IDENTIFICATION OF DIFFICULT TEACHING-LEARNING TOPIC IN JUNIOR SECONDARY SCHOOL COMPUTER SCIENCE CURRICULUM (A CASE STUDY OF ENUGU EDUCATIONAL ZONE, ENUGU STATE)
ABSTRACT
Identification of difficult teaching topics in computer science and the causes of their difficulty were carried out in the research. Questionnaire was used to elicit the require information and the results obtained analysed using mean and percentages. Results of the analysis showed that while some topics were difficult to the teachers. Other were easy. The causes of the difficulty as indicated were also found out.
Finally, recommendation were made bared on the research findings.
Chapter one
1.0Â Â Â Â Â Â INTRODUCTION
1.1Â Â Â Â Â Â BACKGROUND OF THE STUDY
Science and technology are concepts in national development which remain indelible in the mind of African and third world leaders according to Ochu and Ekezie (1974).
In Nigeria science was introduced into secondary school system as far back as (1880).
It was first taught as general science and later speared into physics, chemistry and biology. With the introduction of the core science subject, the general science came to be seen as the science subject which was suitable for the less able and it was recommended to the least science oriented and for those who do not intend to pursue science. Syllabus was therefore devised to contain basic elements of biology, chemistry and physics, which should be taught primarily to pupils in the low secondary school classes. (Anani 1977).
Although attempts were made to raise the status of general science with the introduction of a double credit O/level, yet people still questioned the rationale of mere putting together subjects. There was in the early sixties a new wave of thought about science in school rather than open into professional restricting under the conditions of normal classroom culture.
There is a hesitancy on the part of both school teachers to try out innovations in classroom teaching. Activities are rarely included in the classroom deliberation and laboratory programme are seldom organized as an opportunity of exploration. Agarkara (1998), stated that teachers learn very little from experience in the classroom on that capacity of mastering science and new technology logics. Since Iloputaife and Eze (1994) has tried to propose the following tasks.
Lip dating and improving the qualify of science teaching integrating scientific  education and human features, developing a comprehensive approach for science curricula. Focus has been put on teachers processes so as to promote the teachers understanding of scientific method and rationality but the reality of lack of resources in most countries has impeded them adjusting both the contents of their curriculum and textbooks in consequence, and the training of their integrated science teachers which often remains of very poor quality. The curriculum is inter disciplinary and it is supposed to provide the teachers to see the concept and the pedagogical principles which unify the separate subject matter thus harmonizing the knowledge derived from the integrated.
The course is supposed to provide the teachers with a broad view of science which enlightens his interactions with his environment of this mental manipulative and social skills unesco – unicef (1971).
Essentially, integrated science is designed to develop interest in the teaching that his is encourage to pursue further student in science discipline.
Secondary school was to lay a solid foundation in the learners early study of science for further studied.
A significant proportion of Nigeria J.S.S integrated science. Teachers do not achieve as well as they should in integrated science examination, Iloputaife and Eze, (1994).
