Level Of Competencies Possessed By Junior Secondary School Teachers In The Teaching And Learning Of Computer Science Subject For Effective Service Delivery

Project Abstract

<p> Title Page<br>Approval Page<br>Dedication<br>Acknowledgement<br>Table Of Contents<br>List Of Tables</p><p></p><p><em><strong>Chapter One<br>1.0 Introduction</strong></em><br>1.1 Background Of Study<br>1.2 Statement Of The Problem<br>1.3 Purpose Of Study<br>1.4 Significant Of Study<br>1.5 Research Question <br>1.6 Scope Of Study<br>1.7 Definition Of Terms</p><p><strong><em>Chapter Two<br>2.0 Related Literature Review </em></strong><br>2.1 Level Of Competencies And Status By Secondary School Teachers And Its Effects To Teachers Competency And Status Possessed By Secondary School Teachers And Its Effects On Their Services<br>2.2 Effects Of Teacher’s Competency And Effectiveness On The Academic Achievement Of Junior Secondary School Students In&nbsp; Computer Science Subjects The Teacher, His Methods And The Teaching Activity In The <br>Teaching And Learning Of Computer Science Subjects<br>2.3 The Impact Of Computer Assisted Instrument And Computer <br>Manage Instruction For Effective Teaching Of Computer Science Subject In Junior Secondary School </p><p> 2.4 Factors That Facilitate Teachers Competency And Effectiveness In </p><p>The Teaching And Learning Computer Science At Junior Secondary <br>School<br>2.5 Summary Of Literature Review</p><p><em><strong>Chapter Three<br>3.0 Research Methodolog</strong></em>y<br>3.1 Research Design<br>3.2 Area Of Study<br>3.3 Population Of Study<br>3.4 Sample And Sampling Technique <br>3.5 Instrument For Data Collection<br>3.6 Validation Of The Instrument<br>3.7 Reliability Of Instrument<br>3.8 Method Of Data Collection<br>3.9 Method Of Data Analysis</p><p><strong><em>Chapter Four<br>4.0 Data Preparation And Analysis</em></strong><br>4.1 Research Question 1<br>4.2 Research Question 2<br>4.3 Research Question 3</p><p><strong><em>Chapter Five<br>5.0 Summary, Conclusion And Recommendations</em></strong><br>5.1 Summary Of Principal Findings<br>5.2 Conclusion <br>5.3 Recommendations<br>5.4 Suggestion For Further Study<br>References<br>Appendices Questionnaire.</p> <br><p></p> <br><p></p>

Project Overview

<p> <strong>1.0 INTRODUCTION<br>1.1 BACKGROUND OF STUDY</strong><br>Mkpa (1992), observes that standards of performance are basic to good teaching and learning. However, standard are not easy to determine; especially when education for job is concerned. he further noted that when standards were set, objectives were drawn up that would enable students to meet the standard. Student however may not affair such objectives of learning in all cases, but standards remain fixed unless they are altered due to changing circumstances in school system. School standards should be similar to job entry publication at the time the school is ready to enter into the business of learning.<br>According to Ekeruo (1999), ‘A teacher’s performance is primarily determined or measured by the end by the end product she can produce at any given time. He further noted that the teacher could not perform if she had no standard, sound knowledge or experience of the facts. She was supposed to impact to the child/student. Evaluation plays a vary important role in determining the teachers performance and that of the student. It provides information on the variations in the achievement of individual child/student by analyzing the achievement each child; the teacher gets to know the individual difference difficulties of his students. He is then in the position to direct his teaching to the specific problems identified and render help that is appropriate to the difficulties encountered.</p><p> </p><p>Bloom et al (1981), noted that it was not an exaggeration to say that teachers developed an educational plan on the basis of subject matter content. Either through personal experiences with the field in which they are expert or the guidance provided by the standard textbooks, they decide what to be thought and in which sequence, time and teaching methodology.<br>Green (1991) on his own argued that teaching is basically meant for competency, understanding and problem solving. According to him a competent person in any area knows how to do his work well. as much important as teaching of facts and skills, in the acquisition of competency, and a standing problem-solving. He however, noted that not all competencies in life involve the ability to solve problems because, as a generalization, the more competent a person is in his business life, as well as his personal life, the fewer the problem he has to contend with. This according to him because person involved has so directed his life that problem-solving is an incidental part of it, rather than the total of it. Nevertheless, competency often requires problem-solving.<br>Following this, Green observes that, “one of the most important competencies of teacher is the ability to discriminate between facts worth mastering and those of which if learned may soon be forgotten. He therefore advised that we must learn those facts that are used most often, that are most difficult to find in reference books of various types. This according to him because learning precedes skill development by learner.</p><p><strong>1.2 STATEMENT OF PROBLEM.</strong><br>Ude (1999) is of the opinion that a teacher is meant to impact the required stuff to his students. However, one of the reasons for the poor quality of teachers was an influx of men and women into the teaching field who claimed to be teacher under auxiliary teaching cadre. Most of the teachers were ill equipped or untrained that they could not impact the required stuff to the students, the same is true of most computer science teachers in junior secondary school within Enugu education zone.<br>Besides, if the teacher do not master the subject matter very well it must surely affect his students performance in computer science subjects. consequently, this problem has resulted to school producing poor academic students/pupils with poor results for junior secondary school certificate examination; and as such they stand to loose at the enrollment of student at the senior secondary level in such school. Also, the resultant effect is that such school enrolls very negligible number of students in the senior secondary school certificate examination. Sometimes they the one who are unable to find a better school and the are forced to continue in the same school and still perform below expectation in their academic achievements. These of course, are the major issues of concern that motivated the selection of this topic of study by the researchers.</p><p><strong>1.3 PURPOSE OF STUDY.</strong><br>The main objective of the study are:<br>(I) To determine the level of competencies of teachers teaching in the junior secondary school for an effective service delivery in computer science subjects in Enugu education zone<br>(II) To identify the major problem confronting teachers of computer science in junior secondary schools.</p><p> </p><p>(III) To find out the difficulties encountered by the learners in computer science subjects in schools<br>(IV) To find out workable strategies for improving both teachers and learners performance in computer science at the junior secondary school level.</p><p><strong>1.4 SIGNIFICANCE OF THE STUDY</strong><br>This study will be of help to students and other researchers who might be interested in this and/or other related areas of the study. it would be of immense help to both present and perspective policy makers of the Nigerian educational system in the areas of planning and efficient utilization of resources. also educational planners, and administrators, teacher, parents and the students who are directly involved will realize the appropriate roles the study have to play for their performance in computer science subject at their junior secondary school level. The study shall be beneficial and of immense help in identifying major problems confronting teachers of computer science and factor responsible for this educational problem: the study will also propose the way forward.</p> <br><p></p> &nbsp; <br><p></p>