TEACHERS
PERCEPTIONS OF PROBLEM OF EFFECTIVE TEACHING AND LEARNING OF COMPUTER IN JUNIOR
SECONDARY SCHOOLS
ABSTRACT
This study explores teachers' perceptions of the challenges affecting the effective teaching and learning of computer studies in junior secondary schools in Enugu North Local Government Area. Utilizing a descriptive research design, the research gathered data from a sample of 50 teachers through structured questionnaires. The findings indicate that teachers face several significant challenges, including inadequate ICT resources, an outdated curriculum, insufficient professional development opportunities, and unreliable electricity supply. External factors, such as administrative support and institutional resources, were also found to influence teachers' perceptions of these challenges. Notably, teachers with formal qualifications in ICT and those who have participated in professional development programs reported higher levels of confidence and competence in delivering computer studies lessons. The study concludes that both internal and external factors significantly hinder the effective teaching and learning of computer studies. To address these challenges, the research recommends improvements in ICT resources and infrastructure, regular updates to the curriculum, increased professional development opportunities for teachers, enhanced administrative support, and better funding and resource allocation for computer education. By implementing these recommendations, schools can significantly enhance the quality of computer studies education, equipping students with essential skills for success in a technology-driven world. This research contributes to the ongoing discourse on improving ICT education in Nigeria and provides valuable insights for policymakers, educators, and stakeholders in the educational sector.
CHAPTER ONE
INTRODUCTION
Background to the study
The teaching and learning of computer studies have gained significant importance globally, as technology has become embedded in almost every sector of society. Digital literacy is now considered a critical skill, essential for navigating both personal and professional spheres. Countries around the world, including Nigeria, have integrated computer studies into their educational curricula to prepare students for a world increasingly driven by technological advancements (Okoro & Ibrahim, 2023).
In Nigeria, computer studies have been introduced into secondary schools as part of the national curriculum. However, several challenges continue to hinder the effective teaching and learning of the subject. These challenges are magnified in underfunded schools and rural areas, where resource constraints are more pronounced. Teachers, being at the forefront of implementing educational policies, often bear the burden of these challenges. Understanding their perspectives on the problems of computer education is crucial for improving the system (Eze & Chukwuma, 2023).
Teachers are the key agents of change in education. They not only impart knowledge but also influence how subjects are taught and learned. In computer studies, teachers are responsible for introducing students to a variety of technological concepts, including coding, internet safety, and data management. However, teachers’ abilities to fulfill this role are often constrained by the environment in which they work, which includes available resources, administrative support, and professional development opportunities (Adewale & Ojo, 2022).
Teachers’ perceptions about the challenges they face are important because these insights often reflect the practical realities of the classroom. By examining these perceptions, educational stakeholders can identify the most pressing issues that need to be addressed to improve the effectiveness of computer education in schools. Studies have shown that when teachers feel supported, their performance improves, leading to better outcomes for students (Usman & Nwachukwu, 2023).
One of the most frequently cited issues by teachers is the lack of adequate computers and related technology. In many Nigerian schools, particularly those in rural areas, the number of computers available is insufficient to meet the needs of the students. Often, there is only one computer per 20-30 students, which limits the hands-on experience that is critical for mastering computer studies (Okoro & Ibrahim, 2023).
The integration of computer studies in education has gained significant importance globally as digital literacy becomes increasingly essential for students in the 21st century. In Nigeria, the teaching and learning of computer studies in secondary schools is mandated to equip students with necessary digital skills to thrive in a technology-driven world. However, despite its inclusion in the curriculum, the effective teaching and learning of computer studies faces numerous challenges. Teachers, being central to the educational process, play a critical role in identifying and addressing these issues.
One major challenge highlighted by teachers is the lack of adequate infrastructure and resources for teaching computer studies. Many schools, particularly in rural areas, suffer from insufficient access to computers, reliable internet, and power supply. This severely limits students’ hands-on experience, which is crucial for understanding computer concepts (Adeoye & Omolara, 2023). Teachers also report that many students, especially those from low-income families, do not have access to computers at home, further hampering their ability to practice and reinforce skills learned in the classroom.
Another significant issue is the insufficient professional development opportunities for teachers. Many computer science teachers do not receive adequate training, which affects their confidence and competency in delivering lessons effectively (Ibrahim & Taiwo, 2022). Furthermore, outdated curricula that fail to keep pace with rapid technological advancements create gaps in students' knowledge and leave them ill-prepared for the modern workforce.
Teachers' perceptions also reveal that the lack of administrative support is a barrier to effective computer education. School administrators may prioritize other subjects due to limited funding, leaving computer studies underfunded and neglected (Ogunleye et al., 2023). As a result, teachers are often left to cope with large class sizes, inadequate teaching materials, and minimal support, all of which compromise the quality of education.
In addition, teachers face the challenge of managing students' varying levels of digital literacy. While some students may be technologically savvy, others, especially those in underprivileged areas, may struggle with basic computer skills, leading to significant disparities in learning outcomes. The need for differentiated instruction and individualized learning plans adds complexity to an already challenging teaching environment (Usman & Nwachukwu, 2023).
Statement of the Problem
The inclusion of computer studies in secondary school curricula is intended to equip students with essential digital literacy and technical skills required for success in the modern world. However, despite its importance, the effective teaching and learning of computer studies face numerous challenges, particularly in developing countries like Nigeria. These challenges significantly hinder the ability of both teachers and students to fully engage with and benefit from computer education.
One of the primary issues is the lack of adequate infrastructure and resources in many schools. Most Nigerian secondary schools, especially those in rural areas, suffer from a shortage of computers, unreliable power supply, and limited access to the internet. This deprives students of practical experience, which is essential for mastering computer-related skills. Additionally, the widespread use of outdated technology and software further exacerbates this issue, leaving students unable to develop competencies in current, industry-relevant tools.
Moreover, many teachers are not adequately trained to teach computer studies effectively. Continuous professional development programs are either insufficient or nonexistent in many parts of Nigeria, which leaves teachers struggling to stay updated with rapid technological advancements. This lack of training also affects teachers’ confidence in delivering content, particularly when using modern teaching methodologies or technologies.
The disparity in students' digital literacy levels also poses a significant challenge. Students from more affluent or urban backgrounds may have access to computers and the internet at home, while students in rural or low-income areas often have limited or no exposure to these technologies. This digital divide creates a significant gap in student preparedness and engagement, making it difficult for teachers to provide equitable learning experiences.
Additionally, the computer studies curriculum itself is often outdated and fails to address the fast-changing landscape of technology. Teachers have expressed concerns that the curriculum does not reflect emerging trends like artificial intelligence, cybersecurity, and data science, leaving students ill-prepared for the demands of the modern workforce.
Lastly, the lack of administrative and financial support exacerbates these challenges. With limited budgets, schools prioritize core subjects like mathematics and English, while computer studies receive less attention. Teachers are often left to manage large class sizes, insufficient resources, and minimal support, which compromises the overall effectiveness of computer education.
Given the critical role of digital literacy in today’s world, addressing these challenges is crucial for ensuring that students can acquire the skills necessary to succeed in a technology-driven global economy. Therefore, the problem this study seeks to address is the persistent barriers to the effective teaching and learning of computer studies in Nigerian secondary schools, as perceived by teachers, and the implications these barriers have for both students and the education system at large.
Objectives of the study
This study aims to explore teachers' perceptions regarding the challenges faced in the effective teaching and learning of computer studies in junior secondary schools, specifically in the Enugu North Local Government Area.
The specific objectives of the study are:
1. To identify the specific challenges that teachers perceive as barriers to effective teaching and learning of computer studies.
2. To evaluate the impact of external factors, such as administrative support and institutional resources, on teachers’ perceptions of challenges in teaching computer studies.
3. Investigate the effect of teachers qualification affect the teaching and learning of computer science
4. To explore teachers' views on the adequacy and quality of infrastructure and resources available for teaching computer studies,
Research Questions
i. What challenges do teachers perceive as barriers to effective teaching and learning of computer studies?
ii. How do external factors, such as administrative support and institutional resources, influence teachers’ perceptions of challenges in teaching computer studies?
iii. What is the effect of teachers' qualifications and professional development on their ability to teach computer studies effectively?
iv. What are teachers' views on the adequacy and quality of infrastructure and resources available for teaching computer studies?
Significance of the study
This study holds significance for several key stakeholders in the education sector, particularly in the context of improving the teaching and learning of computer studies in junior secondary schools. Specifically, the study will be beneficial in the following ways:
1. For Teachers: The findings of this study will provide valuable insights into the challenges that teachers face in teaching computer studies, particularly in resource-limited settings like Enugu North. By highlighting these challenges, the study will help teachers advocate for better infrastructure, professional development opportunities, and curriculum reforms. Additionally, it will offer practical recommendations for overcoming these obstacles, which can improve their teaching effectiveness and student outcomes.
2. For School Administrators and Educational Authorities: School leaders and education policymakers in Enugu North and beyond will benefit from understanding the specific barriers that hinder the effective teaching of computer studies. The study will provide evidence-based data that can guide decision-making in areas such as resource allocation, infrastructure improvement, and teacher support programs. The insights can help administrators develop targeted interventions that improve the overall quality of computer education in junior secondary schools.
3. For Curriculum Developers: The study will shed light on the adequacy and relevance of the current computer studies curriculum from the perspective of the teachers who implement it. This feedback is crucial for curriculum developers who are responsible for updating and adapting educational content to meet the changing demands of the digital age. The findings can lead to more relevant and practical curricula that better prepare students for the technological challenges of the modern world.
4. For Government and Policy Makers: The study will be useful for government officials and policymakers in the education sector by providing data-driven insights into the areas that require intervention, such as infrastructure development, professional training for teachers, and closing the digital divide. The findings will help in formulating policies and programs aimed at improving the quality of computer education across Nigeria, particularly in underserved regions like Enugu North.
5. For Future Researchers: This study will serve as a valuable resource for future researchers who wish to explore similar issues in other localities or expand on the findings to include more schools or regions. It will contribute to the body of knowledge on computer education, teacher perceptions, and educational challenges in Nigeria, providing a foundation for future studies in related areas.
6. For Students: Ultimately, the most important beneficiaries of the study are the students. By addressing the problems identified through this research, improvements can be made in the teaching and learning of computer studies, which will equip students with the skills and knowledge necessary to thrive in a technology-driven world. This will enhance their preparedness for future careers and opportunities in a digital economy.
Scope of the study
This study is aimed at investigating the Teachers perceptions of problem of effective teaching and learning of computer in junior secondary schools. The study cover 5 selected secondary schools in Enugu north local government area.
Definition of Terms
Computer Studies: A subject area in education that focuses on teaching students the fundamentals of computing, including computer hardware, software, programming, internet usage, and digital literacy. It aims to equip students with the skills necessary to understand and utilize technology effectively in various contexts.
Effective Teaching: The practice of employing instructional strategies that enhance student learning and engagement. Effective teaching involves creating a conducive learning environment, using appropriate pedagogical methods, and continuously assessing and adapting to students’ needs to achieve desired educational outcomes.
Learning Outcomes: The specific skills, knowledge, attitudes, or competencies that students are expected to achieve as a result of their educational experiences. Learning outcomes serve as benchmarks for assessing the effectiveness of educational programs and instructional methods.
Infrastructure: The physical and organizational structures and facilities needed for the operation of educational institutions. In the context of computer studies, infrastructure includes computer labs, internet connectivity, software, and other technological resources that support teaching and learning.
Resource-Related Challenges: Difficulties related to the availability and accessibility of educational materials and tools that hinder effective teaching and learning. This includes insufficient computers, outdated software, lack of internet access, and inadequate teaching materials.
Curriculum: A structured framework that outlines the content, skills, and learning experiences that students are expected to engage with during their education. The curriculum for computer studies includes the topics covered, learning objectives, and assessment methods used to evaluate student progress.
Professional Development: Continuous training and education that teachers undergo to improve their skills, knowledge, and effectiveness in the classroom. Professional development can include workshops, courses, conferences, and other learning opportunities that focus on enhancing teachers' instructional practices.
Digital Literacy: The ability to effectively use digital tools and technologies to find, evaluate, create, and communicate information. Digital literacy encompasses a range of skills, including the ability to use computers, navigate the internet, and understand digital security and privacy issues.
Perception: The way in which individuals interpret and understand their experiences and the world around them. In this study, teachers’ perceptions refer to their views and beliefs regarding the challenges and effectiveness of teaching computer studies in junior secondary schools.
Administrative Support: The assistance and resources provided by school management and educational authorities to facilitate effective teaching and learning. This includes financial resources, infrastructure development, and policies that promote the teaching of computer studies.
Technology-Driven Future: A future in which technology plays a central role in daily life, work, and education. Preparing students for a technology-driven future involves equipping them with the skills and knowledge necessary to navigate and succeed in an increasingly digital world.
Digital Divide: The gap between individuals and communities that have access to modern information and communication technology and those that do not. This divide can significantly affect students' learning experiences and outcomes, particularly in subjects like computer studies.
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