ABSTRACT
The study centers on the problems militating against eective teaching and learning of computer science in junior secondary schools of Igbo –Eze North Local Government Area of Enugu State. In carrying out the research above, data were collected through questionnaires administration and in depth interview. The simple percentage analysis method was used to analyzed the responses elicited from respondents. Also, chi-square was used in testing the hypotheses and meaningful conclusions drawn from there. It was discovered that factors such as lack of computer teachers for computer science, irregular computer science practical, lack of power supply, inadequate training for computer teachers among others contributes to the problems militating against the effective teaching and learning of computer science especially in the area of study.
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The world today is assuming a global village through the use and application of information and communication technology (ICT). Ughamadu (2008) rightly notes that one will be in his oice or residence and monitor the events that happen all over the world. This scientific discoveries and manipulations are made possible through the use of computers and other modern and ultra-modern and invention in the filed of science and engineering. Computer as a tool has been exposed and it’s being utilized in the effective management of education in so many countries (Beker 1986, Herper 1987 and Urah 2005). Countries of the world are said to be developed or not depending on their level of educational development. For people to be fully integrated into the global system through the use of internet and other computer application, such persons ought to pass through the required training as offered by the teacher. The product of teaching (student) ought to be in a position not only to learn the subject but to harness all the necessary information and development of the computer. Computer science like every other aspect of natural science requires more of the students engaging in the observational and practical method of teaching. The teacher on his part should be equal to the task of not only ensuring that he or she monitor the behavioural change on the students in the processes of learning but also be in total compliance to the current technology in the computer world.
According to Ezeora (1985), the level of computer literacy one attains gives one an edge over his or her counterparts with less level of computer literacy. Impact the desired knowledge of computer is no less the responsibility of both the teacher and learner hence, both have outstanding roles they play not only in acquisition of literacy but in the overall development of the educational system. 1.2 Statement of the problem Information and communication technology (ICT) is now a global phenomena and any nation that does not want to be le behind has to articulate measures to be connected to the positive side of the international digital device (Iyama 2005). Nigeria is no less an exception among countries of the world. But, the problem has been that since the invention of computer literate. Education being the bedrock of cultural transformation has not been able to address this problem as apathy noted by Agih (2008) that education holds the key to a better world for Nigerians and with the new development in education (computer literacy), it means that there must be a paralligm shi if our education system will be relevant in this information age. It is therefore the trust of this research to investigate the problem militating against the effective teaching and learning of computer science with particular reference to junior secondary school in Igbo-Eze North Local Government Area of Enugu State.
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