FACTORS MILITATING AGAINST THE INTRODUCTION
OF COMPUTER EDUCATION IN SECONDARY SCHOOLS:
A CASE STUDY OF FIVE SCHOOLS IN CHIKUN LOCAL
GOVERNMENT AREA OF KADUNA STATE
TABLE OF CONTENTS
Title
page – – – – – – – – – – i
Declaration – – – – – – – – – – ii
Approval
page – – – – – – – – – iii
Dedication – – – – – – – – – – iv
Acknowledgement – – – – – – – – – v
Abstract – – – – – – – – – – vi
Table of
contents – – – – – – – – – vii
Chapter one
1.0 Introduction – – – – – – – – 1
1.1
Background of the study – – – – – – – 2
1.2
Statement of the problem – – — – – – 4
1.3
Purpose of the study – – – – – – – 5
1.4
Significance of the study – – – – – – – 6
1.5
Research questions – – – – – – – 6
1.6
Scope of the study – – – – – – – – 7
CHAPTER TWO:LITERATURE REVIEW
2.1 Introductions – – – – – – – – 8
2.2 Brief History Computer Education in Nigeria – – – 9
2.3 The Need for computer education in Nigerian
Secondary schools 10
2.4 ICT Application in Nigerian Secondary
Schools – – – 12
2.5 Factors militating against the introduction
of computer
education in secondary schools – – – – – 16
2.5.1 The state and availability of resources in the
schools – – 16
2.5.2 Budgetary and funding constraints militating
against
computer
education in schools – – – – – – 18
2.5.3 Availability of training manpower to teach the
subject
in
the schools – – – – – – – – 18
2.5.4 Attitudes of schools community towards the
teaching and
learning of computers in schools – – – – – 22
2.5.5 Availability of time – – – – – – – 24
2.6 Remedies to make sure computer education is
fully
implemented in schools – – – – – – – 25
2.7 Technical support – – – – – – – – 26
2.8 Teacher in-service – – – – – – – – 27
CHAPTER THREE: RESEARCH METHOLOGY
3.1 Introduction – – – – – – – – 29
3.2 Restatement of the research questions- – – – – 30
3.3 Research Design – – – – – – – – 30
3.4 Area of study – – – – – – – – 31
3.5 Population of the study – – – – – – – 32
3.6 Instruments of data collection – – – – – – 32
3.7 Validation of instrument – – – – – – – 33
3.8 Reliability of the instrument – – – – – – 33
3.9 Procedure for data collection – – – – – – 33
3.10 Method of data analysis – – – – – – – 34
CHAPTER FOUR: Data presentation and analysis
4.1 Introduction – – – – – – – – – 36
4.2 Analysis on research question – – – – – – 36
4.3 Research Question 1 – – – – – – – 37
4.4 Research Question 2 – – – – – – – 38
4.4 Research Question 3 – – – – – – – 40
4.5 Research Question 4 – – – – – – – 42
4.6 Research Question 5 – – – – – – – 44
4.7 Research Question 6 – – – – – – – 45
CHAPTER FIVE: Summary of findings,
conclusion and recommendations
5.0 Introduction – – – – – – – – – 49
5.1 Re-statement of the Problem- – – – – – – 49
5.2 Summary of procedures – – – – – – – 50
5.3 Summary of Major findings – – – – – – 50
5.4 Discussing of findings – – – – – – – 52
5.4.1 Research Questions 1 – – – – – – – 52
5.4.2 Research question 2 – – – – – – – 52
5.4.3 Research Question 3 – – – – – – – 52
5.4.4
Research Question 4 – – – – – – – 55
5.4.5 Research Question 5 – – – – – – – 57
5.4.6 Research Question 6 – – – – – – – 57
5.5 Implication of the study for education and
learning – – 59
5.6 Conclusion – – – – – – – – – 61
5.7 Recommendation – – – – – – – – 62
5.8 Suggestions for further study – – – – – – 63
References – – – – – – – – – 64
Appendix A – – – – – – – – – 66
Appendix B – – – – – – – – – 67
CHAPTER ONE
1.0 Introduction
In the globalised world, technology has become the
in-thing as countries and/or organizations devise means of gaining a
competitive edge over the others. In view of this, education systems in
individual countries need to be tailor-made to suit this Endeavour. Information
and Communication Technology (ICT) has played a major role in linking business
and individuals far apart in terms of geographical distance. Transactions are
being carried out in or outside offices, twenty-four hours a day. In pursuit of
the objectives to ensure that the country advances its technology base,
Nigeria, through the Ministry of Education, has introduced computer Education
in the school curriculum. However, the introduction of computer education has
failed to take off in the majority of schools, primary and secondary, rural and
urban. Given this scenario, it is necessary for this study to look into factors
militating against the implementation of computer education in secondary
schools.
In view of the fact that secondary schools are immediate
sources of manpower for industry and commerce, it is hoped that ICT literacy
could have been taught to students in preparation for employment. This however,
has not been the case for the majority of secondary school graduates who have
gone job seeking without any knowledge of computers despite their being a
prerequisite for employment in many institutions.
1.1
Background
to the Study
Computer education is of paramount importance to national
development and it is on this premise that the government of Nigeria sought to
introduce computer studies in the education system from primary through to
tertiary institutions. The Ministry of Education stipulates that schools should
offer technical and vocational subjects to students. At secondary school, a
student should enroll for two a technical/vocational subject among which is
Computer Studies. It against this background that the government went about distributing computer equipment in
schools across the country. Complementing these efforts, private companies
donated and distributed computers to various schools in the state and the
country. However, despite such efforts document analysis carried out shows that
the majority of schools are not offering the subject. This has been the
situation prevailing even in the schools which received the donations of
computer packages, for free. This, therefore, has prompted this current
research study to find out why computer studies are not being undertaken in the
majority of schools despite the significance of the subject to national
development and in the face of support from the political and corporate
leadership. The study therefore aimed at unearthing those problems hindering
the implementation of computer studies in the school curriculum in Secondary
schools in Chikun Local Government area of Kaduna state.
According to the National Policy on Computer Education
(NPCE, 1988), the main aims and objectives of computer literacy and education
in schools are considered important bearing in mind the fact that computer
studies aid in National Development. The objectives of computer studies in
schools include:
v The
development of rudimentary knowledge about information system. Information
process techniques and the role of computer in this regard.
v To
impart the knowledge about the use of computer and its applications in everyday
life and to develop in the learner an appreciation of computer work.
v To
develop an understanding of the basic principles of operating a computer and
expose learners to hands of experience using programmes packages which are
relevant to the interest of the pupils on teaching aids to different subject.
v Creating
an understanding of the concept of programming language and their application
through problems solving methods and techniques as they apply to the programme
design, coding and documentation.
v To
develop reasonable level of competence in ICT applications that will engender
entrepreneurial skills.
As a result of the above listed aims and objectives,
there is need for the full implementation of computer studies in all levels of Education,
most especially at Secondary school level.
Despite the tremendous importance of computer studies,
government, schools, pupils and teachers attitude have shown that much is
expected to be done to position it well. Most pupils believe that computer
study is not a core subject and so do not bother to give it keen attention.
Many schools do not place computer studies within the favorable perception,
interest and vocational choice of majority of learners as most of them tend to
consider it as unnecessary and less important.
There is an increasing demand for a work force in Nigeria
in area of technological development and self-reliance; this demand cannot be
met without full implementation of Computer Education in schools.
1.2 Statement of the problem
Due to the fact that computer education has failed to
take off in the majority of schools, fears are that Technological development
may be a pipe dream for the country. Given this scenario, it is necessary for
this Study to look into factors militating against the introduction of computer
education in secondary schools in Chikun Local Government area of Kaduna state.
The question to be answered by this current study is: What factors have impeded
the implementation of computer Education in schools?
1.3 Purpose of the Study
Through this study, Factors militating against the
introduction of computer Education in secondary schools in Chikun Local
Government Area of Kaduna state would be identified, specifically the study
will:
1. Identity
the state and availability of computer resources in the Secondary schools in Chikun
Local Government Area.
2. Identify
if there any budgetary and funding constraints militating against computer
education in Secondary schools in Chikun Government Area.
3. Identify
if there are trained manpower to teach the subject in the Secondary schools in Chikun
Local Government Area.
4. Identify
the attitude of the school community towards the teaching and learning of
computers in the Secondary schools in Chikun Local Government Area.
5. Identify
the time adequate for the computer lessons to be incorporated on the timetable?
6. Identify
the remedies that can be put in place to make sure computer education is fully
implemented in schools?
1.4
Significance
of the Study
When the Factors militating against the introduction of
computer Education in secondary schools in Chikun Local Government Area of
Kaduna state are identified and the
remedies that can be put in place to make sure computer education is fully
implemented in schools are suggested, the
Chikun Local Government Authority may adopt and integrate such remedies
for the full implementation of computer
Education in all the schools under its control. The private secondary schools
in Kaduna South Local Government Area could also adopt the remedies suggested.
Teachers in Secondary schools in Kaduna State may be
trained in the right direction so as to use the remedies suggested to make sure
Computer Education is fully implemented in schools.
1.5
Research questions
1. In
an attempt to answer the major research question, the following sub problems
stood as research questions.
2. What
is the state and availability of computer resources in the Secondary schools in
Chikun Local Government Area?
3. Are
there any budgetary and funding constraints militating against computer
education in Secondary schools in Chikun Local Government Area?
4. Are
there trained manpower to teach the subject in the Secondary schools in Chikun Local
Government Area?
5. What
is the attitude of the school community towards the teaching and learning of
computers in Secondary schools in Chikun Local Government Area?
6. Is
time adequate for the computer lessons to be incorporated on the timetable in
Secondary schools in Chikun Local Government Area?
7. What
remedies can be put in place to make sure computer education is fully
implemented in Secondary schools in Chikun Local Government Area?
1.6
Scope of the study
The study would identify the Factors militating against
the introduction of computer Education in secondary schools in Chikun Local
Government Area of Kaduna state and also enumerate the remedies that can be put
in place to make sure computer education is fully implemented in Secondary
schools in Chikun Local Government Area.