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ANALYSIS OF STRATEGIES FOR ENHANCING TEACHING AND LEARNING OF COMPUTER SCIENCE IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In this modern and digital world, computer education has become essential for all students to be able to meet up with the changing trend in the world of information and digital/computer age. The Economic Commission for Africa has indicated that the ability to use computers in accessing information is no longer a luxury, but a necessity for development. Unfortunately, in Nigeria and many other developing countries the impact of computers in education is still low. To this effect it becomes very pertinent that computer education be introduced in schools.

Computer education is the study of the use and understanding of computer science and programming. It is a process of training for the acquisition of basic knowledge, skills and capabilities leading to the development of mental abilities and competencies needed in operating a computer system. Computer education could be regarded as an act of acquiring computer literacy skills.

Computer literacy, on the other hand, is the ability to manipulate, understand and use different packages and operating systems of the computer in solving educational problems and translating them into other human enterprises. For Okorie, (2012), it is a process of educating people on how to use a computer to run a program and diverse applications including business, industry and commerce. Computer studies, therefore, is a study organized to enable people to understand the function and use of the computer which provides a leverage to  information and communication technologies (ICT). In a nutshell computer science could be said to be a science of understanding the principles, theories and applications of technologies in accessing, processing, acquiring and retrieving information encoded in a computer for communication.

Odera (2011) discovered that computer education was first introduced by third world countries through the development of educational policies on the usage of computer technology in secondary schools to improve the quality of learning and to prepare students to carry out any function of computer successfully in the technological world by acquiring computer literacy skills. No nation can afford to ignore the need to introduce computer education/ICT programs into their educational system if they want to continue to be relevant and make progress in this digital age. Afful-dadzie, (2010), reports that many countries have invested more in the area of teaching and learning of computers and ICT in their education system.

According to Adomi and Kpangbani (2010), it was in 2004 that the Nigeria government made the first attempt to introduce computer education in schools. The plan was to establish pilot schools and diffuse computer education innovation first to all secondary schools, and then to primary schools.

Unfortunately, the project did not really take off beyond the distribution and installation of personal computers. Then again, the Federal Ministry of Education launched an ICT-driven project known as School Net which was intended to equip all schools in Nigeria with computers and communication technologies. (Adomi 2005). Moreover, the Federal Government of Nigeria commissioned a Mobile Internet Unit (MIU) operated by the Nigerian National Information Technology Development Agency (NITDA). The MIU is a locally-made bus that has been converted into a mobile training and cyber center. Its interior has ten workstations, all networked and connected to the Internet.

Also at the African level, at the African Summit of the World Economic Forum in Durban, South Africa, the New Partnership for African Development (NEPAD) launched the e-Schools Initiative, intended to equip all African high schools with ICT equipment including computers, radio and television sets, phones and fax machines, communication equipment, scanners, digital cameras, and copiers, among other things (Adamu, Auwal and Muhammad, 2021).

In Nigeria, the Federal Government's Information Technology and Telecommunication policies have increased the use of computer and ICT facilities to facilitate access to knowledge, particularly within the academic community (Gbaje and Okojie, 2011). This was supported by the government, that all secondary schools should teach computers and have computer laboratories. To localize this the federal government made the inclusion of ICT in education a policy, (N P E,2014) which states thus, 'in recognition of the prominent role of Information and Communication Technology (ICT) in advancing knowledge and skills necessary for effective functioning in the modern world, there is urgent need to integrate ICT into education in Nigeria' thus, computer science education is recognized as one of the vocational subjects in secondary schools in Nigeria.

The aim and objectives of the federal government in this regard is to develop essential skills in the learners so as to prepare them for the future in order to stimulate and enhance creativity in them. According to Fitzgerald and Werner in Emmanuel and Barau (2012) opine that the role of computers in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary education policy. Thus the teaching and learning of computers became a major challenge in Nigeria secondary schools.

To harness and promote this, concerted efforts were made by state governments to provide computer, internet connectivity and technology, personnel training and ICT programs in their state schools. This will improve computer education and enhance cultural understanding and skills that students need to attain the needed computer literacy in secondary schools. Therefore, in this study we shall investigate some of the challenges which computer education is facing in secondary schools in Karu L.G.A of Nasarawa state which include, teacher computer competency, implementation and integration of computer in classroom instructional delivery, lack of enough computer provisions, internet coverage and connectivity, lack of power supply, funding and many others.

1.2 STATEMENT OF THE PROBLEM

In recognizing the crucial role computer education plays in national development and globalization, there's been a push for more functional and high-quality education worldwide. However, efforts to bring computer education to the people haven't matched this agitation, creating a long-standing gap. Due to the slow adoption of computer studies in many schools, there are concerns that technological development may remain a distant goal for the country. Given this context, it's imperative to investigate the main challenges faced by computer science teachers in teaching and learning computer studies in junior secondary schools in Karu Local Government Area, Nasarawa State.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine analysis of strategies for enhancing teaching & learning of computer science in secondary schools. Specific objectives include; 

1. To identify current challenges in teaching and learning computer science in secondary schools.

2. To analyze effective teaching strategies for improving computer science education in secondary schools.

3. To propose practical recommendations for enhancing the teaching and learning of computer science in secondary schools.

1.4 RESEARCH QUESTIONS

1. What are the primary challenges faced by teachers in teaching computer science in secondary schools?

2. What teaching strategies are currently employed in secondary schools for teaching computer science?

3. How can teaching and learning of computer science be improved in secondary schools?

1.5 RESEARCH HYPOTHESES

1. There is a significant correlation between teacher training and the effectiveness of teaching computer science in secondary schools.

2. Utilization of interactive and practical teaching methods positively impacts students' learning outcomes in computer science.

3. Adequate provision of resources and infrastructure enhances the teaching and learning of computer science in secondary schools.

1.6 SIGNIFICANCE OF THE STUDY

The significance of this study lies in its potential to address critical issues hindering the effective teaching and learning of computer science in secondary schools. By identifying current challenges faced by teachers and students, this research aims to pave the way for the implementation of targeted strategies for improvement. Understanding the barriers to effective computer science education is crucial for developing tailored interventions that can enhance educational outcomes and prepare students for the demands of the digital age. Furthermore, by analyzing effective teaching strategies, this study seeks to provide valuable insights into best practices that can be adopted to optimize the learning experience for both teachers and students. The findings of this research will not only benefit educators and policymakers but also contribute to the broader discourse on educational reform and the integration of technology in secondary school curricula. Ultimately, the outcomes of this study have the potential to positively impact the quality of computer science education and, by extension, contribute to the development of a more technologically proficient workforce and society.

1.7 SCOPE OF THE STUDY

This study focuses on the teaching and learning of computer science in secondary schools within Karu Local Government Area, Nasarawa State. It encompasses an examination of current challenges faced by teachers and students, analysis of teaching strategies employed, and recommendations for improvement.

1.8 LIMITATIONS OF THE STUDY

Due to resource constraints, this study may not comprehensively cover all secondary schools in Karu LGA. Additionally, factors such as time constraints and accessibility to certain data may limit the depth of analysis. Furthermore, the findings and recommendations may not be directly applicable to other regions or educational contexts without further research and validation.

1.9 Definition of Terms

1. Teaching Strategies: The methods, techniques, and approaches employed by educators to facilitate the transfer of knowledge and skills in the classroom setting, specifically tailored to the subject of computer science.

2. Learning Strategies: The processes and techniques utilized by students to acquire, retain, and apply knowledge and skills related to computer science, including studying, problem-solving, and critical thinking approaches.

3. Computer Science Education: The field of study encompassing the principles, theories, and practices of computing, including programming, algorithms, data structures, computer systems, and applications, as taught within secondary school curricula.

4. Enhancement: The process of improving or augmenting the quality, effectiveness, and outcomes of teaching and learning activities in computer science education through the implementation of various strategies, interventions, or initiatives.

5. Secondary Schools: Educational institutions typically catering to students in the age range of approximately 12 to 18 years, where computer science education is included as part of the curriculum, encompassing both public and private institutions.

6. Analysis: The systematic examination and evaluation of teaching and learning practices, challenges, and outcomes in the context of computer science education in secondary schools, aimed at identifying patterns, trends, and areas for improvement.

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