EFFECTIVENESS OF COMPUTER ASSISTED INSTRUCTION IN TEACHING AND LEARNING COMPUTER SCIENCE IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1. Background of Study

Recent years have seen a remarkable growth in technological advancements. This period saw the introduction of the electronic computer system and other modern technologies. Currently, computer technology has invaded almost every element of human organizational functions and education (Joseph, 2019). Computer technology includes almost all human endeavors. So much has been written about it and its relationship to all human disciplines, including computer technology, engineering, agriculture, etc.

Computer technology in classrooms is one of the most extensive and rapidly expanding trends in education. Like corn in a field during a storm, nations over the globe are bending toward the craze of computer education (Joseph, 2019; Madu, 2016; Macaulay, 2018). Science and technology advancements have highlighted the important functions of computers in the computer of information technology. It is a brand-new instructional system. According to Sherman (2015), the introduction of the electronic computer system into the educational lexicon gives the means to address teaching and learning difficulties more fast and precisely than in the past. This has ultimately elevated the computer system to the apex of mankind, as its acceptability continues to grow. According to Jayesimi (2015), the computer has become the "nowology" in our society and will likely continue to be so in the future. Computers are frequently utilized in classrooms, and computer technology and literacy have grown more important in the educational system. It has been determined that the computer is an excellent tool for providing an instructional programme.

According to McCormick (2019), computers may be used to diversify, grow, and enhance the teaching and learning relationship. In addition, technological advancement can only be boosted by the right acquisition of scientific information, which can be attained only through training in Science, Mathematics, and Computer Education (Mohamed & Lashire, 2017). In 1987, the Federal Government of Nigeria launched the National Policy on Computer Literacy at the primary, secondary, and tertiary levels of education with the following general objectives: For the computer to transform the school system, as there is increased convergence between computer technology and communication; and To equip the individual or student with a thorough understanding of the concept of computer in order to fit into the twenty-first century. The Federal Government of Nigeria's National Programme on Computer Education was welcomed with open arms and recognized as a technological revolution in educational practice at Nigeria's institutions of higher education. Computer Education was seen as a new instructional system intended to enhance the quality of teaching and learning and contribute to technological and socioeconomic growth. According to Adeleke (2017), the objectives of the nation's Computer Education programme included the following: To bring about a computer literate society in Nigeria within a short period of time; To enable the present generation of school children at all levels to appreciate the potentials of the computer; and To enable them to use the computer in various works of life and later occupations (Mohamed & Lashire, 2017). All state governments in Nigeria adhere to the Federal Government's policy to implement Computer Education and Literacy in secondary schools in 1997 in accordance with the following broad goals: To develop the use of computer as a teaching tool in all subject areas and to familiarize students with the use of computer technology; to enable the present generation of school children at the secondary school level to appreciate the potentials of the computer and be able to utilize it in various aspects of life and later occupation; and to expose teachers and students to the latest scientific knowledge (Spathis, 2018). This project will assess the efficacy of computer-assisted education in secondary schools for teaching and learning computer science.

1.2. Problem Statement

Preparing students to participate in the information society, where knowledge is the most important aspect in the social and economic growth of a nation, is a fundamental prerequisite for the future (Spathis, 2018). The use of new Information and Communication Technologies has significantly altered the organization and operation of education. The advent of new technologies resulted in the creation and diffusion of Electronic learning (e-learning) and remote learning courses, so introducing a new dimension to the delivery and content of education. This is visible in all academic institutions, as modern computers now dominate the teaching and learning process.

Indeed, the use of computers has revolutionized conventional teaching (Petridou & Spathis, 2015; Mohamed & Lashire, 2017). However, as good and significant as the computer is, particularly in aiding an efficient teaching and learning process, it has not yet taken root in our Nigerian classrooms. This is because its application in our society faces certain obstacles. Notably, the economic implications of computer usage in the teaching and learning of computer science and other topics have hampered its effectiveness (Ajibade, 2016). Over the years, computer prices have become rather expensive. This has impeded the use of computers for instructional purposes in the majority of secondary schools in Nigeria. Alongside this is the excessive cost of software, which follows the same trend as hardware (Baugher, 2017). When attempting to acquire computers for instructional purposes, installation, maintenance, and replacement expenses cannot be avoided.

The Nigerian government is unable to adequately support education due to the country's dismal economic state. The insufficient financing for education in Nigeria, combined with the country's low technological level, has impeded the availability of instructional materials and the usage of computers at all levels of education.

In addition, mortality of qualified workers militates against the employment of computers in computer (Fajola, 2016). Aside from profit-driven computer retailers, there are few computer specialists with technical knowledge. The Nigerian teachers' opposition to change is a further barrier to computer usage in the classroom. They regard the use of computers in education as a method of removing them from their treasured jobs, as opposed to an instructional computer that enhances teaching and learning. 

1.3. Aim and Objectives.

The major and generally aim of this study is to critically examine the effectiveness of computer assisted instruction in teaching and learning computer science in secondary schools. 

The objectives of the study are therefore presented below;

Ascertain the extent computers are utilized to facilitate the teaching and learning of computer studies in secondary schools.

Evaluate the effectiveness of computers in assisting the teaching and learning of computer studies in secondary schools.

Find out the factors militating against the utilization and the effectiveness of computers for the teaching and learning of computer studies in secondary schools.

1.4. Significance of Study

The relevance of this study descriptive research cannot be overemphasized as it will be invaluable to various group of persons. 

Firstly, the results from this research work will provide an ample opportunity for teachers to be aware of what role they must play in other to help students acquire knowledgeable information about computer studies. On the other hand, the study will help students in secondary schools to be aware of the importance of computer and other devices in teaching and learning and how they can benefit from it.  Furthermore, this study will enlighten school owners, principals, governmental agents and policy makers on the need to provide adequate learning equipment for computer studies and the need to mitigate the challenges impeding the complete integration of computer resources in schools. The research work will also provide an ample opportunity for the researcher and other readers to obtain a firsthand and high degree of information on this subject matter.

1.5. Scope and Limitation

The scope of this study is bordered on the effectiveness of computer assisted instruction in teaching and learning computer science in secondary schools. The study will further ascertain the extent computers are utilized to facilitate the teaching and learning of computer studies in secondary schools, evaluate the effectiveness of computers in assisting the teaching and learning of computer studies in secondary schools, and find out the factors militating against the utilization and the effectiveness of computers for the teaching and learning of computer studies in secondary schools. The respondents for this study will be obtained from some selected secondary schools in Benin city of Edo State.

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges

1.6. Definition of Terms

Computer: A computer is an electronic device that manipulates information, or data. It has the ability to store, retrieve, and process data.

Information Technology: Refers to the use of information system apparatus to process and disseminate information or data. It plays a major role in the performance of cooperate organization in Nigeria.

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