CHAPTER ONE
INTRODUCTION
Background to the Study The world is advancing at a rapid rate and events have moved to the electronic stage with computer at the centre. This development has brought a lot of innovations and revolution into teaching and learning. The 3R’s (reading, writing and arithmetic), which forms the nucleus of the old system of education has witnessed series of literacy reforms. The world is now in the age of technology, hence there is need to keep abreast with time. One of the ways of achieving this is through the introduction of computer into our institutions of learning. Ugoji (2006) explains computer as an electronic machine that performs tasks, such as calculations or electronic communication under the control of a set of instructions called programs. The programs usually reside within the computer and are retrieved as processed by the computer. He went further into defining computer as an electronic machine that has the ability to accept data, process data and retrieve data i.e. give out the result as information. Okolo (2007) describes the term ‘computer’ as an electronic machine or gadget that accepts data as input and processes them electronically to produce the desired output or information with the aid of a set instructions. Computer can be generally defined as an electronic device that accepts data, processes the data and brings out the result of the data as information. Computer is used in our educational system to enhance teaching and learning. In this case, teaching according to Anyanwu (2006) means a systematic, rational and organized process of impacting knowledge, attitude and skills in accordance with professional principles. Wikipedia (2010) describes learning as a change in behaviour based on previous experience.
This learning therefore involves processing of various types of information. Computer education of paramount importance to national development and it is on this premise that the Federal government of Nigeria sought to introduce computer studies in the education system from primary through to secondary schools. Education systems around the world face formidable challenges that are taxing conventional strategies. Fresh approaches are needed to address persistent problems of the past and provide students with an education appropriate to the needs of a modern, information based-global economy. Now, aer more than two decades of unfulfilled promises to revolutionize education, computer and communication technologies are finally able to oer opportunities to significantly improve teaching and learning. In any educational system, the level of available resources places a restriction on the degree to which any new subject can be introduced into the school curriculum, especially where only the most basic facilities have so far been provided. But ICT is of such importance to the future industrial and commercial health of a country that investment in the equipment, teacher education, and support services necessary for the effective delivery of an ICT-based curriculum should rank high in any set of government priorities. The curriculum proposed takes account of these resource issues and specifies minimum requirements for effective delivery in different circumstances (UNESCO, 2002). Reasonable computer studies are yet to start in Nigerian secondary schools, the computer-student ratio is small, funding by government has not been encouraging, computer education syllabus is unpopular among students and parents and thus hardly implemented, and teachers are inadequate to implement computer education (Jegede & Owolabi, 2003). Teachers in Nigerian secondary schools cannot implement computer education because majority of the teachers are not competent in basic computer operation and in the use of simple application soware (Yusuf, 2005). Teachers require access to information and communication technology (ICT) infrastructure for a number of reasons. These include their need to live as citizens in a world undergoing rapid and major transformations as a result of increased use of ICT, their need to embed ICT use in their teaching and administrative duties and, increasingly, their need to use ICT in their professional studies (Burnip, 2006).
Aside from teacher competencies with regards to computer instruction, learners are also faced with a great number of problems which hinder their understanding of computer studies. It is on this background that this study was conducted to bring to light these factors that militate against the effective learning of computer studies in secondary schools, and suggest ways to overcome the problems for a more enhanced and effective teaching-learning process.
Statement of the Problem
The world as it is today has become computerized. That is to say that everything and almost all the activities of today are computerized. Going by this, it therefore becomes imperative that everybody should have the knowledge of computer, starting from the junior secondary or even primary school. This is very important for young children in order to be able to cope with any computer challenges that may arise. Due to the fact that computer education has failed to take o in the majority of schools in Nigeria, fears are that technological development may be a pipe dream for the country. Given this scenario, it is necessary for this study to look into factors militating against the eective learning of computer studies in secondary schools. The question to be answered by this study is: what are these factors that have impeded the effective learning of computer studies in secondary schools?
