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THE CHALLENGES AND PROSPECT OF TEACHING AND LEARNING OF COMPUTER SCIENCE IN NIGERIA

CHAPTER ONE

INTRODUCTION

1.0 BACKGROUND OF THE STUDY

Technically, computer education in schools has become one of Nigeria’s most rapidly increasing and far-reaching advancements (Okebukola and Ajewole, 1990). Computer technology is currently being used to transmit information and teaching. According to Okebukola (1990), the concept of utilizing and studying computers in schools, as well as its increasing acceptance, began in the late 1960s, despite the fact that computers had been present for much longer. A computer is defined as a device or system that is specifically built to conduct computations, process data, and store information that can be conveniently accessed when needed (Aghadino, 1990; Adamu and Bello, 2002). According to Ahore (1990), a computer is a device that executes precisely defined rules with precision, speed, and dependability. Adamu (1994) defined a computer as a machine utilized by humans to solve issues. This most likely explains the role of computers in processing information in order to deal with certain problems that humans face. From the foregoing, it is clear that a computer is a device or machine designed to assist in the processing of information or data and to store such information for future use in dealing with daily living problems. Okebukola (1990) defined computer education as the learning that can lead to computer literacy. This implies that the goal of learning and teaching computer science is to develop an individual’s knowledge and skills in computer application or use. Computer science is a learning process in which an individual is guided through the fundamentals of using a computer to accurately and efficiently store and process data/information. The process aims to provide the individual with the skills and knowledge necessary to effectively use a computer (Adamu and Bello, 2002). Anyone who is computer literate or has received computer education and instruction is expected to tell the computer what he wants it to do, which includes the ability to understand what the computer says, according to Gboboniyi (1989), Aghedino (1990), and Adamu and Bello (2002). They go on to say that being literate in computer science entails being able to read, write, and speak the computer’s language. The computer is gradually being applied in all aspects of human endeavor in the modern world. It has been emphasized that the use of computers will improve effectiveness and efficiency in this fast changing and technologically evolving environment. Computer education is being promoted since it is nearly guaranteed that in the rapidly expanding information age, computer literacy will have just as big of an influence on professional choices (Adamu and Bello, 2002). As a result, the utility value of computer science determines its relevance. The National Policy of Education (NPE, 1981, updated in 1988, 1991, 1998, and 2004) established computer science education in Nigerian schools. The addition of computer science in the school curriculum was intended to provide every student with the chance to become computer literate. The study of computer science has had a great impact on both students and society. However, computer usage and study in Nigeria is relatively new when compared to other regions of the globe where computers are used in every aspect of human endeavor, including offices, schools, businesses, research centers, communication, and hospitals, to name a few. The complexity of today’s educational scenario has complicated the transfer of knowledge and instruction to pupils, as well as the nature of learning and teaching in general. This has made the teacher’s responsibility in fostering learning more difficult. The new position entails more than simply transmitting knowledge to pupils; it also entails investigating issues related to learning and instruction so that students can get the most from the teaching and learning process. Computers are currently employed in situations where a large amount of data must be handled, complicated processes must be managed, or real-time access to centralized information from random places is required, such as in education, telemedicine, telecommunications, and numerous other areas (Adewopo, 1995). The study of computers in school is therefore aimed at assisting students in dealing with current technology development, equipping them with knowledge and competences or abilities of program and administrative administration, and improving the learning process. Students are required to acquire computer appreciation or application skills rather than merely what a computer is and what it can accomplish. Students are thus required to be taught in such a way that they can not only perceive and understand the computer, but also successfully manage their own learning, reinforce it, and apply such information or training in a practical context. This new technique has made computer science education a little more difficult and hard. It has been noticed that teaching and learning of 193 computer science subjects in schools has proven difficult. People frequently complain about insufficient equipment, facilities, and computer instructional tools for learning and teaching exercises (Aghadino, 1990;Okebukola, 1990). It is considered that the teaching of science in general, and computer science in particular, has a variety of challenges (Adamu, 2000). This was due to the sluggish speed of computer learning and application. This assumes that there are issues with the teaching and learning of computer science education.

1.1 STATEMENT OF PROBLEM

The first obstacle in teaching and learning computer science in Nigeria is the absence of contact between the teacher and the student/s that is characteristic of face-to-face classroom teaching (Hentea, Shea, & Pennington, 2003). This lack of connection is accentuated in technical disciplines in computer science such as computer programming, database architecture, and artificial intelligence (AI). The teaching of computer science disciplines necessitates a high degree of communication between students and the teacher. In the classroom, where students may be located at a large distance and studying alone (for example, outback Australia), interaction might be synchronous (real time) or asynchronous (anytime). Asynchronous approaches employ collaborative technologies that allow students to engage with their instructor and peers at any time. Asynchronous communication technology may be utilized for teacher-student communication as well as student-student exchanges. The challenge of computer science teaching and learning will be summarized.

Thus:

• Inadequate computer teachers with professional training • Inadequate computers Inadequate support infrastructure • Inadequate educational materials or teaching aids • Inadequate instructional delivery 104 2.08 • Poor instructors’ attitudes toward the topic • General student apathy and disinterest to computer science Students’ motivation and encouragement are lacking, as are instructors’ incentives and drive.

1.3 OBJECTIVE OF THE STUDY

The objective of the study are listed below:

i. To understand the problem in learning and teaching of computer science.

ii. To set up a strategy in solving those problem.

iii. To set up a standard for teaching computer science in Nigeria

1.4 RESEARCH QUESTIONS

i. What is the problem in learning and teaching of computer science?

ii. What is the strategy in solving those problem?

iii. What is the standard for teaching computer science in Nigeria?

1.5 SCOPE OF THE STUDY

The limits of this study is the problems and prospect of teaching and learning of computer science in Nigeria. A means of ensuring standard teaching and learning of computer science. The study involves the development of strategy in solving the problem.

1. 5 SIGNIFICANCE OF THE STUDY

v To understand the problems of teaching and learning of computer science in Nigeria.

v To know the methods or ways of solving them

v To know the standard to set up in teaching computer science in schools.

1.6 LIMITATION OF STUDY

This research work in carried out in Nigeria and as a result it is limited from other countries.

1.7 DIFINITION OF TERMS

• Computer: Computer is conceived as a device or machine designed specially to perform calculations, process data and store information which can be easily retrieved when required

• NPE: national policy of education

• CSETAQ: Computer Science Education Teaching Assessment Questionnaire (CSETAQ)

• PEFRN: Policy on Education Federal Republic of Nigeria

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Full Project – THE CHALLENGES AND PROSPECT OF TEACHING AND LEARNING OF COMPUTER SCIENCE IN NIGERIA

Full Project – THE CHALLENGES AND PROSPECT OF TEACHING AND LEARNING OF COMPUTER SCIENCE IN NIGERIA

Full Project – THE CHALLENGES AND PROSPECT OF TEACHING AND LEARNING OF COMPUTER SCIENCE IN NIGERIA

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