Computer Education – Problems Of Teaching In Secondary Schools In Enugu

Computer Education – Problems Of Teaching In Secondary Schools In Enugu: (A Case Study Of Nsukka L. G. A.)

Computer Education – Problems Of Teaching In Secondary Schools In Enugu: (A Case Study Of Nsukka L. G. A.)

We have so many routine activities in our society today that are performed by computers.

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For example, when we traveled on holidays, our plane seats are often reserved by computers, in some of the developed countries today, their major cities traffic are to some degree controlled by computers: many of the bills we pay-rates, electricity, telephone, insurance etc. are calculated or generated and printed by a computer.

The development of information technology has gained world-wide application because of its speed, quality and efficiency. The computer is an electronic automatic machine which is capable of receiving storing, recalling or retrieving information given in it. It is the fastest processing machine ever invented by man. Computer is useful in almost all spheres of life. It is useful in hospital for keeping of patients, drugs, staff and accounts. It is an instrument for diagnosis in the hospitals. It facilitate banking operation and quickens baking services to clients. It is very useful in professional services such as engineering, chartered firms and in businesses. Thus computer is regarded as all purpose machine (Ezeliora, 1997).

Here are some area where computer can be very relevant: In hospitals computer is used for diagnosing diseases, conduct X-ray on patient and monitory patient recovering pattern.

In offices for data base management and management information system (MIS) besides in offices it is use for spreedsheet accounting system, these include calculation of profit and lost account, preparation of workers payroll keeping records about worker and easily retrieved when needed. Moreso, it is used in manufacturing industries for the control of machines and tools. In university and other research establishment, for the analysis of scientific and other experimental data. This has helped scientists to come up recently with many reliable result from their experimental work. In the area of education, the computer is not left out.

The highlight of this research is to establish the role and importance of computer in the Nigerian educational system. Specifically, the hindrances to teaching computer science education in secondary schools in Nsukka local government area.

Education in many Nigerian communities is weak especially rural areas where teachers are deprived of up-to data information and other basic educational resources. As these wireless services becomes a reality, advance contents plays a key role in the adaptation and long success of this new information architectures. Within the frame work of this research project we find out growing interest in the use of new technology for education, but there still some hindrance and that is what this work is interested in finding.

Some of the problems hindering the teaching of computer science of education in secondary schools under study is that most of the teachers who are suppose to teach these computer assisted instructions does not have the basic knowledge of computer, since one can not teach another what he/she does not know. Secondly is lack of fund. In places where there are teachers with such basic knowledge of computer there has been problem of inadequate finance to purchase computer that can be used for such instructions. This is largely because of little internally, generated revenue. Thirdly is the problem of infrastructural facilities like electricity. Computer instruments can only be possible with the help of electricity but since most of the secondary schools under this study is located in place where there is no electricity it becomes very difficult, if not impossible for the authority of the school concern to think or carryout such instructions.

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Fourthly is educational curriculum. Some subjects like mathematics, English language amongst few other subjects are made compulsory for students to be offered in secondary schools but computer science is presently not included.

There are some reasons for teaching computer science education such as:

1. To equip all students for a future in technological awareness and basic computer skills will be increasingly important for great number of citizens.

2. To build a resources of people highly in the use of information technology.

3. To use new technology to enhance the existing curriculum and improve the way which it was delivered.

4. To promote change in education by moving towards a move relevant curriculum and a new definition of the teachers role.

It is quite obvious that without orientation of the need for effective teaching and learning of computer science, it will make the study of computer science unrealistic which will diminish the development of science and technology in our society.

Moreso, a computer teacher who is not properly trained or qualified in the field of computer science will not execute the work of teaching computer science in education effectively. If the teachers are not experienced in the field of computer science, appropriate application of computer practical will be very difficult in Nigeria secondary schools.

Despite the problems associated with teaching of computers, there will be effective teaching and learning of computer science, if the take off of science and technology will be a smooth one. There will be also a vertical forward transfer of technology means’ where by indigenous computer scientist and professional through the study of the ground rules and basic principles of technology which develop the technology from the scratch and become real masters for it such that they can improve on a process and the quality of the products and services Umeh (1981). But denying Nigeria computer scientist the provisions for the effective teaching and learning of computer science will render computer literacy and skill unrealistic.


There is no doubt to the fact that computer is a means of communication in the today global village (the word over). But there has been a problem in teaching computer in our secondary schools. For this, the research want to find out what has made student not to really embrace this knowledge in Nsukka local government Area of Enugu state. Is it because the infrastructures are not there? Is it because the teachers does not have the knowledge? Could it because there is no computer instructional materials? Or could it solely be because of the fund for purchasing computers are not there? Finally, could it be because the present curriculum does not have provision for computer instruction in secondary school?


The purpose of this study is to

(1) Study the problems hindering the teaching of computer education in secondary schools in Nsukka local government Area.

(2) Suggest an effective way of carrying out computer instruction in the area under study.

(3) Proffer solution to the hindrances identified.


The researcher formulated the following research questions to sense all a guide to the study.

(1)What are the factors hindering effective teaching of Computer science in secondary schools?

(2) What are the constraints in teaching computer science education in secondary schools?

(3) What are the necessary solution in teaching computer science or how can this problem be solved?


It is hoped that this study will benefit both the students, teachers and local government education authority in finding computer in secondary schools in Nsukka local government area of Enugu state.

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This study covered the 30 secondary schools in Nsukka local government Area. It is meant to find out what has hindered the teaching and learning of computer science in the area under study.


This chapter review literature as they relates to teaching and learning of computer science at secondary school level in particular. It should be carried out under the following sub-tittles:

Implementation of computer science programme, students related factors in computer science education, school related factors in computer science education, problems of teaching and learning computer science education.


According to micro-computer in secondary school (common wealth of nation:1996), information technology in schools is still a relatively new area of curriculum development. As more education become involved, and as the technology itself develops, now opportunities for education will become apparent. It is important, therefore that structure which are created to implement a national project are flexible enough to respond and reacts to developments, as they occur. A programme of information technology needs as organisational structure to support policy information and implementation policy identify existing expressive to ensure the efficient use of resources and facilities communications between the various groups who are involved.

The aims and intentions of the programme needs to be clearly articulated in the early stages of planning and clearly communication to those people responsible for implementation, it is quite likely that as the programme of implementation, progresses, those aims will need to be revised in the right of practical experience. However, no attempt is made at the beginning to commit to preliminary aims there will be no way of evaluating progress, making resources decisions or planning teacher and unnecessary costs may be easily be incurred.

There are at least five major functions which needs to be fulfilled:

1.policy development in the light of national educational needs.

2. Project management

3. Curriculum development including the creation of curriculum support.


Policy formation and development can be carried out by a specific group such as selected adversary or steering group, containing representative of the various interested parts-representative, employers, educational specialist universities, teacher training institution parents and practicing teacher. This board representation is advisable in the case of information technology because policy decision will need support from various groups if they are successfully implemented and the realism of policy decisions will be constantly assessed from a variety of perspective.


They day-to-day management of the implementation usually requires full professional groups whose main skills lie in their ability to manage educational change. Computer awareness, and the ability to manage educational change. Computer awareness, and the ability to handle hardware and software effectively is also necessary, but such skill are relatively easy to acquire. Proffer educational educators will readily understand better most of the possibilities and constraints in bringing about educational change and will have help the teachers they will be working with.


Some most valuable uses of computers challenge existing attitude in education particular those about the role of the teacher. If those factors is ignored during the training of the teachers, and they are allowed to use the computers with there reviewed attitudes and practices. In fact, the initiatives may prove ineffective in enriching the quality of education provided. If computer scientist is given responsibility for the introduction of computers, these fears will only increase. It therefore makes more educational sense, if teacher training and curriculum development are carried out using existing expertise and existing structures for the economic sense to build on and make use of existing people.


The creation of programmed center may facilitate the provision of continuous support for teachers. As part of their role such centers can provide:

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(a) A total point for the development of curriculum materials.

(b) Short courses and further teacher training on a regular basis.

(c) A meeting place for teachers to discuss curriculum issues or class room practices.

(d) A library of books and journals for teacher study, borrow or reference.

(e) A venue for small seminars and exhibition to take place.

(f) Information about the program and its policies.

Oladebo (1986) teachers are totally the key persons who alone can make curriculum design to achieve what it was designed to achieve yet getting the right qualified teachers has been a problem.

Onodu (1975) researching on the problem associated with industrial technical teachers in trade center and comprehensive schools in east central state came out with conclusion that problem of technical teachers among others are:

1. Lack of equipment, books and materials

2. Incompetent administrative personnel

3. Poor salaries and condition of service technical teachers.

4. Low qualification of teachers and lack of minimum teaching requirement.

5. Poor technical background of some technical subjects.


According to Lawton (1978) “The physical condition of pupils home, income of the parents, attitude to education and size of the family added up to either foster or retard students performance in school.

Uche (1980), Believed that level of a child achievement in school depends on to a large extent, on the prevailing socio-economic stated that home is an influential factor determining the academic achievement of pupils. According to him, facilities that have positive attitude on education encourage their children to have high aspiration. Parental occupation to a great extent, can influence the achievement of students.


The task target of the school is to raise a standard of living of its students and the curriculum of computer studies in the school must be designed to met the specific objective and needs of the children in the community (1 Page 1983). Hence national policy on education states the secondary school; should equip students to live effectively in this modern age of science and technology.

Olaitan (1982) stated that the school should estimate good learning environment with the right tools as found in the real life occupation.

Therefore, the school ought to provide manpower needs of the nation, availability of teacher for effective teaching and learning of computer programme.


The problem of teaching and learning computer is one of the most discussed topics in the computing instruction field. The problem ranged from problems of instruction, teaching strategy, instruction, media curriculum and evaluation (Ponjpradit, Wantance, 1996). There are many approaches to tackle the computing instruction problems. A good instruction design is one of the approaches. . Learning should not occur in half-hazard manner but should be developed in accordance with orderly and have measurable outcomes (Seels, Barbara and Glasgow, Zita 1994). To achieve the best result effective instruction must be delivered. This study utilized Seels and Glasgows instructional design models (Seels 1994) to develop the instruction. The constructionalism the problem solving and expository approaches were selected and the instructional activities.

Computer Education – Problems Of Teaching In Secondary Schools In Enugu: (A Case Study Of Nsukka L. G. A.)Computer Education – Problems Of Teaching In Secondary Schools In Enugu: (A Case Study Of Nsukka L. G. A.)

To place an order for the Complete Project Material, pay N5,000 to

GTBank (Guaranty Trust Bank)
Account Name – Chudi-Oji Chukwuka
Account No – 0044157183

Then text the name of the Project topic, email address and your names to 08060565721.  

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