Project Abstract

Abstract
The study aimed to identify difficult teaching-learning topics in the computer science curriculum for junior secondary school students. The research employed a mixed-methods approach, combining both quantitative and qualitative data collection methods. Surveys were conducted with computer science teachers to gather information on topics they perceived as challenging for students. Additionally, classroom observations and student assessments were carried out to identify topics where students faced difficulties. The results of the study revealed several topics within the computer science curriculum that were challenging for junior secondary school students. These topics included complex algorithms, object-oriented programming concepts, and database management. Teachers reported that students often struggled with understanding the logic behind algorithms and implementing them in coding tasks. Object-oriented programming concepts such as inheritance and polymorphism were also identified as challenging for students due to their abstract nature. Furthermore, database management was highlighted as a difficult topic for students, particularly in terms of designing and querying databases. Students found it challenging to grasp the relational model and write SQL queries effectively. The findings from the classroom observations and student assessments supported the teachers' perceptions, indicating that students faced significant difficulties with these topics during learning activities and assessments. The identification of these difficult teaching-learning topics has important implications for curriculum design and instructional practices in junior secondary school computer science education. By pinpointing the specific topics where students struggle, teachers can adapt their teaching strategies to provide additional support and resources for students. This may include using alternative teaching methods, providing more opportunities for practice and reinforcement, and offering extra help sessions for students who need additional assistance. Overall, the study contributes to the ongoing efforts to improve the quality of computer science education in junior secondary schools by addressing the challenges students face in learning complex topics. The findings can inform curriculum developers, teachers, and educational policymakers in making informed decisions to enhance the teaching and learning of computer science in junior secondary schools.

Project 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.