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

INTRODUCTION

  • </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.
  • 5.1The state and availability of resources in the schools &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; 16</p><p>2.
  • 5.2Budgetary 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.
  • 5.3Availability 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.
  • 5.4Attitudes 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.
  • 5.5Availability 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 METHODOLOGY

  • 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

  • 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, CONCLUSION AND RECOMMENDATIONS

  • 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.
  • 4.1Research 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.
  • 4.2Research 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.
  • 4.3Research 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.
  • 4.4Research 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.
  • 4.5Research 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.
  • 4.6Research 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

Factors militating against the introduction of computer education in secondary schools The integration of computer education into the curriculum of secondary schools has been a topic of interest in the educational sector. However, several factors hinder the successful implementation of computer education in secondary schools. This research project aimed to identify and analyze the key factors militating against the introduction of computer education in secondary schools. One significant factor identified is the lack of adequate infrastructure in many secondary schools. A majority of schools lack the necessary computer labs, internet connectivity, and other resources essential for effective computer education. Without these basic infrastructure elements, it becomes challenging to introduce computer education in secondary schools. Another critical factor is the shortage of qualified computer education teachers. The shortage of teachers with the necessary skills and expertise in computer education poses a significant challenge to the successful implementation of computer education in secondary schools. Without competent teachers, students may not receive quality education in computer studies. Financial constraints also play a crucial role in hindering the introduction of computer education in secondary schools. Acquiring computers, software, and other technological resources requires a significant financial investment. Many schools, especially in developing countries, struggle to allocate funds for computer education due to limited budgets and competing priorities. Furthermore, resistance to change among educators and school administrators is another factor militating against the introduction of computer education in secondary schools. Some educators may be resistant to incorporating computer education into the curriculum due to a lack of understanding of its importance or fear of technology replacing traditional teaching methods. Additionally, the lack of standardized curriculum and assessment methods for computer education poses a challenge to its introduction in secondary schools. Without a clear and comprehensive curriculum framework, schools may struggle to design effective computer education programs that meet educational standards and requirements. In conclusion, the successful introduction of computer education in secondary schools is hindered by various factors, including the lack of infrastructure, shortage of qualified teachers, financial constraints, resistance to change, and the absence of standardized curriculum. Addressing these challenges requires collaborative efforts from government agencies, educational institutions, and other stakeholders to prioritize and invest in computer education for the benefit of students' academic and future career prospects.

Project Overview

<p> </p><div><p><b>1.0 &nbsp; &nbsp; Introduction</b></p><p>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.</p><p>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.</p><p><b>1.1 &nbsp; &nbsp; &nbsp; &nbsp;</b><b>Background to the Study</b></p><p>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 &nbsp; 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.</p><p>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:</p><p>v The development of rudimentary knowledge about information system. Information process techniques and the role of computer in this regard.</p><p>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.</p><p>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.</p><p>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.</p><p>v To develop reasonable level of competence in ICT applications that will engender entrepreneurial skills.</p><p>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.</p><p>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.</p><p>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.</p><p><b>1.2 &nbsp; </b><b>Statement of the problem</b></p><p>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?</p><p><b>1.3 &nbsp; &nbsp; </b><b>&nbsp;Purpose of the Study</b></p><p>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:</p><p>1. &nbsp; &nbsp; Identity the state and availability of computer resources in the Secondary schools in Chikun Local Government Area.</p><p>2. &nbsp; &nbsp; Identify if there any budgetary and funding constraints militating against computer education in Secondary schools in Chikun Government Area.</p><p>3. &nbsp; &nbsp; Identify if there are trained manpower to teach the subject in the Secondary schools in Chikun Local Government Area.</p><p>4. &nbsp; &nbsp; Identify the attitude of the school community towards the teaching and learning of computers in the Secondary schools in Chikun Local &nbsp; &nbsp; Government Area.</p><p>5. &nbsp; &nbsp; Identify the time adequate for the computer lessons to be incorporated on the timetable?</p><p>6. &nbsp; &nbsp; Identify the remedies that can be put in place to make sure computer education is fully implemented in schools?</p><p><b>1.4 &nbsp; &nbsp; &nbsp; &nbsp;</b><b>Significance of the Study</b></p><p>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.</p><p>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.</p><p><b>1.5 &nbsp; &nbsp; &nbsp; &nbsp;</b><b>&nbsp;Research questions</b></p><p>1. &nbsp; In an attempt to answer the major research question, the following sub problems stood as research questions.</p><p>2. &nbsp; What is the state and availability of computer resources in the Secondary schools in Chikun Local Government Area?</p><p>3. &nbsp; Are there any budgetary and funding constraints militating against computer education in Secondary schools in Chikun Local Government Area?</p><p>4. &nbsp; Are there trained manpower to teach the subject in the Secondary schools in Chikun Local Government Area?</p><p>5. &nbsp; What is the attitude of the school community towards the teaching and learning of computers in Secondary schools in Chikun Local Government Area?</p><p>6. &nbsp; Is time adequate for the computer lessons to be incorporated on the timetable in Secondary schools in Chikun Local Government Area?</p><p>7. &nbsp; What remedies can be put in place to make sure computer education is fully implemented in Secondary schools in Chikun Local Government Area?</p><p><b>1.6 &nbsp; &nbsp; &nbsp; &nbsp;</b><b>&nbsp;Scope of the study</b></p><p>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.</p></div><h3></h3><br> <br><p></p>
Purchase This Research

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
Install Mobile App

Related Research

Economics. 2 min read

The Impact of Digital Currency Adoption on Small Business Growth in Urban Areas...

What This Project Is About This project explores how small businesses in cities are using digital currencies, like Bitcoin or digital payment apps, to operate a...

BP
Blazingprojects
Read more →
Economics. 3 min read

Analyzing the Impact of Digital Currency Adoption on Small and Medium Enterprises (S...

What This Project Is About This project looks at how small and medium-sized businesses (SMEs) in cities are starting to use digital currencies, like Bitcoin or ...

BP
Blazingprojects
Read more →
Economics. 2 min read

Assessing the Impact of Digital Payment Systems on Small Business Growth in Urban Ar...

What This Project Is About This project looks at how digital payment systems, such as mobile money, credit card payments, and other online payment methods, affe...

BP
Blazingprojects
Read more →
Economics. 2 min read

The Impact of Digital Currency Adoption on Financial Inclusion in Developing Economi...

This project looks at how the use of digital currencies, like cryptocurrencies or digital versions of government money, can help more people in developing count...

BP
Blazingprojects
Read more →
Economics. 2 min read

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

The topic of &quot;The Impact of Foreign Direct Investment on Economic Growth in Developing Countries&quot; focuses on exploring the relationship between foreig...

BP
Blazingprojects
Read more →
Economics. 2 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. 3 min read

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

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

BP
Blazingprojects
Read more →
Economics. 2 min read

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

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

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