C. G. AWUJO * AND J. A. AJINWO +
*Institute Of Education, University of Port Harcourt. Nigeria
+ Faculty of Science, Rivers State University of Education. Port Harcourt.
Nigeria.
Abstract
The study investigated the challenges of teaching computer studies in secondary schools in Ikwerre Local Government Area of Rivers State. A 4point rating scale was designed and used to obtain the data for the study.
Also, a standard reference mean of 2.50 was used to determine the degree of acceptable attribute of factors that constitute problems in teaching computer studies in secondary schools in the Local Government Area. The study found out that the challenges militating against the teaching of computer studies in secondary schools in Ikwerre Local Government Area include: shortage of qualified computer studies teachers, inadequate provision of computers and its accessories, insufficient time allocated for practice-oriented learning, and a high student-to-teacher ratio-STR of
60:1.Based on these findings, some recommendations were made, which include recruitment of qualified computer studies teachers, adequate provision of computer and its accessories and reduction of teacher-student ratio to 1:30.
Keywords: Computer studies, secondary school, resource challenges
Introduction
Insightful departures from existing trend of things, no matter how wellplanned, grapples with some uncertainties. Although planning mitigates uncertainties by assessing before hand, what the resource needs are, in
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Some resource challenges of secondary school computer studies…………………
… C. G. AWUJO & J. A. AJINWO terms of what is available or unavailable and attempts to establish a plan for resource application or patterns to be adopted; but starting any task with inadequate quantities of the needed resources often leads to a sacrifice of it’s quality. The introduction of computer studies into
Nigeria’s secondary school curriculum is not an exception.
Wali (2003) posited that new structures in our curriculum demand new guidelines, materials, resource persons and effective modern approaches to instructions in school. Taking guidelines to mean curriculum, resource persons to mean the teachers and modern approaches to instruction to mean the use of instructional technology as fitting for computer studies, then much is lacking in our secondary schools. Owing to the fact that computer studies as a discipline demands both theoretical and practical knowledge for functional role performance.
The unity of the theoretical and practical knowledge is inherent and should inform how it is taught and learnt for better application or use. It’s inclusion in our school curricula has brought about a major challenge to our educational system. According to Odili (2006), the inclusion of computer studies in the primary and the secondary school curricula will suffer implementation problems because there is gross inadequacy in the number of qualified computer studies teachers in schools.
Considering the globalization trend and the ultimate system-wide everyday use of computers in education, health and business, it is imperative that the problems of teaching computer studies in secondary schools be identified for proper redress since the secondary school is also a terminal level of education for some students.
The Teaching of Computer Studies
The federal government of Nigeria in response to the global information technology trend established the National Information Technology
Development Agency (NITDA) with a view to tackling the immediate and long term goals of global participation, deepen information technology culture, and promote the exportation of information technology products.
Computer literacy programmes, computer curricula for all the levels of education (primary, secondary and tertiary) as well as provision of requisite facilities are among short term goals set to be realized by the year 2004. Happily, as of date (five years later), at least one of the goals, namely, computer studies curricula have been realized despite poor funding as entrenched in the National Information Technology Policy document. But today, a functional education system is achieved through
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Some resource challenges of secondary school computer studies…………………
… C. G. AWUJO & J. A. AJINWO effective implementation of policies and programmes. Computer studies is an innovation in Nigeria’s education system at the primary and secondary school levels and its effective implementation depends on a number of factors such as availability of qualified computer studies teachers, the use of suitable instructional materials, sufficient practical lessons and several other factors. According to Akintola (1997), curriculum packages by themselves cannot improve teaching and learning. He emphasized that the most important factor is the teacher.
Mett (1990), noted that the numerous applications of computer in all aspects of human endeavour have placed most people who are computer illiterates in a very disadvantaged position. According to him, the situation is becoming worse as every new invention in information technology (IT) requires computer literacy. Hence, it is necessary for computers and it’s accessories to be readily available for teachers and students to acquire the operational skills required for effective job performance.
However, presently a gloomy picture is in the horizon of our education system, given the fact that a typical secondary school may have to hire generators due to lack of regular power supply for practical classes to be carried out. Also some of the classrooms are in want of sitting chairs even where, it is available, it is inadequate. The introduction of computer studies it seems has exacerbated or compounded the problem because most classrooms lack electric sockets, tables and have no protection against theft.
The study was therefore to investigate the problems of teaching computer studies in secondary schools in Ikwerre local Government Area of Rivers State.
Research Questions
The following research questions were generated to guide the study.
1.
To what extent does lack of qualified computer studies teachers hinder the teaching of computer studies in secondary schools?
2.
To what extent does inadequate provision of computers and its accessories for instructional purposes, hinder the teaching of
3.
4.
computer studies in secondary schools?
To what extent does lack of sufficient time for practicals hinder effective teaching of computer studies for practice-oriented learning among students in secondary schools?
To what extent does high teacher-student ratio limit the closeness of interaction between the teacher and the learners for effective
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Some resource challenges of secondary school computer studies…………………
… C. G. AWUJO & J. A. AJINWO teaching and learning of computer studies in secondary schools?
Method
The stratified random sampling technique was used to select a total of 60 computer studies teachers from twenty secondary schools in Ikwerre
Local Government Area of Rivers State. The schools were drawn from urban, semi-urban and rural areas of the local government area. The schools were made up of 4 boys’ schools, 4 girls’ schools and 12 coeducational schools. All the computer studies teachers were selected in each school. The research instrument used for this study was a 37-item questionnaire with a 4 point rating scale. Data were analyzed and presented according to the order in which the research questions were posed. The rated items were analyzed using means and deviations.
Result and Discussion
A standard reference mean of 2.50 was adopted for the purpose of determining the factors that constitute problems in teaching computer studies in secondary schools in Ikwerre Local Government Area of
Rivers State.
As observed from the table 1, the number of qualified teachers was inadequate even though the teachers possess a good knowledge of computer skills. Also items 4-9 on the table reveal that the teaching of computer studies was in effective.
This was likely due to inadequate usage of instructional materials, poorly planned lessons and less encouraging strategies for students’ participation.
According to Ihejieto (1996), the curriculum contents of mathematics and computer science education do not suit the realities of the senior secondary mathematics and computer studies programmes. He remarked that the situation demands a good deal of re-learning and adjustment through organization of workshops, conferences and seminars to update teachers’ knowledge of skills and attendant new approaches to instructional delivery.
Also, Askar, P. and Umay, A. (2001), investigated the computer self-efficiency of freshman, sophomores and juniors in the division of elementary mathematics teaching, and their results showed that the perceived computer self-efficiency was low in relation to access and computer experience.
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… C. G. AWUJO & J. A. AJINWO
Table 1 Response on the Adequacy of qualified computer studies teacher and the teacher’s preparation for the teaching of computer studies in secondary schools.
Categories
No. of qualified teachers
Qualification of teachers
Knowledge of
-
2
N = 60
Teacher Response mean
Std
4 3 2 1 dev.
Remark
- 45 15
X
1.75 0.43 inadequate
7 40 11 2.0 0.66 inadequate
Very computer skills
Demonstration of teaching skills
Use of instructional materials
Suitability of daily
Planned lessons
Strategies for students participation
8
2
-
-
-
42
8
5
-
8
8
35
46
54
45
2
15
9
6
7
2.92
1.95
1.93
1.90
2.02
0.63
0.72
0.44
0.30
0.50 adequate inadequate inadequate inadequate inadequate
Key to table
4 stands for
3 stands for
2 stands for
1 stands for
Very adequate
Adequate
Inadequate
Very inadequate
Again, Ipaye (1996), observed that the necessary involvement of both qualified and unqualified teachers in teaching computer studies in secondary schools has resulted in a great variation in students knowledge and skill in computer studies depending on the type of school they attended.
The responses given suggest that the facilities for the practical sessions were not enough to ensure one – on- one operation assignment and interaction with students. In the view of Odili (2006), learning is hampered when the relevant special physical facilities for use as concrete illustration of ideas are lacking. This situation is not unexpected as a tour of most of the government owned and some “mushroom” private schools revealed that there was gross insufficiency in the number of computers
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Some resource challenges of secondary school computer studies…………………
… C. G. AWUJO & J. A. AJINWO and its accessories.
Table 2 Response on the adequacy of equipment availability for students’ practicals
Categories
Central processing unit(CPU)
Monitor
Keyboard
N = 60
Teacher Response
4
-
3
4
2
52
1
4 mean
X
2.0
Std dev.
0.37
Remark
Unavailable
Mouse
Printer
Stabilizer
Uninterrupted
Power supply
(UPS)
- 19 38 3 2.27 0.94 Unavailable
- 14 42 14 2.17 0.52 Unavailable
- 8 42 14 2.17 0.52 Unavailable
- 5 46 9 1.93 0.48 Unavailable
32 20 8 - 3.4 0.17 Available
6 38 16 - 2.83 0.58 Available
Functional generator/con stant power supply
- - 44 16 1.74 0.41 Unavailable
Key to table
4 stands for
3 stands for
2 stands for
1 stands for
Very available
Available
Unavailable
Very unavailable
Also, most of the schools were plagued with the problem of lack of regular power supply without which the adequately provided UPS cannot function.
This result is supported by a study in Turkey which revealed among other things that lack of software, insufficient training opportunities, insufficient expertise, and insufficient number of computers available were among the important problems encountered in the implementation of IT in secondary schools. (Orhun, 2000)
The data analyzed showed that insufficient time was given to the teaching, and evaluation of computer studies in secondary schools.
Okpala (1988) advised that enough time should be given to all
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Some resource challenges of secondary school computer studies…………………
… C. G. AWUJO & J. A. AJINWO programmes of education and training to ensure effective teaching and assessment of teaching.
Table 3 Response on the adequacy of time scheduled for learning activities
Categories
Time for content coverage
Time for teacher demonstration
Teacher Response
4
-
-
(N = 60)
3
-
9
2
56
50
1
4
1 mean
X
1.94
2.14
Std dev.
0.24
0.94
Remark
Insufficient
Insufficient
Time for learners demonstration with learning materials
Time for evaluation of learners in terms of test, assignment and
2
2
10
8
36
42
12
8
2.03
2.05
0.71
0.62
Insufficient
Insufficient examination
Key to table
4 stands for
3 stands for
2 stands for
Very sufficient
Sufficient
Insufficient
Very insufficient 1 stands for
This could have resulted from the low number of qualified teachers, thus leaving the few available teachers with excessively large numbers of students to contend with. This abnormal teacher – student ratio left the teacher with no other option than to rush the lessons. Alele –
Williams (1988), remarked that until some positive steps are taken by government to arrest the movement of computer studies teachers into administrative positions and thereby make the teaching profession more
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Some resource challenges of secondary school computer studies…………………
… C. G. AWUJO & J. A. AJINWO attractive, this country may not be able to keep good teachers or carry out meaningful reforms in computer studies in secondary schools
Table 4 Response of teacher-student ratio and performance in secondary schools
Ratio of teacher to students
1:1
1: 30
1: 60
1: 90
Frequency or
Response
0
10
42
2
Percentage
0
26.7
70
3.3
Remark.
Non -Dominant
Non -Dominant
Dominant
Non -Dominant
Table 4 showed that 70% of the schools had a student-teacher ratio of
60:1 This is not far-fetched as a high teacher – student ratio, resulted in a rowdy class, less attention been given to the lesson by the students, complains of inability to hear the teacher properly by the students and poor classroom management.
Table 5 Response on the desirability of student-teacher ratio to effective teaching of computer studies
Categories
N = 60
Teacher Response
4 3 2 1
Mean Std dev.
1:1
1:30
1:60
1:90 and above
34 24 2
6 38 16
- 9 50
-
-
1
- 2 23 35
X
3.53
2.83
2.14
1.46
0.56
0.8
0.38
0.57
The mean ratings of 3, 53 and 2.83 strongly support the view that a teacher-student ratio of 1:1 and 1:30 are adequate for effective teaching and learning of computer studies in secondary school. This is in agreement with the observation of Ihejieto (1992), who noted that high teacher-student ratios lead to truancy and poor classroom participation among students. According to him, computer studies demands one-onone personal contact between the teacher and the learners.
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Some resource challenges of secondary school computer studies…………………
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Conclusion
The challenges affecting the teaching of computer studies in secondary schools in Ikwerre Local Government Area of Rivers State include: shortage of qualified computer studies teachers, inadequate provision of computers and its accessories in schools, insufficient time allocated for practice-oriented learning of computer, and high teacher – student ratio.
Recommendations
It is recommended that:
1.
Government should urgently employ enough qualified computer studies teachers in secondary schools to reduce the abnormally
2.
large teacher – student ratio in computer classes.
Workshops should be organized for the re-training of teachers to update their knowledge and skills to ensure uniformity in teaching the subject.
3.
4.
More classrooms (with fans, sockets and good lighting system), and more computers and its accessories should be provided.
Government should ensure that there is a steady source of power supply in schools to facilitate the teaching and learning of computer studies.
References
Akintola, J. M. (1977). Address to the National Workshop on Primary and Teacher Education Mathematics Curriculum . Lagos: Nigeria
Educational research Council.
Askar, P. and Umay, A. (2001). Perceived computer self-efficacy of the students in the elementary mathematics teaching program.
Hacettepe Universitesi Egitim Fakultesi Dergisi, 21, 19-28.
Ihiejieto, D. O. (1992), Conglomerate factors incident upon the effective teaching and learning of mathematics in secondary schools.
Journal of Mathematical Association of Nigeria 22 (1), pp. 29-35
Mett, P. (1990 ). Introduction to computing . Hong Kong: Macmillan publishers, Pp.74-86. National Information Technology Policy
2002
Odili G. A. (2006). M athematics in Nigeria secondary schools: A teaching perspective. Port Harcourt: Anachuna Educational Books.
Okpala, D. A. (1988) Continuous Assessment in Senior Secondary
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… C. G. AWUJO & J. A. AJINWO
Mathematics: Implications for Instructions. Paper presented at the
26 th
Annual Conference of Mathematical Association of Nigeria
(MAN), in University of Nigeria, Nsukka.
Orhun,E. (2000). Computer innovation in education in Turkey . Third international Summer School on Computer-Based Cognitive Tools for Teaching and Learning. Pp.34-35, 17-28 July 2000, Cesme,
Izmir.
Vikoo, B. (2002), Learning theories and instruction processes . Emhai
Books, Choba.
Wali G. I. (2003). Educational technology: Principles and practice.
Port
Harcourt: Harey Publications.
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