Home / Economics / Factors militating against the introduction of computer education in secondary schools

Factors militating against the introduction of computer education in secondary schools

 

Table Of Contents

<p> </p><p>Title page &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; i</p><p>Declaration – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; ii</p><p>Approval page &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; iii</p><p>Dedication &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; iv</p><p>Acknowledgement – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; v</p><p>Abstract &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; vi</p><p>Table of contents &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; vii</p><p><b>

Chapter ONE

</b></p><p>1.0 &nbsp; &nbsp; Introduction &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 1</p><p>1.1 &nbsp; &nbsp; &nbsp; &nbsp; Background of the study – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 2</p><p>1.2 &nbsp; &nbsp; &nbsp; &nbsp; Statement of the problem &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; — &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 4</p><p>1.3 &nbsp; &nbsp; &nbsp; &nbsp; Purpose of the study &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 5</p><p>1.4 &nbsp; &nbsp; &nbsp; &nbsp; Significance of the study – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 6</p><p>1.5 &nbsp; &nbsp; &nbsp; &nbsp; Research questions &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 6</p><p>1.6 &nbsp; &nbsp; &nbsp; &nbsp; Scope of the study – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 7</p><p><b>

Chapter TWO

:LITERATURE REVIEW</b></p><p>2.1 &nbsp; &nbsp; Introductions &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 8</p><p>2.2 &nbsp; &nbsp; Brief History Computer Education in Nigeria &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 9</p><p>2.3 &nbsp; &nbsp; The Need for computer education in Nigerian Secondary schools &nbsp; &nbsp; &nbsp; &nbsp; 10</p><p>2.4 &nbsp; &nbsp; ICT Application in Nigerian Secondary Schools &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 12</p><p>2.5 &nbsp; &nbsp; Factors militating against the introduction of computer</p><p>education in secondary schools &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 16</p><p>2.5.1 The state and availability of resources in the schools &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 16</p><p>2.5.2 Budgetary and funding constraints militating against</p><p>computer education in schools – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 18</p><p>2.5.3 Availability of training manpower to teach the subject</p><p>in the schools &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 18</p><p>2.5.4 Attitudes of schools community towards the teaching and</p><p>learning of computers in schools &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 22</p><p>2.5.5 Availability of time &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 24</p><p>2.6 &nbsp; &nbsp; Remedies to make sure computer education is</p><p>fully implemented in schools – &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 25</p><p>2.7 &nbsp; &nbsp; Technical support – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 26</p><p>2.8 &nbsp; &nbsp; Teacher in-service – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 27</p><p><b>

Chapter THREE

: RESEARCH METHOLOGY</b></p><p>3.1 &nbsp; &nbsp; Introduction &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 29</p><p>3.2 &nbsp; &nbsp; Restatement of the research questions- &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 30</p><p>3.3 &nbsp; &nbsp; Research Design &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 30</p><p>3.4 &nbsp; &nbsp; Area of study &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 31</p><p>3.5 &nbsp; &nbsp; Population of the study &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 32</p><p>3.6 &nbsp; &nbsp; Instruments of data collection &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 32</p><p>3.7 &nbsp; &nbsp; Validation of instrument – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 33</p><p>3.8 &nbsp; &nbsp; Reliability of the instrument &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 33</p><p>3.9 &nbsp; &nbsp; Procedure for data collection &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 33</p><p>3.10 &nbsp; Method of data analysis &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 34</p><p><b>

Chapter FOUR

: Data presentation and analysis</b></p><p>4.1 &nbsp; &nbsp; Introduction – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 36</p><p>4.2 &nbsp; &nbsp; Analysis on research question &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 36</p><p>4.3 &nbsp; &nbsp; Research Question 1 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 37</p><p>4.4 &nbsp; &nbsp; Research Question 2 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 38</p><p>4.4 &nbsp; &nbsp; Research Question 3 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 40</p><p>4.5 &nbsp; &nbsp; Research Question 4 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 42</p><p>4.6 &nbsp; &nbsp; Research Question 5 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 44</p><p>4.7 &nbsp; &nbsp; Research Question 6 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 45</p><p><b>

Chapter FIVE

: Summary of findings, conclusion and recommendations</b></p><p>5.0 &nbsp; &nbsp; Introduction – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 49</p><p>5.1 &nbsp; &nbsp; Re-statement of the Problem- &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 49</p><p>5.2 &nbsp; &nbsp; Summary of procedures &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 50</p><p>5.3 &nbsp; &nbsp; Summary of Major findings &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 50</p><p>5.4 &nbsp; &nbsp; Discussing of findings &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 52</p><p>5.4.1 Research Questions 1 &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 52</p><p>5.4.2 Research question 2 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 52</p><p>5.4.3 Research Question 3 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 52</p><p>5.4.4 Research Question 4 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 55</p><p>5.4.5 Research Question 5 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 57</p><p>5.4.6 Research Question 6 &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 57</p><p>5.5 &nbsp; &nbsp; Implication of the study for education and learning – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 59</p><p>5.6 &nbsp; &nbsp; Conclusion &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 61</p><p>5.7 &nbsp; &nbsp; Recommendation &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 62</p><p>5.8 &nbsp; &nbsp; Suggestions for further study &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 63</p><p>References – &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 64</p><p>Appendix &nbsp; &nbsp; A – &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 66</p><p>Appendix &nbsp; &nbsp; B – &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 67</p> <br><p></p>

Project Abstract

Project Overview

1.0     Introduction

In the globalised world, technology has become the in-thing as countries and/or organizations devise means of gaining a competitive edge over the others. In view of this, education systems in individual countries need to be tailor-made to suit this Endeavour. Information and Communication Technology (ICT) has played a major role in linking business and individuals far apart in terms of geographical distance. Transactions are being carried out in or outside offices, twenty-four hours a day. In pursuit of the objectives to ensure that the country advances its technology base, Nigeria, through the Ministry of Education, has introduced computer Education in the school curriculum. However, the introduction of computer education has failed to take off in the majority of schools, primary and secondary, rural and urban. Given this scenario, it is necessary for this study to look into factors militating against the implementation of computer education in secondary schools.

In view of the fact that secondary schools are immediate sources of manpower for industry and commerce, it is hoped that ICT literacy could have been taught to students in preparation for employment. This however, has not been the case for the majority of secondary school graduates who have gone job seeking without any knowledge of computers despite their being a prerequisite for employment in many institutions.

1.1        Background to the Study

Computer education is of paramount importance to national development and it is on this premise that the government of Nigeria sought to introduce computer studies in the education system from primary through to tertiary institutions. The Ministry of Education stipulates that schools should offer technical and vocational subjects to students. At secondary school, a student should enroll for two a technical/vocational subject among which is Computer Studies. It against this background that the government went   about distributing computer equipment in schools across the country. Complementing these efforts, private companies donated and distributed computers to various schools in the state and the country. However, despite such efforts document analysis carried out shows that the majority of schools are not offering the subject. This has been the situation prevailing even in the schools which received the donations of computer packages, for free. This, therefore, has prompted this current research study to find out why computer studies are not being undertaken in the majority of schools despite the significance of the subject to national development and in the face of support from the political and corporate leadership. The study therefore aimed at unearthing those problems hindering the implementation of computer studies in the school curriculum in Secondary schools in Chikun Local Government area of Kaduna state.

According to the National Policy on Computer Education (NPCE, 1988), the main aims and objectives of computer literacy and education in schools are considered important bearing in mind the fact that computer studies aid in National Development. The objectives of computer studies in schools include:

v The development of rudimentary knowledge about information system. Information process techniques and the role of computer in this regard.

v To impart the knowledge about the use of computer and its applications in everyday life and to develop in the learner an appreciation of computer work.

v To develop an understanding of the basic principles of operating a computer and expose learners to hands of experience using programmes packages which are relevant to the interest of the pupils on teaching aids to different subject.

v Creating an understanding of the concept of programming language and their application through problems solving methods and techniques as they apply to the programme design, coding and documentation.

v To develop reasonable level of competence in ICT applications that will engender entrepreneurial skills.

As a result of the above listed aims and objectives, there is need for the full implementation of computer studies in all levels of Education, most especially at Secondary school level.

Despite the tremendous importance of computer studies, government, schools, pupils and teachers attitude have shown that much is expected to be done to position it well. Most pupils believe that computer study is not a core subject and so do not bother to give it keen attention. Many schools do not place computer studies within the favorable perception, interest and vocational choice of majority of learners as most of them tend to consider it as unnecessary and less important.

There is an increasing demand for a work force in Nigeria in area of technological development and self-reliance; this demand cannot be met without full implementation of Computer Education in schools.

1.2   Statement of the problem

Due to the fact that computer education has failed to take off in the majority of schools, fears are that Technological development may be a pipe dream for the country. Given this scenario, it is necessary for this Study to look into factors militating against the introduction of computer education in secondary schools in Chikun Local Government area of Kaduna state. The question to be answered by this current study is: What factors have impeded the implementation of computer Education in schools?

1.3      Purpose of the Study

Through this study, Factors militating against the introduction of computer Education in secondary schools in Chikun Local Government Area of Kaduna state would be identified, specifically the study will:

1.     Identity the state and availability of computer resources in the Secondary schools in Chikun Local Government Area.

2.     Identify if there any budgetary and funding constraints militating against computer education in Secondary schools in Chikun Government Area.

3.     Identify if there are trained manpower to teach the subject in the Secondary schools in Chikun Local Government Area.

4.     Identify the attitude of the school community towards the teaching and learning of computers in the Secondary schools in Chikun Local     Government Area.

5.     Identify the time adequate for the computer lessons to be incorporated on the timetable?

6.     Identify the remedies that can be put in place to make sure computer education is fully implemented in schools?

1.4        Significance of the Study

When the Factors militating against the introduction of computer Education in secondary schools in Chikun Local Government Area of Kaduna state are identified and the remedies that can be put in place to make sure computer education is fully implemented in schools are suggested, the Chikun Local Government Authority may adopt and integrate such remedies for the full implementation of computer Education in all the schools under its control. The private secondary schools in Kaduna South Local Government Area could also adopt the remedies suggested.

Teachers in Secondary schools in Kaduna State may be trained in the right direction so as to use the remedies suggested to make sure Computer Education is fully implemented in schools.

1.5         Research questions

1.   In an attempt to answer the major research question, the following sub problems stood as research questions.

2.   What is the state and availability of computer resources in the Secondary schools in Chikun Local Government Area?

3.   Are there any budgetary and funding constraints militating against computer education in Secondary schools in Chikun Local Government Area?

4.   Are there trained manpower to teach the subject in the Secondary schools in Chikun Local Government Area?

5.   What is the attitude of the school community towards the teaching and learning of computers in Secondary schools in Chikun Local Government Area?

6.   Is time adequate for the computer lessons to be incorporated on the timetable in Secondary schools in Chikun Local Government Area?

7.   What remedies can be put in place to make sure computer education is fully implemented in Secondary schools in Chikun Local Government Area?

1.6         Scope of the study

The study would identify the Factors militating against the introduction of computer Education in secondary schools in Chikun Local Government Area of Kaduna state and also enumerate the remedies that can be put in place to make sure computer education is fully implemented in Secondary schools in Chikun Local Government Area.



Blazingprojects Mobile App

📚 Over 50,000 Project Materials
📱 100% Offline: No internet needed
📝 Over 98 Departments
🔍 Software coding and Machine construction
🎓 Postgraduate/Undergraduate Research works
📥 Instant Whatsapp/Email Delivery

Blazingprojects App
Download Now

Related Research

Economics. 4 min read

The Impact of Minimum Wage Policies on Employment Levels in Developing Countries....

The Impact of Minimum Wage Policies on Employment Levels in Developing Countries is a crucial research topic that delves into the complex relationship between l...

BP
Blazingprojects
Read more →
Economics. 2 min read

The Impact of Artificial Intelligence on Labor Markets: A Case Study of the Retail I...

Overview: The advent of artificial intelligence (AI) has brought about significant changes in various industries, including the retail sector. This research pr...

BP
Blazingprojects
Read more →
Economics. 2 min read

Analyzing the impact of government policies on income inequality in developing count...

The project topic, "Analyzing the impact of government policies on income inequality in developing countries," focuses on investigating how government...

BP
Blazingprojects
Read more →
Economics. 3 min read

The Impact of Cryptocurrency Adoption on Traditional Banking Systems: A Comparative ...

The project topic "The Impact of Cryptocurrency Adoption on Traditional Banking Systems: A Comparative Analysis" delves into the evolving landscape of...

BP
Blazingprojects
Read more →
Economics. 2 min read

The Impact of Global Trade Policies on Income Inequality in Developing Countries...

The research project titled "The Impact of Global Trade Policies on Income Inequality in Developing Countries" aims to investigate and analyze the rel...

BP
Blazingprojects
Read more →
Economics. 4 min read

The Impact of Foreign Direct Investment on Economic Growth in Developing Countries...

The project topic "The Impact of Foreign Direct Investment on Economic Growth in Developing Countries" delves into a critical aspect of economic devel...

BP
Blazingprojects
Read more →
Economics. 3 min read

The Impact of Government Policies on Income Inequality: A Case Study of [Country]...

The research project titled "The Impact of Government Policies on Income Inequality: A Case Study of [Country]" aims to investigate the relationship b...

BP
Blazingprojects
Read more →
Economics. 3 min read

The Impact of Foreign Direct Investment on Economic Growth in Developing Countries: ...

The project topic, "The Impact of Foreign Direct Investment on Economic Growth in Developing Countries: A Case Study Approach," aims to delve into the...

BP
Blazingprojects
Read more →
Economics. 2 min read

Analyzing the Impact of Fiscal Policy on Economic Growth: A Case Study...

The research project titled "Analyzing the Impact of Fiscal Policy on Economic Growth: A Case Study" delves into the significant relationship between ...

BP
Blazingprojects
Read more →
WhatsApp Click here to chat with us