Thesis Abstract

Abstract
The aim of this research project was to identify the difficult teaching-learning topics in the junior secondary school computer science curriculum. The study focused on investigating the specific areas of the curriculum that students and teachers find challenging. A mixed-methods approach was employed, including surveys and interviews with both students and teachers to gather data on their experiences with different topics in the computer science curriculum. The findings from the research revealed several topics that were consistently identified as difficult by both students and teachers. These topics included complex programming concepts, algorithms, and data structures. Students often struggled with understanding the logic behind these concepts and applying them in practical coding tasks. Teachers, on the other hand, faced challenges in effectively explaining these abstract concepts in a way that students could easily grasp. Furthermore, the study highlighted the importance of hands-on practical activities in helping students overcome difficulties with these topics. Students reported that engaging in coding projects and practical exercises helped them better understand complex concepts and improve their programming skills. Teachers also emphasized the need for more interactive and project-based learning approaches to make these topics more accessible to students. In addition, the research identified the role of teacher training and professional development in addressing the challenges associated with difficult teaching-learning topics in the computer science curriculum. Teachers expressed the need for continuous training on effective teaching strategies and resources to support students' learning in challenging areas of the curriculum. Overall, the findings of this study provide valuable insights into the specific topics that students and teachers find challenging in the junior secondary school computer science curriculum. By understanding these difficulties, educators can develop targeted interventions and teaching strategies to support students in mastering these complex topics. The study also underscores the importance of practical, hands-on learning experiences and ongoing teacher training in enhancing students' understanding and engagement with challenging computer science concepts.

Thesis Overview

This study identifies the difficult teaching-learning topic in Junior Secondary School with particular reference to computer science curriculum in Nigeria, in a case study of Enugu Educational Zone, Enugu State.

It aims at identifying the difficult teaching-learning topics in Junior secondary school computer science curriculum and the causes of such problem. The instrument used for this research work include, questionnaire and review of materials already written by other researchers.

Three research questions were proposed and analyzed by using mainly simple percentages before rank ordering. The work was done in chapters and chapter one contained the background of the study, statement of problem, purpose of study, significance of the study, scope of the study, research question and definition of terms. Chapter two discussed the review of literature already written by other authors on the topic or related topics.

In chapter three, the main instrument was questionnaires that were administered to only the Junior Secondary School computer teachers from the data analysis, it was discovered that some concepts are actually perceived as difficult and level of difficulty varied with gender.

Chapter four deals with the analysis of data collected through a questionnaire. Chapter five in comprises the summary, recommendations and conclusion.