The Problems and Prospect of Teaching and Learning of Computer Science in Nigeria
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are listed below:
- To understand the problem in learning and teaching of computer science.
- To set up a strategy for solving those problems.
- To set up a standard for teaching computer science in Nigeria
CHAPTER TWO
LITERATURE REVIEW
In this chapter, the researcher reviewed other related research works which were relevant to this research Topics. This provided the researcher with support and sense of direction. This chapter was based on the following sub-headings:-
THEORETICAL FRAMEWORKS
Learning theories were chosen for this research work because learning theories are conceptual frameworks that describe how information is absorbed, processed, and retained during learning. Learning brings together cognitive, emotional, and environmental influences and experience for acquiring, enhancing, or making changes in one‟s knowledge, skills, values and the world views. There are three main categories of learning theory. Namely a) Behaviorism Skinner in Raymond, U. and Ogunbameru, M.T. (2005), Coined the term “behaviorism.” Critical of Wundt‟s emphasis on internal states, Watson insisted that psychology must focus on overt measureable behaviors. Watson believed that theorizing thoughts, intentions or other subjective experiences was unscientific. Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman Guthrie, and Hull. What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. First, learning is manifested by a change in behavior. Secondly, the environment shapes behavior. And thirdly, the principles of contiguity and reinforcement are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning. There are two types of possible conditioning namely:
CLASSICAL CONDITIONING,
where the behavior becomes a reflex response to stimulus as in the case of Pavlov‟s Dog. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coats. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat. In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. Pavlov‟s work laid the foundation for many of psychologist John B. Watson‟s ideas. Watson and Pavlov shared both a disdain for “mentalistic” concepts and a belief that the basic laws of learning were the same for all animals whether dogs or humans.
CHAPTER THREE
RESEARCH METHODOLOGY
POPULATION
The population of the study consisted of the senior computer science teachers in all the secondary schools in Benin LGA of Edo State where students offer computer science and are registered for the SSE Examination for at least the immediate past five years. The study population was estimated at 140 senior computer science teachers.
The choices of senor computer science teachers was made because of their experience apart from teaching the subject and are in the best position to identify the problems of teaching and learning computer science in secondary schools.
SAMPLE AND SAMPLING
A total of 50 senior computer science teachers were sampled from at least four secondary schools and at most eight secondary schools in eight Benin LGA of Edo State. A purposive sampling technique was used in some local government areas, with few schools taking computer science and registering students for the SSE Examinations. The same technique is applicable to selecting private schools and Public schools with boys only or girls only. The samples from the sixteen Local Government areas are: Edo south, Igbo Eze south, Edo North, Nsukka and Edo east.
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
The following are explained in relation to table 1 below:
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
CONCLUSION
The study has successfully identified some problems encountered in teaching and learning computer science in secondary schools. The goals of vocational education at this level via the knowledge of computer science and the competences required for a successful entrepreneurship and self-reliance may not be met if these problems are not well addressed by the concerned-the government, parents, teachers and the students. The solutions proffered in this study are the basis of conclusion made:
- Government should do everything possible to discourage strikes, academic crisis irregular calendar which consequence, in adequately preparing students for examination, neglect of responsibility on the part of teachers with the incidence on students engaging in cheating in examination in computer science.
- Government should provide necessary instructional materials, qualified and experienced computer science teachers, computer science laboratory 10 enhance practical lesson and motivate the teachers
- Parents should take the education of their wards as priority. They should motivate the students; desist from forcing science subjects on them in place of computer science. They should provide study materials and other needs to make the subject and schooling attractive and hence reduce truancy in computer science lessons.
- Parents and students should be educated through seminars workshops etc of the prospects of computer science career.
- Computer science teachers should live up to their responsibilities to ensure students good performance in computer science
Recommendations
In line with the findings of this study, the researcher recommends the following:
Schools should provide enough audio and visuals to enable teachers clarify their lesson. Adequate infrastructure facilities and conclusive atmosphere are Sine Qua Non for effective learning and retention of what is learnt.
Schools should send their Computer science language teachers to seminars and workshops in order to up date their knowledge.
Teachers should be encouraged by the school by paying incentives. They should be upgraded when necessary. This will enable them to improvise audio and visuals for teaching
Computer science teachers should conduct the teaching and learning of the subject effectively, efficiently and interestingly. Their teachers should be resourceful, knowledgeable and vary his teaching method at all times. The teacher should ensure appropriate use of audio and visuals during their lesson.
Teachers should try to improvise audio and visuals so that the students will benefit-maximally.
Parents should provide adequate and necessary learning materials in Computer science. This will encourage their wards to read.
Students should read extensively worth while publications, journals, newspapers, listen to radio and television news in Computer science, in addition to their recommended books. This will widen their knowledge to be able to agree and refute what the teacher teaches them. This extensive reading will make them avid readers and fluent speakers of Computer science Maduekwe (1998). This will drastically reduce the mass failure in Computer science.
In conclusion, teachers are at the centre of educational instruction. They should strive hard to make their teaching very effective. Akande (1989) asserts “the medical doctor buries his mistake, the engineer dies with his mistake but the whole society perishes with the mistake of the teacher. This shows how valuable a teacher is in the growth of an individual and the society at large. Then the teachers of Computer science and all other teacher should make imperative to use audio and visuals during teaching so that the learners will be influenced positively.
Limitations of Study
The major factor that constituted a limitation to this study was the insincerity of the respondents in supplying appropriate information required of them in relation to their personal data, socio-economic and educational background. Besides, insufficient fund to take the researcher to vast areas like Lekki and Ikorodu areas limited the wider coverage of the study. Time constraint also posed a limitation to the study.
Finally, incessant power failure circumspect the researcher’s ability to get adequate necessary information from the internet, which in turn cushioned the volume of the literature reviewed during the study.
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