ABSTRACT
The purpose of the study was to assess the programming skills possessed by a computer science education student for self-employment Anambra State. The population of the study comprises a sample of a total of 100 computer science education students in both Federal and State universities in Anambra State. Three research questions guided the study. The instrument for data collection was a structured questionnaire which was made up of a five (5) point rating scale was used in the data analysis. A mean of 3.0 and above was adopted as a cut of mark for the acceptance of items. The data collected was analysed using mean and standard deviation. The result of the analysis shows that the students in computer science education lack the necessary programming skills needed for self-employment in Anambra state. Based on the findings of the study, conclusions were drawn and 4 recommendations were made on how to better the above-mentioned problem.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Science education aims at producing scientist for national development as well as individuals who will be self-reliant and competent in their specialization. According to Hornby (2010) to be competent means that a person has the ability or power to demonstrate knowledge, skills and attitudes that are sufficiently required to perform a given task. It is a functional ability to apply to practical situation the essential principles and techniques of a particular subject matter or field. Universities are regarded as principal institutions of learning in Nigeria. They give complete ability training intended to prepare students for various occupations. Assessment of programming skills means the ability of graduates of computer science education to secure, perform well in a computer job, establish it and manage it. If the individual is well trained in computer science education with the necessary skills needed, then the person can possess necessary skills for self-employment.
The National Policy on education (FME,2004) stated that the need for functional education which should be relevant, practical and tailored towards acquisition of appropriate skills and development of competencies and values which will enable an individual to live and contribute meaningfully to the development of his society.
