer competence. The purpose of this study therefore was to investigate the predictive levels of computer self-efficacy, computer use, and computer phobia on the student’s academic performance in a computer graphics course.

1.2 STATEMENT OF PROBLEM

Even though computer science and technology is a relatively new phenomenon in Nigeria, the use of computers is reflected in many areas of human activities, such as medicine, domestic activities, engineering, architecture, and education. It is imperative to note that the use of computers is reflected in the secondary school programs. However computer science and technology in the educational sector calls for all the stakeholders in education to be computer literate, if the schools are to cope with the challenges in the society. For the schools to be effective, computer literacy should be demonstrated through computer availability, computer utilization, and content competencies in the schools, as well as through teachers’ effectiveness in the areas of record keeping, supporting student academic performance, teachers job performance, school discipline, and community services. This article attempts to assess secondary school teachers’ computer literacy and its relationship to these areas in Enugu State. Those who have not taken the time to learn about computers often do not even know what to do once one has been turned on, and this problem should be corrected. That is why all high schools must make a computer literacy course a requirement for graduation. Although a computer course would take away two or three periods of a high school student’s weekly schedule, it will be well worth it in the real world with so many careers today involving a knowledge of a computer’s basic functions, computer literacy plays a big part in job security If a potential employee comes along demonstrating outstanding computer skills, he or she may take a job that formerly belonged to another employee if that employee doesn’t even know how to check his e-mail A good computer class would teach the basics of computers: typing a document in a word processor, running a specified program, and using a modem to check e-mail and access the Internet. Personal computers now have a tremendous entertainment value due to their versatility Not only can a computer do all the things that are unique to computers, it can be a television and a radio as well. (Rhys, 2008)

Today, we are now living in the modernization of many things. That’s why we need to pursue to for the cause that we can be literate in the fields of computer. Computer in such a different way of using can make us more literate and more advance in technology. The Filipinos want to have a better and more just living with the help of computer. To have those things that most of us wants, we need to be patient enough to reach the peak of the mountain.

1.3 OBJECTIVE OF STUDY

1. To examine the influence of computer literacy posses by student on efficiency and effectiveness of learning .

2. To investigates the level of computer literacy skills among secondary schools students which arouse their academic achievement in the school..

3. To identify the specific problems militating against computer literacy skills in secondary schools.

4. To examine the level of cheating among students in secondary school through computer.

5. To proffer useful suggestions for the amelioration of those problems identified in the interest of enhancing students’ computer literacy and effectiveness in the classroom. Learning.

1.4 RESEARCH HYPOTHESES.

1. What are the influence of computer literacy posses by student on efficiency and effectiveness of learning?

2. Can it be possible to investigates the level of computer literacy skills among secondary schools students which arouse their academic achievement in the school?

3. Are there specific problems militating against computer literacy skills in secondary schools?

4. Can one assess the level of cheating among students in secondary school through computer?

1.5 RESEARCH HYPOTHESES.

H0: There is no significant relationship between the influence of computer literacy posses by student on efficiency and effectiveness of learning.

H1: There is a significant relationship between the influence of computer literacy posses by student on efficiency and effectiveness of learning.

H0: It is impossible to investigates the level of computer literacy skills among secondary schools students which arouse their academic achievement in the school.

H1: It is possible to investigates the level of computer literacy skills among secondary schools students which arouse their academic achievement in the school.

H0: There is no specific problems militating against computer literacy skills in secondary schools.

H1: There is a specific problems militating against computer literacy skills in secondary schools.

H0: One cannot assess the level of cheating among students in secondary school through computer.

H1: One can assess the level of cheating among students in secondary school through computer.

1.6 RESEARCH METHOD

The study is a descriptive survey of correlation types. It made an attempt to investigate the relationship that exists between computer literacy and school effectiveness in Enugu State secondary schools. The study also made a comparative study of the school effectiveness variables between computer literate and non-computer literate teachers. A stratified random sampling technique was used to select 20 secondary schools from each of the three senatorial districts in the state. A total number of 60 sampled schools participated in the study. A total of 1800 respondents participated in the study; comprised of principals, vice principals, head of departments, prefects, and core subjects teachers in the senior secondary schools in Enugu State. Core subject teachers included those in English Language, mathematics, biology, economic, and Yoruba.

A Computer Literacy Questionnaire (CLQ), a School Effectiveness Questionnaire (SEQ), and a Students Academic Performance Checklist (SAPC) were the instruments used to collect relevant data for the study. Content validity of the instruments was assured by the experts with a split-half reliability method used to determine the reliability of each instrument that gave reliability index of .63 and .69 for the CLQ and SEQ respectively. The data collected were analyzed using Pearson Product Moment Correlation statistics and t-test statistics. All the operational hypotheses were tested at .05 significance level. All analysis of data was subjected to a SPSS computer analysis.

1.7 SIGNIFICANCE OF THE STUDY

This research work centered on the effect of computer literacy posses by secondary school and its academic achievement in secondary school students using Enugu East Local Government Area of Enugu State is a topic of major interests which will benefit the entire public, students, researchers, lecturers and so on

1.8 SCOPE OF THE STUDY

1.8 LIMITATIONS OF THE STUDY

Several limitations of this study need to be considered. The principal limitations are that each course was taught by a different professor and the professors ranged in age, gender and ethnicity. Additionally, the courses were taught at different times of the year, in different buildings or areas of the campus, and at different times of the day. Although these may seem like minor influences, they may have an impact on the results of this study. Although each professor was informed of the study and advised on remaining neutral, the other variables could not be controlled for and could potentially have influenced the data.

An additional limitation that may have influenced the outcome of the study is how fluent the instructors were at handling the technology in the classroom. The multimedia programs were quite advanced and state of the art, which could have intimidated the instructors had they not been prepared to properly use the technology. Even though the instructors were trained to use the equipment, the complexity of the technology could have intimidated the instructors from taking full advantage of the potential benefits.

1.9 DEFINITION OF TERMS

“Computer literacy” : “Computer literacy”is a commonly used term in the business world, but it is not precisely defined. Computer literacy, in general, is being knowledgeable about the computer and its applications (Rochester & Rochester, 1991). Such knowledge appears to have two dimensions: conceptual, and operational (Winter, Chudoba, & Gutek,1997). The conceptual dimension includes an understanding of the inner workings of a computer or general computer terminology.

Literacy: Literacy means the ability to read and write.6 In this study, the term “literacy” is the ability to read programs and instructions. Teachers. A teacher is a person employed in an official capacity for the purpose of giving instruction to students in an educational institution, whether public or private.

Competence : In this study, “competence”, refers to the ability of high school teachers to apply their teaching skills, classroom management skills, and evaluation skills in the field of teaching. Computer. Is an electronic device capable of interpreting and executing programmed command for input, output

Computer-assisted instruction” (CAI): Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.

Computer assisted instruction involves using computer technology in order to teach. This can be used by a teacher in addition to lecture.

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