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Computer education was introduced into the Nigerian education system in the late 1980s. this was the recommendation of the ministerial council meeting of the national council on education in 1987. Twenty years after the computer education is supposed to have taken off in Nigerian secondary schools, the program is yet to commence in most schools. The school students in Kaduna North Local Government Area of Kaduna State. Four research questions were used to guide the study. A survey research design was used for this study. The respondent of this study comprised of 1022 staff and students from the area of study. A 16 item structured questionnaire were personality administered and collected by the researcher. Mean and standard deviation were used as the statistical tools in analyzing the responses. The findings of the study revealed that there are no computer systems in schools, most teachers do not have the knowledge of computer, students and teachers do not realized the importance of computer education and most of the computers in schools were outdated. Consequently, the study recommended strategies to be adopted to improve the use of computer in secondary schools.
TABLE OF CONTENTS
Title page i
Approval page ii
Table of content vii
CHAPTER ONE: Introduction
Background of the study 1
Statement of problems 5
Purpose of the study 6
Significance of the study 6
Research questions 7
Scope of the study 7
CHAPTER TWO: Review of Related Literature
Trends in the development of computer 8
Classification of computer 11
Characteristics computer 16
Importance and relevance of using computer 17
Application and prospective impact of using computer in
Nigeria education 18
Importance of computer in Nigeria education system 24
Problem associated with the learning and use of computer in Nigerian
CHAPTER THREE: Methodology
Research design 28
Area of the study 28
Population of the study 28
Sample of the study 29
Instrument for data collection 29
Validation of the instrument 30
Procurement or data collection 30
Procurement for data analysis
CHAPTER FOUR: Data Presentation and Analysis
Presentation of data 32
CHAPTER FIVE: Summary, Discussion of Findings, Conclusion and
Restatement of the problem 42
Summary of the procedure 43
Major findings 44
Discussion of the finding of based on research questions 45
Implication of the findings 47
Background of the Study
Education has the primary role of creating a positive change in the social, cultural, economic and political lives of the recipients. It is an instrument for national development, to this end the foundations of ideas, integration for national development and the interaction of persons and ideas are all aspects of education. Education fosters the worth and development of the individual, for each individual’s sake and for general development of the society (National Policy on Education, 2004).
In order to realize the full potentials of the contribution of education to the achievement of these goals and value, modern educational technique and technology should be increasingly used and improved upon at all levels of the Nigerian educational system. The cotemporary age is regarded as the knowledge age. This is a succinct recognition the pervasive influence of computer technology which has made knowledge the most prized commodity.
Computer can be said to be an electronic machine which can accept data, process it and bring out information as the output which will be used to solve various problems as they may be applied. Computer has been found useful in space exploration, Engineering, Banking, Medicine, communication, Education, Commerce, etc. in education, computer has been used in a variety of ways in instructional process and in administration. (Global Health Education, 2005).
In addition, the computer has tremendous impact on the school social system. It has engendered more constructivist approaches to teaching, improved overall student’s motivation, to stay and behave better in schools. Computer has radically changed teachers’ professional development though constant update of their knowledge on the latest knowledge and the latest use of computers in contents area (Kmitta and Davis, 2004).
Despite the enormous benefit in the use of computer, it can thus be deduced that the full potential of computers is yet to be exploited within the Nigeria school system. In Nigeria, most Secondary School have no means of computer equipment and the few ones available are not properly used. This is in terms of maintenance and trained teachers.
Therefore, one can safely say that successful learning and use of computer in Secondary Schools in Nigeria met some impediments. This ranges from non-availability of the resources, lack of trained teachers and personnel to handle the system/equipment to poor infrastructure facilities among other things.
Computer education was introduced in the Nigerian education system in the late 1980’s by the recommendation of the 32nd Ministerial Council mee4ting of the National Council on Education in 1987. The plan was to establish Pilot schools and there after diffuse the innovation first to all Secondary Schools and then to the Primary Schools. The program was started with Federal Government Colleges and Armed Forces Secondary Schools in 1988 (Yoloye, 1990). Computer education was introduced to bring Nigerian children into contact with the computer so that they could use it, appreciate its potentials, understand how it works and learn to apply the knowledge and skills to solve emergency problems (Aminu, 1988).
In the revised national Policy on Education (FRN, 1998; 2004, section 5) stated, that “Government shall provide necessary infrastructure and training for the integration of information and Community technology (ICT) in the school system. This is the recognition of the role Information and Communication Technology (ICT) in advancing knowledge and skills in the modern world” (p. 24).
Twenty years after the National Computer Policy (FRN 1988) supposed to have taken off in Nigeria Secondary Schools, the program is yet to commence in most schools. Unfortunately, beyond the distribnution and installation of computers in the Federal Government Colleges, the project did not really take off the ground (Okebukola, 1997).
It should be noted however, that introduction of computer education into schools has consisted mainly of buying a few computer and software into few Schools (Unity Schools) without having trained personnel to use them. Computer education is still limited to Federal Unity Secondary Schools, it is scarcely offered in any of the state secondary schools, which constitute more than 80% of Nigeria Schools. These public schools has no access to computer facilities, there is no availability of computer laboratories, weak infrastructure and poor manpower. Some private schools through have introduced computer instructions into their school system, but the number of this schools that offered computer education is negligible. To this end the use of computers in education is rare in Nigeria Schools
One of the greatest barriers to proper computer education in several parts of the world and indeed Nigeria is shortage of trained teachers. The vast majority of teachers simply do not know how to use computer nor can they teach students about the impact of computers on the society and to promote educational efficiency. They are not adequately trained to use modern information media (Kirschner and Sellinger, 2003). Teachers are indispensable to the successful computers education. Successful implementation of computer education can only be assured through teachers who acquire necessary knowledge and skills.
Statement of the Problem
Many parents will admire their children’s ability if they can work with a computer and become amazed that the technology that baffles them comes to naturally to their off spring.
Computer today are not in use in most of our Secondary Schools. The few Government Colleges (Unity Schools) that were supplies are not effective: why? Is it because there are no adequate trained teachers of personnel who will maintain the computer or is it lack of computer facilities itself or government negligence to provide functional computer? Is computer education included in the school curriculum? What could be cause? What are the consequences or implication? This and many related question spur the researcher’s mind to investigate the impact of computer among Secondary Students in Kaduna North Local Government Area of Kaduna.
Purpose of the Study
This study intends to find out the impact of computer among Secondary School Students in Kaduna North LGA. Specifically, it will seek to:
i. Find out the Student’s access to such facilities in Kaduna North LGA
ii. Identify the availability of trained teachers in the use of computer in Secondary Schools.
iii. Identify the importance of computer in education amongst Secondary School Students.
iv. Examine the government involvement in provision of computer in Secondary Schools.
Significance of the Study
The finding of this study will be of greatest value to all educational administrators: it will be significant to educational policy makers, teachers, employer of labour, the state and the Federal Government as well, by implementing the recommendation given in this study.
i. Does non-availability or shortage of computer resources affect student’s acquisition of basic skills in computer?
ii. How does the shortage or non-availability of trained teachers affect the successful implementation of computer education?
iii. Is there any awareness of importance of computer in education amongst students?
iv. What is government’s involvement in the provision of computer in the Secondary Schools in Kaduna North Local Government Area?
Scope of the Study
Impact of the use of computer in education cut across the whole world without exception but was confined research on some selected Secondary Schools in Kaduna North Local Government due to time constraint and meager resources.
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