INVESTIGATION ON TEACHERS’ PERCEPTION ON THE INCLUSION OF COMPUTER SCIENCE IN SECONDARY SCHOOL CURRICULUM
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INVESTIGATION
ON TEACHERS’ PERCEPTION ON THE INCLUSION OF COMPUTER SCIENCE IN SECONDARY
SCHOOL CURRICULUM
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Computer has
a long history of existence. Today computer technology has undergone series of
transformations. According to kremer (2005) computer is an electronic machine
that operates with remarkable speed and reliability. Although initially, many
believe it was impossible that computer could be a scientific field of study,
in the late fifties it gradually became accepted among the greater academic
population. Computer science which is the science that deals with the theory
and method of processing information in digits. Computer has become a rapidly
growing discipline as the technological age advances. Computer science could
also be understood as the blending of principles, theories and applications of
technologies that underlies the access of information. The information that the
computer scientist uncovers, processes, stores and communicates is often
encoded in a computer memory.
From the
above explanations, it could be deduced that computer science is wholly
referring to the science of computing which is the use of computer to processe
data or perform calculations. Computers have virtually touched nearly every
aspect of human endeavor. Computer is an electronic device which accepts data
as an input processes, it stores and gives out information as output. It is a
machine which can hold vast quantities of information and accurately stores
information for future use.
Kremer
(2008) defined computer as electronic machine that operate with remarkable
speed and reliability. A micro processor “brain” and electronic memory work
together to enable the computer processes data. Why was the computer invented should
be the next question that comes to mind? Computers were invented to solve many
mathematical problems in the early stage. But today, computers have gone beyond
that and there is hardly any area of life where computer cannot be applied. In
a rapidly changing world, basic education is essential for an individual to be
able to access and apply information. Such ability must include the adequate
use of computer. The Economic Commission for Africa has indicated that the
ability to use computer in accessing information is no longer a luxury, but a
necessity for development. Unfortunately, many developing countries especially
in Africa are still low in computer application and use (Aduwa, 2005).
Evoh (2007)
emphasized that secondary school or secondary education is essential for the
creation of effective human capital in any country. The need for the inclusion
of computer science in the education curriculum of the Nigerian secondary
schools cannot be overemphasized. In this technology-driven age, every one requires
ICT competence to survive (Adom & Anie 2006). This calls for early
acquisition of computer skills by students.
Oduroye
(2002) emphasized the increase in demand for computer literacy in Nigeria. This
is because; employees realize that computer and other ICT facilities can
enhance efficiency, on the other hand, employees have also realized that
computers can be a threat to their jobs, and the only way to enhance job
security is to become computer literacy. Teaching and learning these skills is
a concern among professionals.
There are
development in the Nigeria education sector, which indicates some level of
computer application in the secondary schools. The Federal Government of
Nigeria in the National Policy on Education (Federal Republic of Nigeria, 2004)
recognizes the prominent role of computers in the modern world, and has
integrated computer science and science into education in Nigeria. To actualize
this goal, the document states that government will provide basic
infrastructure and training in the primary school, secondary schools, it is
also the intention of government to provide necessary infrastructure and training
for the integration of computer science in the secondary school system.
Education
can be described as a process by which people are prepared and trained to live
and function effectively, efficiently and productively in and around their
environments (Ukeje In:Metiboba, 2006).
The growing
stage of youngsters is that particular period of time that provides them with
the opportunity to develop the principles of life, makes career decisions and
begins the pursuit of one's goals. Thus education is an important tools for the
youths. Education should include that kind of training that will empower the
youths for productivity and resourcefulness.
The main
motto of education is to provide knowledge, make every one aware about of
conduct and gain technical competency. Education helps in the development of an
individual, physically, mentally and socially. The importance of education
particularly secondary school education to youths is that it helps prepare them
for greater responsibility. Thus secondary school education should help the
youngsters to define their career objectives, make them capable of deciding as
to what they want from life, and enable them make progress in their fields of
interest; computer education will go a long way in helping them realize this
dream.
Furthermore,
the Nigeria secondary school education should be geared up with ample amount of
training that should allow beneficiaries to aim at a particular skills
acquisition; this emphasizes the teachers’ perception on the inclusion of computer
science in secondary school curriculum. Computer technology has gain
recognition world wide whether it is being used for financing, chatting,
emailing etc; that is why it is always said that computer education is a must
since almost every activity is computer driven and one cannot make progress as
far as one’s career options are concerned except it is matched with the
knowledge of computer and/or computing technology. Thus the study of computer
as a subject in secondary schools is crucial because at this stage, education
is central and critical to the child’s future development.
There is
clear and widespread agreement among the public and educators that all students
need to be proficient computer users or "computer literate." However,
while districts are spending a great deal of money on technology, there seems
to be only a vague notion of what computer literacy really means. For instance,
can the student who operates a computer well enough to play a game, send e-mail
or surf the Web be considered computer literate? Or will a student who uses computers in
school only for running tutorials or an integrated learning system have the
skills necessary to survive in our society? Will the ability to do basic word
processing be sufficient for students entering the workplace or post-secondary
education? Clearly not. In too many schools, teachers and students still use
computers only as the equivalent of expensive flash cards, electronic
worksheets, or as little more than a typewriter. The productivity side of computer
use in the general content area curriculum is neglected or grossly
underdeveloped (Moursund, 1995;Eisenberg and Johnson, 2006).
Computer
literacy does not only imply ability to operate computers, but also use it as a
tool for organization, communication, research, and problem solving. This
suggests a quick shift from approach and emphasis on theory to practice. Today
in numerous educational and training sessions, interactive computer programmes
are used to teach young students and adults computer literacy skills (Ogunkola,
2008).
Computer
science as a subject in secondary school education curriculum is to familiarize
learners with the use of computer system, and related social and ethical
issues. It gives users the opportunity to handle texts, images, figure, music,
sound, video etc, to process data by analyzing, organizing, storing,
retrieving, presenting and communicating. Many countries are reevaluating their
education systems in order to incorporate ICT to bring the next generation up
in international standard. Kozma (Kozma, 2011) pointed out that application of
computer is making dramatic changes in economic and social development around
the world.
Technology
has changed teaching and learning in many ways and will continue to change the
education systems throughout the world. Countries around the globe have
established groups in computer education in order to catch up with the
increasing pace in technological advancement. According to IFIP-UNESCO
(IFIP-Unesco, 2006), computer science is such an important subject that helps
the industrial and commercial growth of a country. ICT can improve the process
of designing, delivering, marking, and grading of examination results.
Therefore, investment in the equipment, teacher training, and support services
should rank higher in government priorities. For Nigeria, a developing country
to meet up with this increasing pace, computer education should gain its ground
in secondary school curriculum. This will enable the next generation to catch
up with the pace. One of the objectives of National Computer Policy (NCCE,
1988) is to use IT for education and that education starts at secondary school
level where students are able to understand the needs to acquire such
knowledge. It is unfortunate that the policy formulated since 1988 has still
not taken full effect. Looking at the present education curriculum would reveal
some problems associated with the implementation of ICT in the curriculum.
Computer
education was introduced into the Nigerian education system in the late 1980’s,
specifically based on the recommendations of the 32nd ministerial council
meeting of the National Council on Education in 1987. The pilot scheme for the
programme started with federal government colleges (Unity schools) and the
Armed Forces Secondary Schools in 1988. Training programmes were also conducted
for 197 teachers from the schools in a pilot study (Yoloye, 1990)
Computer
education was introduced to bring Nigerian Children in contact with computer,
so that they could use it, appreciate its potentials, understand how it works
and learn to apply the knowledge and skills to solve emerging problems (Aminu,
2002).
The main
purpose of teaching and learning is to develop the ability to solve a wide
variety of complex human problems. Problem solving is therefore one of the
characteristics of human being and an important way of developing knowledge
(Reed & Philips, 2002). However, the process of problem solving in school
subject has not been given the proper recognition, probably due to the fact
that teachers themselves are not comfortable with problem solving. As a result,
teachers do not teach the process and technique of problem solving as an
integral part of school subjects (Rosen, 1999).
Inclusion of
computer science into the secondary school programmes can help students to
access, select and interpret information, recognize patterns, relationships and
behavior model and hypothesize.
Computer
science also enables students to test reliability and accuracy, review and
modify their work to improve the quality; communicate with others and improve
efficiency, be creative and take risks and gain confidence and independence
(Dreyfus, 2001).
The
inclusion of computer science would also have impact on how students learn
school subjects because it can enable students to experiment and learn from
feedback, think logically and develop problem-solving skills; observe, explore
and explain patterns in number, shape and data, make and test hypotheses and
predictions which can be based on large amounts of data. The influence of
computer machines on the teaching and learning of school subjects would also
enable students to make generalizations that can be based on experimental
evidence and develop vocabulary and Language (Briggs 2002).
The
Inclusion of Computer science in Secondary School among other things will
expose its usefulness in many areas like computer awareness, computer
appreciation, basic computer operations and concepts, computer application,
computer ethics and human issues, information age, information communication
technology, computer problem solving skills, computer application package and
many more (Simonsori 1998).
Adenike
(1996) states that the inclusion of computer science in secondary school
curriculum will make the youth to be exposed to I.T Education early in life and
also position the children for this Information Technology (I.T) era. I.T
experts were worried by the low rate of computer education diffusion among
children in Secondary Schools, saying that something has to be done immediately
to save the system from eventual collapse. The initiative, which is similar to
Computer – In – School Initiative (CISI) propagated by Chris Uwaye which was
the former President of Information Technology Association of Nigeria (ITAN),
when fully implemented, would make I.T education a compulsory subject like
English and Mathematics as obtained in other developed economics of the world.
According to
Adeyemi (1994) we are living in the age of automation and application of the
automated technology. The introduction of computer to all aspect of life has
made literacy about computer essential for all secondary school levels.
Eskert
(1992) affirmed that if computer should be used in Nigerian Schools as they
would eventually be, teachers must become computer literate before they can use
computer(s) in their instruction.
Computer
literate teacher must possess the following knowledge and skills;
1. They must know the use and
limitation of computer in the classroom.
2. The teacher should know the
basic operational scheme of a computer.
3. The teacher should be able to
read and write simple programme.
4. The teacher must be able to
operate at least a micro-computer.
5. The teacher should be able to
discuss the importance of computer, citing its use(s) in the homes, in business
and in Education.
1. 2 STATEMENT OF THE PROBLEM
Despite the
importance of computer in our education system and nation in general, many
factors however has hindered the growth and adoption of computer science in
Nigerian secondary schools. Such factors range from lack of interest in
computer science on the part of the students to lack of dedication on the part
of the teachers. The task we have today in a developing country like ours
(Nigeria) is to find a way of tackling the present factors that hinder the full
implementation of teaching computer science. It is also noted that inclusion of
computer science in secondary school curriculums impact wrong knowledge to the
students in many ways, an example is students watching porn movies with the
computer system. All these prompted the need to investigate teachers’
perception on the inclusion of computer science in Secondary school Curriculum
1.3 PURPOSE OF THE STUDY
The main
purpose of this research is to critically investigate teachers’ perception on
the inclusion of computer science in Secondary school Curriculum, in Ijebu
North Local Government Area of Ogun State, Nigeria.
1.4 RESEARCH QUESTIONS
The following research questions are
answered in the research study:
1. Is there any significant
difference between the perception of (male and female) teachers’ on the
inclusion of computer science in the secondary school curriculum?
2. Is there any significant
difference between the perception of science based and non-science based
teachers on the inclusion of computer science in Secondary School Curriculum?
3. Is there any significant
relationship between the allocated period and effective teaching and learning
of computer science in Secondary Schools?
4. Is there any significant
relationship between availability of computers and effective teaching and
learning of computer science in Secondary Schools?
1.5 SIGNIFICANCE OF THE STUDY
This study
shall expand the existing body of knowledge on teachers. Perception of the
Inclusion of Computer science in Secondary School Curriculum. Teachers and
Administrators shall be further exposed to the impact of Computer science in
(Nigerian) Secondary Schools.
Government,
Ministries, Publishers and other Curriculum developers shall be briefed on
teachers’ perception on the Inclusion of Computer science in Secondary Schools.
Students’ understanding of the concept, history and relevance of Computers is
enhanced in the study. Furthermore, the research study shall provide a useful
guide to researchers who would investigate into related study.
1.6 SCOPE OF THE STUDY
This
research study investigates into teachers’ perception on the Inclusion of
Computer science in the Secondary School Curriculum.
The study is
limited to the stated research hypothesis, male and female secondary school
teachers in Ijebu North Local Government Area. One hundred teachers of
different age, sex religious, qualification and specialization are considered
for the study.
1.7 DEFINITION OF TERMS
Computer: A
computer is an electronic machine that accepts information, stores it until the
information is needed, processes the information according to the instructions
provided by the user, and finally returns the results to the user.
Computer
science: Teaching and Learning of the usage, application and maintenance of
computer.
Inclusion:
integration of computer science into school time table as teaching subject.
Teachers’
Perception: The opinion or view of Secondary School teachers towards the inclusion
of Computer science in school curriculum.
Curriculum:
program of study in the school system (which is channeled to guide the students
learning outcome). Such as teaching subjects.
Hardware:
This refers to the physical units on machines (computer) which make up the
computer configuration.
Software:
This is the term used for all sorts of program that run on the hardware system
of a computer.
Secondary
School:- is a school which provide secondary education, for students between
the ages of 11 and 16 or 11 and 19, after primary school and before higher
education.
Education:-
The act or process of imparting or acquiring general knowledge, developing the
powers of reasoning and judgment, and generally preparing oneself or others
intellectually for mature life.
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