The Extent of Availability and Uses of Computers in Public Secondary Schools
Chapter One
PURPOSES OF THE STUDY
This study is aimed at investigating the extent of availability and use of computer in state and private secondary schools in Enugu metropolis.
Consequently, in carrying out the study, the researchers intend to:
- Find out if he state government secondary schools and private secondary schools in Enugu metropolis have computers.
- Determine what the available computers are used for in these schools.
Find out the kind of software package and applications programs learned in each of the school types - Find out the problems encountered by students in the study of computer as a school subject.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Introduction
Within a few short years, the Internet has reached many areas of activity, often acting as an agent of profound change. Much of the evolution of the internet has occurred in the university and research environments, but more recently, it has entered a larger public arena. It is now making major inroads into elementary and secondary school environments and creating a new model for classrooms across the globe. However, in Nigeria, the deployment of networking technology into the education environment has been limited to date. Yet, it is in this environment that perhaps the most striking developments can be undertaken and the essential basic groundwork laid for the longer-term productive integration of information technologies in, our society. Accordingly, there is much that must be done to ensure that the opportunities these technologies offer to the classroom and the children are optimized. The internet computer–based world wide information network have had enormous impact on information seekers, as it offers a wealth of opportunities to improve access to information resources in support of both “traditional” on – campus instruction and distance- independent learning, (Borgman, 2000). In the last few years, in the foreign scene, internet connectivity in schools has grown by leaps and bounds, but some schools are just starting from the scratch especially, here in Nigeria. Internet has become a useful tool for school assignments. Students and teachers trust and have confidence that internet is a good educational tool. Private school owners have high expectations in the use of internet by their children for school purposes. They see the need for parents to supervise the use of internet with their children. Students and teachers need more direction and training in the use of internet. Teachers need to incorporate the use of internet sites in classroom assignments. Since the bulk of the schools claimed to have computer systems, it is highly imperative that these systems are connected to the internet such that students and teachers can have access to it. With the government efforts at removing import duties from information communication technology (ICT), materials and ministry of education efforts plus the cyber cafes around the cosmopolis, students are expected to exploit this media for personal and educational purposes. This study aims to find out the availability and the use of computers and internet by secondary school students. Education is a fundamental human process; it is a matter of values and action. The cluster of technologies called the “Internet” has the ability to complement, reinforce, and to enhance the educational process (Simond, 2008). It will take the focus of education from the institution to the student. The internet has come to befriend, dwell with, and live beyond, both, the teacher and the student. African wisdom says, “It takes an entire village to raise a child”. There is emerging research on how the internet can be an important component of a programme that significantly increases student learning. This type of programme requires students and teachers to have appropriate access to the internet and instruction in its use. It also requires changes in curriculum content, instructional practices, and assessment to take advantage of the communication and information storage and retrieval strengths of the internet and to appropriately assess the types of learning these strengths engenders
The Attitude of Teachers towards Computer Use
The study of Andiema, (2015) revealed that, in East Africa, most teachers do not adopt ICT into their instruction as it should be, because of several interconnected factors, such as manipulative, non-manipulative and teacher factors. Manipulative factors include beliefs, skills and commitment of teachers, ICT knowledge, availability of ICT resources, whereas non-manipulative factors include age, gender, religion, educational experience, computer experience, national policy and external supports. This implies that ICT integration is not dependent on one factor, but to several interrelated factors that directly or indirectly affects the use of ICT into classroom instructions. 14 According to the report of International Society for Technology & Education (2001), relatively few teachers (20%) report feeling well prepared to integrate technology into classroom instruction. Although computers have been put in the classroom, many teachers are still skeptical of the value computers have provided for teaching and learning. Studies indicate that the level of feelings teachers have toward computer use range from euphoria to uncertainty, to hostility and fear (Alghazo 2006; Fouzieh, & Gilakjani, 2013). Some teachers show little interest in using instructional technology, while others are obviously resistant to its use. Some positively accept the concept, but feel somewhat bound by lack of training for effective integration (Alghazo 2006).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine the extent of availability and uses of computers in public secondary schools. Selected secondary schools in Enugu state forms the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the extent of availability and uses of computers in public secondary schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the extent of availability and uses of computers in public secondary schools.
Summary
This study was on the extent of availability and uses of computers in public secondary schools. Three objectives were raised which included; Find out if he state government secondary schools and private secondary schools in Enugu metropolis have computers, determine what the available computers are used for in these schools, find out the kind of software package and applications programs learned in each of the school types and find out the problems encountered by students in the study of computer as a school subject. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Enugu state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, this study delved into the extensive landscape of computer availability and utilization within public secondary schools. Through comprehensive research and analysis, it has become evident that computers have progressively become integral tools in the educational process. The findings highlight a significant increase in the overall availability of computers in public secondary schools, with a majority of institutions now possessing computer labs or designated computer stations.
The study also revealed a diverse range of uses for computers in these schools, extending beyond basic computer literacy education to encompass subjects across the curriculum. Computers are employed for research, interactive learning, skill development, and even administrative functions, indicating their multifaceted role in shaping modern education. However, it is essential to acknowledge that despite this progress, there remain challenges related to equity in access, teacher training, and infrastructure limitations that can impede the effective integration of computers in some schools.
As technology continues to evolve, it is crucial for educational policymakers and stakeholders to prioritize investments in computer infrastructure, teacher training programs, and equitable distribution to ensure that all students can harness the benefits of computer-assisted learning. Future studies might delve deeper into the impact of specific computer applications on learning outcomes, as well as explore innovative ways to overcome existing barriers.
In essence, the extent of computer availability and uses in public secondary schools signifies a promising shift toward modern, technology-enhanced education. Yet, it is only through concerted efforts to address challenges and harness the full potential of computers that we can pave the way for an inclusive, digitally empowered educational landscape
Recommendation
Based on the findings of this study on the extent of availability and uses of computers in public secondary schools, several recommendations are proposed:
- Equitable Access: Educational authorities should ensure equitable access to computers for all students, regardless of their socioeconomic background or geographical location. This could involve targeted funding, grants, or initiatives to provide schools in underserved areas with the necessary technology resources.
- Infrastructure Development: Schools should prioritize the development and maintenance of robust technological infrastructure, including reliable internet connectivity and up-to-date hardware. Regular assessments of technological needs should be conducted to identify areas requiring improvement.
- Teacher Training: Comprehensive training programs should be established to equip teachers with the skills and knowledge necessary to effectively integrate computers into their teaching methods. This training should not only cover technical aspects but also focus on innovative pedagogical approaches that make the most of technology.
- Curriculum Integration: Schools should encourage the integration of computer-assisted learning across subjects in the curriculum. This could involve collaborating with educators to design lesson plans that incorporate technology in ways that enhance student engagement and understanding
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