ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL MATERIALS FOR
LEARNING OF COMPUTER STUDIES
ABSTRACT
This study sought to investigate availability and utilization
of instructional materials for learning of computer studies in Ikwo Local
Government Area Of Ebonyi State. Survey research design was adopted for the
study. The researcher developed three research questions to guide the study.
Simple random sampling technique was used to select 730junior secondary school (JSS1)
students from six public secondary schools in Ikwo Local Government Area. For
the purpose of data collection, the researcher developed a 4-point, 25-item
Likert type questionnaire called Computer Studies Questionnaire (CSQ). CSQ was
subjected to both validity and reliability tests, for which an internal
consistency of 0.96 was obtained. Mean and standard deviation were used for
answering the research questions. Findings from the result of the study
revealed that Instructional materials for learning of Computer Studies junior
secondary schools were either not available at all, or only available only to a
low extent. The major materials available were textbooks and teacher-improvised
materials like diagrams and constructed materials. Further findings also
revealed that the frequency of improvisation of instructional materials for
learning of Computer Studies in junior secondary schools was very low. Only few
teachers bother with improvisation, and in most cases, the improvised materials
are two-dimensional (such as pictures, charts, diagrams and posters) and
three-dimensional materials (constructed/moulded specimens, models). The study
also revealed that even in cases where instructional materials were available,
the extent of utilization was very low. The most utilized instructional
materials were textbooks and teacher-improvised two-dimensional materials
(pictures, charts, diagrams and diagrams). Based on the findings of the study,
the researcher recommended that government should pay more attention to education
and provision of instructional materials for learning of Computer Studies. The
researcher also recommended that in schools where the standardized or
conventional materials are not available, teachers should endeavour to
improvise instructional materials for learning of Computer Studies. It was also
recommended that there is need to re-orient the Computer Studies teachers and
indeed all science teachers on the provision and utilization of instructional
materials.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF
THE STUDY
In recognition of the prominent role of Computer Science
Education (CSE) in advancing knowledge and skills necessary for effective
functioning in the modern world, Information and Communication Technology (ICT)
was introduced into secondary education in Nigeria. Computer education is of
paramount importance to national development and it is on this premise that the
government of Nigeria sought to introduce computer studies in the education
system from primary through to tertiary institutions. Shelly, Cashman and
Vermaat (2008) says “computer is
an electronic device, operating
under the control of instructions stored in its own memory, that can accept
data, process the data according to specified rules, produce results, and store
the results for future use. Hence, a computer can be defined as an electronic
machine working under the control of stored programs, capable of receiving,
storing, retrieving, communicating and processing data to produce information. The
researcher wanted to establish whether or not teachers and students are
considering the computer’s design when delivering and learning programming
lessons. The instructors and the learners must understand how the computer
works, how it is organised and its capabilities for them to possess the correct
interpretation of the computer. A computer forms the basic foundation for
computer science and the knowledge that a computer is a programmable device or
machine would motivate both teachers and learners to want to program the
computer to solve their peculiar or particular problems. The understanding of
the computer is in itself a giant leap forward as this arouse learners’
interest to solve problems and intrinsically motivates teachers and learners to
psychologically prepare to tackle any challenges if present, which can hinder
progress in subject mastery.
Olaitan (2009) stated that computer studies is a programme of
study designed to give the students a thoroughly but general grounding in the
ways computer are used. Computer studies equip the students with knowledge,
skills and competencies that will enable them to operate computer efficiently.
Some of the objectives of computer studies in secondary
school are as follows (Mundi, 2008):
i. To develop a computer scientific
attitude;
ii. To develop interest in an
appreciation of the plan of life through the computer;
iii. To develop or help the child
acquire a scientific method of solving problems;
iv. To help the child acquire a useful knowledge
of computer science;
To also help the child acquire a useful knowledge of computer
scientific principles.
Computer science according to Brookshear (2013) is “a
discipline that seeks to build a scientific foundation
for such topics
as computer design,
computer programming,
information processing algorithmic
solutions problems, and
the algorithmic process itself”. Brookshear (2013) continues to say computer science
“provides the underpinnings
for today’s computer
applications as well
as the foundations for tomorrow’s
computing infrastructure”. Computer in education can be defined as the process
of training and instructing children and young people on how to use and
operate the computer
to develop basic
skills in computing
and making contributions to the
society. The computer science education curriculum content should be packaged
in such a way that it will cover all the necessary area that supposedly affect
the teaching and learning of computer science so that students’ performance in the
course of study
would be enhanced.
Teachers and learners alike must
approach computer science with an open mind for them to engage in a
meaningful interaction during the processes of teaching and learning of
computer science.
Any established school curriculum calls for means of
implementing it in order to reach the objectives at the various levels. Methods
of teaching and learning are planned activities involves in the presentation of
the curriculum. The discussion, tutorial, lecture, discovery or demonstrations
are examples of bringing the students into contact with the subject matter. The
effectiveness of this contact demands activities and instructional materials.
This may be in the form of symbolic and pictorial presentation, real objects
and specimens, experiment and demonstration.
Imosie (2012) observed that one of the principles that
teachers have to continually bear in mind is that man learns through his
senses. He further stated that some students learn better by one or the other
of the senses. To some, seeing is believing, to others, the senses of hearing,
touch, smell and taste dominate in acquiring knowledge. For the intended
learning to take place, the teacher must communicate effectively with the
learners. In order to achieve the efficient communication between him and the learners,
the teacher must understand something of the communication process to the
extent that it will enhance a wide choice of his way of transmitting his
message to his students. According to Mundi (2008), the best way of helping
students to learn is to bring them face to face with the world, which the
education intends to introduce to them. Using real things in real life
situation does this. These real things used to enhance learning are called
instructional materials.
Instructional materials are those materials, devices or
techniques that help the teacher to make realistic approach to his Job. Whether
real or substitutes, these representations have a common goal: they help the
teacher to transmit the intended message effectively and meaningfully to the students
so that the students receive, understand, retain and apply the experience
gained to reach overall educational goals. Instructional materials are those
things that enable students to have a mental picture of what has been taught
and to retain the message in their memory for a very long time. Instructional
materials include radio, television, chalkboard, charts, micro-projectors,
still pictures, specimen, etc. It can be referred to as those things that the
classroom teacher uses to impact knowledge to pupils in the classroom in order
to achieve his objectives. Instructional materials refer to materials that are
used to facilitate teaching and learning. It enables the teacher communicate
ideas or concepts with ease as they appeal to many senses at a time (Mundi,
2008).
Teaching and learning of computer studies is more of
practical training than theoretical. Teachers therefore, should arrange
conditions under which students learn more rapidly and effectively. The teacher
should select relevant instructional materials to facilitate his teaching and
learning. Some instructional materials include computers, made up of the
keyboard, mouse, monitor, processor, interface, printers and disk drives;
laboratory, projected pictures, textbooks and chalk board. The use of the above
instructional materials in teaching and learning computer studies in secondary
schools cannot successfully accomplish its objectives without the availability
of these instructional materials in schools. There is also additional demand on
teachers’ time and competency.
Past studies have bemoaned the non-availability and/or
non-utilization of instructional materials for learning of computer studies as
well as other subjects in Nigeria. The level of availability of instructional
materials for teaching and learning is very low (Adedijio, 2010; Ogoma, 2011;
Nwafor & Eze, 2014; and Arum, 2015). Eya and Neboh (2011) identified four
major types of instructional materials the public schools need, which include:
two-dimensional materials, three-dimensional materials, audio materials and
audio-visual materials. Studies have shown that in most Nigerian schools,
materials such as all audio or audio-visual materials like cassette recorder,
tape-recorded materials, radio, projectors, film strips, slides, transparencies,
television and video recorders are not available and where they are provided,
they are inadequate (Eya, 2013). Whereas instructional materials such as
textbooks and two-dimensional materials are readily available in schools for
learning of computer studies, three-dimensional materials, audio materials,
audio visual, computers and computer laboratories are not available in most
Nigerian secondary schools (Adedijio, 2010; Nwafor & Eze, 2014). This is a
situation that seriously hampers the effective teaching and learning of
computer studies and acquisition of Information and Communications Technology
(ICT) skills among secondary school students in Nigeria (Akanbi, 2008).
Despite the usefulness of instructional materials in the
classroom, Mkpa (2007) observes that many teachers are very reluctant to use
them in their teaching. He posits that many teachers use instructional
materials last at the time they were being examined or supervised for
certification. Now that such supervision is rarely done, they do not bother to
use the resources any longer. Corroborating Mkpa’s view, Enem (2012) opines
that some teachers find it difficult to use instructional materials in
delivering their lessons, probably due to lack of interest, resourcefulness or
inadequate training on the need and how to use instructional materials. This
goes a long way to reveal that the problem associated with the use of
instructional materials in teaching is dove-tailed. The needed materials for
computer studies instruction may not be available, and even if they are,
teachers may not use them due to ignorance or unwillingness to put in extra
effort to enhance their professional competence. This therefore calls for an
investigation into the availability and extent of utilization of instructional
materials in the learning of computer studies in junior secondary schools in
Ikwo Local Government Area of Ebonyi State.
1.2 STATEMENT OF
THE PROBLEM
The importance of the availability and use of instructional
materials in learning of computer studies cannot be over-emphasized. When the
instructional materials are made available in secondary schools and effectively
utilized, students’ interest in learning is awakened and thus offers a good
reality of experience, which stimulates self-activity on the part of the
students. Despite all these advantages, there are doubts as to whether there
are available instructional materials in our secondary schools, and if
available, whether they are utilized. Therefore, there is need for an
investigation into teaching and learning computer studies in our secondary
school system. Given this scenario, this study sought to ascertain whether
instructional materials are available for learning of Computer Studies in
junior secondary schools, and if they are, to what extent they are utilized to
achieve the aims of Computer Studies instruction in junior secondary schools.
1.3 PURPOSE OF THE
STUDY
The major purpose of the study is to ascertain the
availability and utilization of instructional materials in learning of computer
studies in junior secondary schools. Specifically, the study sought to find
out:
1. If instructional
materials for learning of Computer Studies are available in junior secondary
schools.
2. The frequency
with which Computer Studies teachers improvise instructional materials for
learning of Computer Studies in junior secondary schools.
3. The extent to
which instructional materials are utilized for learning of Computer Studies in
junior secondary schools.
1.4 SIGNIFICANCE OF
THE STUDY
This study shall be of benefit to:
· Government: to
have knowledge of schools that are lacking these instructional materials and
make efforts to provide them.
· Students: for
when instructional material are available and utilized, learning becomes
easier.
· Computer studies
teachers: who will utilize the result of this study in making their lessons
more simple, interesting and understandable.
· Parents: the
results of this study would provide additional information on which schools to
send their children after primary schools. The recommendations of this study
will go a long way towards making educators look inwards in order to solve the
problem of teaching and learning computer in secondary schools.
1.5 SCOPE OF THE
STUDY
The study was carried out in secondary school in Ikwo Local
Government Area of Ebonyi State, south-east Nigeria. The study focused on
ascertaining the availability of instructional materials and their extent of
utilization for learning of computer studies in junior secondary schools within
Ikwo Local Government Area of Ebonyi State.
1.6 RESEARCH
QUESTIONS
The following research questions were drawn to guide the
study:
1. Are
instructional materials for learning of Computer Studies available in junior
secondary schools?
2. How often do
teachers improvise instructional materials for learning of Computer Studies in
junior secondary schools?
3. To what extent
are instructional materials utilized for learning of Computer Studies in junior
secondary schools?
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment