The Extent of Computer Literacy Among Secondary School Science Teachers
Chapter One
Purpose of study
In broad terms, this project aims to examine the extent or degree of computer literacy possessed by secondary school science teachers in Enugu North Local Government Area. Specifically, the project work set out to ascertain :
- The degree of knowledge of computer and its importance possessed by secondary school science teachers,
- The extent of skills and or applications know-how possessed by secondary school science teachers.
- Whether sex has affect on the degree of computer literacy possessed by secondary school science teachers.
- Whether subject area of specialization has any affect on the level knowledge of computer possessed by secondary school science teachers.
- The group of secondary school science teachers: biology, chemistry, mathematics, physics, and geography. That has the best computer literacy or otherwise.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
A review of 219 studies on the use of technology in education consistently found that students in technology rich environments experienced positive effects on performance in all subject areas (Look, 2005). In particular, Becta (2003) pointed out that ICT provide fast and accurate feedback to students, and speed up computations and graphing, thus freeing students to focus on strategies and interpretation. Further, use of interactive multimedia software, for example, motivates students and leads to improved performance. In fact, studies showed that more students finished high school and many more consider attending college where they routinely learned and studied with technology (Becta, 2003). Barak (2004) pointed further revealed that the use of ICTs in education would promote deep learning, and allows schools to respond better to the varying needs of the students. Despite the apparent benefits of the use of ICT for educational purpose, studies showed that in many cases, the learning potential of ICT is deprived as many teachers are still not fully ICT literate and do not use it in their teaching. Studies on teachers’ readiness for ICT generally, suggest that there is still a long way to go before schools in the region will be able to take full advantage of the opportunities provided by 21st century technology (Ya’acob et. al.,2005; So & Paula, 2006). Barak (2006) reveals that while teachers exploit ICT for their own learning, they are cautious about integrating advanced technologies in schools. The study also suggests that while teachers recognize the potential of technology in stimulating students’ learning and making school studies relevant to real-life contexts, they do not think that ICT is preferable for class-based instruction for promoting cooperation and reflection in learning. To investigate the factors hindering teachers’ readiness and confidence in using ICTs, Tella, et al. (2007) found that inadequate knowledge to evaluate the role of ICT in teaching and learning, lack of skills in the use of ICT equipment and software had resulted in a lack of confidence in utilising ICT tools. This is consistent with Preston (2000) who concluded that lack of technical support to be key inhibitor to the use of ICT in classroom. As shown by Bradley and Russell (1997), recurring faults, and the expectation of faults occurring during teaching sessions have reduced teachers’ confidence and caused teachers to avoid using technology. In addition, obstacles such as access to equipment, time pressures, lack of mentor and opportunities for apprenticeship of observation also have an impact on teachers’ ability to use ICT (Slaouti & Barton, 2007). Further, teachers’ workload and time management was found to be inhibiting the implementation of computer instruction in classroom (Guha, 2000). While there is a great deal of studies about how ICT is being used in developed countries, there is not much information on how ICT is being integrated into schools in developing countries (Beukes-Amiss and Chiware, 2006).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought the extent of computer literacy among secondary school science teachers
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information the extent of computer literacy among secondary school science teachers. 200 staff of selected secondary schools in Enugu north local government of Enugu state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in 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 computer literacy among secondary school science teachers. 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 challenge of the computer literacy among secondary school science teachers
Summary
This study was on the extent of computer literacy among secondary school science teachers. Five objectives were raised which included: To ascertain the degree of knowledge of computer and its importance possessed by secondary school science teachers, to ascertain the extent of skills and or applications know-how possessed by secondary school science teachers, to ascertain whether sex has affect on the degree of computer literacy possessed by secondary school science teachers, to ascertain whether subject area of specialization has any affect on the level knowledge of computer possessed by secondary school science teachers, to ascertain the group of secondary school science teachers: biology, chemistry, mathematics, physics, and geography. That has the best computer literacy or otherwise. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Enugu north local government of Enugu state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, non teaching staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.
Conclusion
Based on the findings of this study, the following conclusions were made:
– The computer literacy level among secondary school teachers in Enugu state. However, it was observed that majority of the teachers are computer literates.
– Although the majority of teachers are computer literate but the impact of computer literacy among the teachers is very low. However, it was observed that the teachers were computer literates but did not use the computer knowledge in the teaching process.
– It was observed that majority of these factors are responsible for the failure of the computer literacy programme among teachers in secondary schools in Rivers State.
– It concluded that there is a significant difference between the mean response of male and female teachers on the impact of computer literacy on their job performance.
– It is concluded that there is a significant difference between the mean response of male and female teachers on the factors affecting computer literacy in secondary schools in Enugu state
Recommendation
Based on the findings of this study, the following recommendations were made:
– Teachers should use the knowledge of computer in the teaching and learning process instead of personal use only.
– In-service training, seminars, workshops and conference should be organised by the government and professional bodies like Teachers Registration Council of Nigeria (TRCN), Nigeria Union of Teachers (NUT), computer institutes, etc. on computer literacy programme.
– Government, host communities and Parent Teacher’s Associations should provide the teachers with computers and ICT centres for effective job delivery.
– Incentives should be given to teachers to enhance the knowledge in the use of computer in education through soft loans.
REFERENCES
- Albert, I. I. (2015): The Challenges and Prospect of Computer Literacy in Secondary Schools,(A Seminar Paper )Presented at Ignatius Ajuru University of Education, Port Harcourt.
- Braide, H. S. (2015): The Impact of Information and Communication Technology (ICT) in Education and Students Achievement, (A Seminar Paper)Presented at Ignatius Ajuru University of Education, Port Harcourt.
- Didi, K. D. &Wonu, N. (2010): Assessment of Teachers Computer Literacy Level for Computer Studies Curriculum Implementation in Gokana LGA of Rivers State, Journal of Vocational Education and Technology I, (1) 15 – 23.
- Jack, C. G. (2010): Assessment of Computer Literacy Level in Ahoada East LGA of Rivers State, (A B.Sc. Project) of Rivers State College of Education, Port Harcourt.
- Lulu, C. (2009): Computer Literacy Awareness Among Primary School Teachers in Ikwerre LGA of Rivers State. (Unpublished B.Sc. Project) of Rivers State University of Education.
- Nwafor, S. C. (2015): Assessment of Teachers Use of ICT for Secondary Schools Computer Studies Curriculum Implementation in Rivers State. (Unpublished B.Sc. Project) of Ignatius Ajuru University of Education, Port Harcourt.
