THE INFLUENCE OF COMPUTER LABORATORY ON EFFECTIVE TEACHING AND LEARNING OF COMPUTER STUDIES IN SENIOR SECONDARY SCHOOLS
ABSTRACT
This project focused on the influence of computer laboratory on effective teaching and learning of computer studies in senior secondary schools in Ilaje Local Government Area of Ondo State. The sample for the study is made up of one hundred students from the selected Secondary School. A quasi- experimental design was used for the study. The simple random sampling technique was used for the study. Three research questions and three research hypotheses were generated for the study. They were analysed using t-test. It was found from the study that there was significant difference in achievement of Computer students taught using Computer practical and those taught using lecture method. The study recommended that computer teachers should, therefore, be encouraged to make use of Computer practical for effective teaching of Computer in Senior Secondary Schools. Finally, suggestion was also made for further and research work on the project.
TABLE OF CONTENTS
Title Page……………………………………………………..………i
Certification…………………………………………………………..ii
Dedication……………………………………………………………iii
Acknowledgment ……………………………………………………iv
Abstract………………………………………………………………vi
Table of Content……………………………………………………..vii
CHAPTER ONE: INTRODUCTION
Background of the study…………………………………………….1
Statement of the problem ………..………………………………….4
Purpose of the study…………………………………………………….4
Significance of the study…………………………………………….5
Research Question…………………………………………………..…………….5
Research Hypothesis………………………………………………….5
Limitation of the study…………………………………………….…6
CHAPTER TWO:- REVIEW OF RELATED LITERATURE
Concept of Computer Science
Concept of Computer Laboratory
Conventional Method of Teaching
Use of computer Practical for Teaching Computer Studies
Computer Practical Activities
Need and Purpose of Computer Practical
The role of the Teachers in using Computer for Instruction
Advantage of Teaching-learning Computer Studies at Computer Lab
Computer Use in Teaching and Learning Computer Studies in Secondary Schools.
Summary of Literature Review
CHAPTER THREE:- METHODOLOGY
Research Design …………………………………………………….
Area of the study…………………………………………………….
Population of the study………………………………………………….
Sample and Sampling Techniques ……………………………………
Instrumentation………………..…………………………………….
Validity and Reliability of the Instrument …………………….….
Administration of the Instrument…………………………………..
Method of Data Collection…………………………………………..
Data Analysis……………………………………………………….
CHAPTER FOUR:-RESULTS
Research Question One……………………………………………
Research Question Two …………….……….…………………….
Research Question Four……….…………….……………………..
Research Question Five ……….…………….………….…………
Research Question Six ……….….…………….…………………
CHAPTER FIVE:- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary……………………………………………………………
Conclusion……………………………………………………….…
Recommendation……………………………………………………
Discussion of Findings……………………………………………..
Suggestion for further studies………………………………………
References……………………………………….…………………..
CHAPTER ONE
INTRODUCTION
Background of Study
Computer education is of paramount importance to national development and it is on this premise that the government of Nigeria state sought to introduce computer studies in the education system from primary through tertiary institutions. Complementing these efforts, private companies donated and distributed computers to various schools in the state.
Computer is one of the teaching subjects taught in contemporary human society. It is an indispensible discipline in various fields such as Science, Accounting, Engineering. Technology, Social science and other fields that are related, many education administration have considered it as indispensable to the education as a result of its importance. Nevertheless, Computer is the language of science.
The aim of teaching-learning process is to enable the students to earn livelihoods for them as well as to become useful member of society. In primitive societies, this adjustment meant conformity with the things as they were. The success of this process depends on the degree of interaction and communication between the teachers and learners (Woolfolk, 2004). The teaching and learning are closely interlinked and each learner has the right to choose his own path instead of being made to fit in the stereo typed education system, which demands individual attention, initiative and self-education among the learners. Modern approaches encourage the learners to work independently, free to set their own goals, plan their activities and share their opinions with teachers freely. Teachers act as guide and counselor in the modern school of thought (Kochar, 1992).
The attitude of a student in learning Computer Studies affects the extent of their understanding of concepts, principles and practices. Many researchers have different opinions, that to generate an understanding in any learning, teachers need to take into account assignments, problem-solving situations and methods used to present the computer ideas. In this context, technology is seen as a tool to build understanding, cultivate interest, and improve the skills and competencies of students in learning. Technology can also help produce students with critical thinking and creativity in solving a problem.
Methods were introduced to facilitate teaching and learning Computer Studies. At this time, the use of electronic devices such as computers is widely used in is e-learning process. Fryer (2001) suggests two possible approaches when designing and planning for learning process instructors. The theme-centered approach determines first, the learning topic and focus or emphasis, followed by the software that are relevant to the learning topic and emphasis, while the software-centered approach is carried out by identifying the existing software and then adjusted or modified to suit the topics and focus of learning related to the software.
Use of laboratories for Computer Studies is primarily concerned with the interaction between people. Although the naive perspective may be that a laboratory is a place where an individual student interacts with a single computer, the following sections will illustrate a far richer variety of interactions, both between people and computers and among people themselves. The laboratory is not merely a place that contains machines that students can use. The laboratory is a place where students and teachers interact to learn new skills, to conduct experiments, and to broaden their experiences.
The exciting thing about computing laboratories is that they can extend beyond physical boundaries. The machines do not all have to be in the same room. However, especially when the boundary of what constitutes a laboratory goes beyond a single classroom, it is important to pay close attention to the interactions among the people who are involved in the practical work.
Computer Laboratory is a place where students can learn and explore Computer studies concepts and verify Computer studies facts and theorems through a variety of activities using different materials. These activities may be carried out by the teacher or the students to explore, to learn, to stimulate interest and develop favourable attitude towards Computer studies.
Despite the importance placed on Computer studies, researchers (Odili, 2014; Salau, 2015; Amazigo, 2010; Agwagah, 2011; Betiku, 2012; Obioma, 2015; Maduabum and Odili, 2013; Okereke, 2012) had observed that students lack interest in the subject and perform poorly in it. Ukeje (2012) observed that Computer studies is one of the most poorly taught, widely hated and abysmally understood subject in secondary school, students particularly girls run away from the subject.
The abstract nature of Computer studies should be reduced through demonstration and practical methods. Agwagah (2012) observed that the problem of ineffective teaching can be tackled through planned and intelligent application of the Computer practical. Thus Agwagah recommended the use of practical approach to the study of Computer studies. The method of drill and verbal recitation makes learning boring and lacks motivation for further learning.
Srinivasa (2014) had earlier recommended the use of Computer practical in teaching Computer. According to Srinivasa, this will lead the students to formation of concepts out of experiences with discrete objects. In this case the vague theories and imaginary objects take real shape and the students understand better and perform better. It is important therefore to consider strategies that may help to improve the performance, with the view of considering their effect on teaching and learning of Computer Studies. Such strategies include the use of Computer practical (Ogunkunle, 2010).
The use of Computer practical helps to integrate theory and practical work in Computer Studies teaching and learning. Ohuche (2012) advocated the need for moderately equipped Computer laboratories. Ogunkunle (2010) itemized the advantages of using Computer practical which include;
- Display Computer information of Avenue for experimentation through practical work
- Pool of storage of Computer Studies materials for easy access
- Removing abstractness and increasing effective teaching /learning.
Based on the advantages of Computer practical, it is expected that teaching and learning of Computer Studies with Computer practical may help to reduce the abstract nature of the subject and draw the students to follow. Hence, this study intends to investigate the influence of computer laboratory on effective teaching and learning of computer studies in senior secondary schools in Ilaje Local Government Area of Ondo State.
Statement of Problem
Evidence of poor performance in Computer Studies by secondary school students point to the fact that the most desired technological, scientific and business application of Computer Studies cannot be sustained. This makes it paramount to seek for a strategy for teaching Computer Studies that aims at improving its understanding and performance by students.
Evidence abound (Srinivasa, 2012; Ogunkunle, 2010), that lack of Computer laboratory and Computer teachers non-use of laboratory technique in teaching Computer Studies is one of the major factors that contribute to poor achievement in Computer Studies by secondary school students. Therefore the study is designed to find out the influence of computer laboratory on effective teaching and learning of computer studies in senior secondary schools in Ilaje Local Government Area of Ondo State.
Purpose of the Study
The purpose of this study is to investigate the influence of computer laboratory on effective teaching and learning of computer studies in senior secondary schools in Ilaje Local Government Area of Ondo State. Specifically, the study sought the following;
- The difference in achievement of computer students taught using computer practical and those taught with lecture method.
- The difference in the achievement of male and female computer students taught using computer practical.
- The difference in the achievement of private and public computer students taught using computer practical.
Significance of the study
It is expected that the results of this study will be of significant importance to school administrators, teachers, students, curriculum planner, government and parents in particular. The findings of the study will be useful to teachers in making use of computer laboratory effectively in teaching the concepts of computer studies practically.
It will surely be an eye-opener to students to understand and plunge themselves into the use of computer laboratory. The curriculum planner will find the results of this work very useful in planning curriculum with the use of Computer practical. Equally, the government could make use of the result of this study in building many computer laboratories for secondary school students. Moreover, the findings of the study will help the parents to know the benefits embedded in the use of computer laboratory to learn various computer topics.
Scope of the Study
This study is limited to all Senior Secondary school Students in Ilaje Local Government Area of Ondo State. This study will be conducted with Senior Secondary Class Two (SSS II) Computer students in the Local Government Area.
Research Questions
The following research questions were raised to guide the study:
- What is difference between achievements of computer students taught using computer practical and those taught using lecture method?
- What is difference between the achievement of male and female computer students taught using computer practical?
- What is difference between achievement of private and public computer students taught using computer practical?
Hypotheses
The following hypotheses were formulated from the stated research questions above and tested at 0.05 level of significance.
- There is no significant difference in achievement of Computer students taught using Computer practical and those taught using lecture method?
- There is no significant difference in the achievement of male and female Computer students taught using Computer practical.
- There is no significant difference in the achievement of private and public Computer students using with Computer practical.
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