AVAILABILITY OF LABORATORY FACILITIES AND THE TEACHING LEARNING OF COMPUTER SCIENCE IN SENIOR SECONDARY SCHOOLS

AVAILABILITY OF LABORATORY FACILITIES AND THE TEACHING LEARNING OF COMPUTER SCIENCE IN SENIOR SECONDARY SCHOOLS

TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgments

Abstract

Table of Contents

CHAPTER ONE: INTRODUCTION  

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Significance of the Study

1.5    Research Questions

1.6    Delimitation of the Study

1.7    Limitation of the Study

1.8    Definition of Terms

CHAPTER TWO:          REVIEW OF RELATED LITERATURE

CHAPTER THREE:       RESEARCH METHODS

3.1    Area of the Study

3.2    Research Design

3.3    Population of the Study

3.4    Sample and Sampling Technique

3.5    Instrument for Data Collection

3.6    Validation of the Instrument

3.7    Reliability of Instrument

3.8    Administration of the Instrument

3.9    Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1    Data Analysis

4.2    Discussion of Findings

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Suggestions for further Study

References

Appendix

CHAPTER ONE

INTRODUCTION

1.1          Background to the study

Education is one of the leading instruments for promoting economic development as it encompasses some processes individuals go through to help them develop and utilize their potentials. Further Okeke (2017) points out that, through education, individuals acquire knowledge, skills and attitude that are necessary for effective living.

According to Onsonu et al (2016), central to the educational process is secondary education which provides a vital link between basic education and the world of work on one hand and further training on the other.

Usman (2023) noted that central to the education process are educational resources which play an important role in the achievement of education objectives and goals by enhancing effective teaching and learning. According to Adeogun and Osifila (2018) physical resources include laboratories, libraries, classrooms and a host of other physical infrastructure while material resources include textbooks, charts, maps among others.

AVAILABILITY OF LABORATORY FACILITIES AND THE TEACHING LEARNING OF COMPUTER SCIENCE IN SENIOR SECONDARY SCHOOLS

Akisanya (2010) commenting on educational resources says they are important because the goal of any school depends on adequate supply and utilization of physical and material resources among others as they enhance proper teaching and learning the reason why this study is important.

A study by Altbach (2016) noted that nothing has ever replaced the printed word as the key element in the educational process and as a result textbooks are central to schooling at all levels.

According to Owoeye and Yala (2010), in some instances textbooks provide the only source of information for students as well as the course of studies for the subjects Squire (2021) writing on teachers reliance on textbooks stated that those seeking to improve the quality of education in instructional materials would inevitably lead to changes in actual teaching.

In addition, affirming this Ogunniyi (2013) said that there is a general consensus among science educators that the laboratory occupies a central position in science instruction.

However, many studies have established that physical and material resources in secondary schools are inadequate in the world all over. For example World Bank (2018) in a study on textbooks and school library provision in secondary education in Sub-Sahara Africa revealed that textbooks and libraries were not only inadequate but unevenly distributed among rural and urban schools in the area of study.

Similarly Asiabaka (2018) on effective management of schools in Nigeria noted that the government’s failure to establish policy directive on minimum standards in relation to schools facilities has led to disparities in acquisition. This is because while some have well equipped laboratories, libraries and other facilities for effective teaching and learning others have none and where they exist, such facilities are poorly equipped. Availability of laboratory facilities and the teaching learning of computer science in senior secondary schools.

On the same vein Olaniyan and Ojo (2018) also noted that lack of textbooks and training manuals was one of the challenges facing successful implementation of introductory technology in Nigerian secondary schools. This is supported by Chiriswa (2012) who noted that effective teaching and learning depends on the availability of suitable adequate resources such as books, laboratories, library materials and host of other visual and audio teaching aids which enhance good performance in national examination.

Notably, Computer education is of paramount important 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. Thus, education systems around the world face formidable challenges that are taxing conventional strategies.

Resources for teaching science according to Daluba (2014) could be human (e.g teachers and laboratory assistants); materials (e.g. library, laboratory, teaching aids, classroom etc). facilities (e.g. running water, constant electricity supply, etc); and appropriate chemicals and reagents. There is need to use modern and standard resources for teaching because according to Offormatu (2020) these enable students to improve on their performances.

Aboderin & Solomon (2014) reported that reasonable computer studies are yet to start in Nigerian secondary schools, the computer – student ratio is relatively 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.

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 software (Yusuf, 2015).

Teachers required 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 increase used 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, 2016). Therefore, it is against this background that the researcher intends to evaluate the availability of laboratory facilities and the teaching learning of computer science in senior secondary schools.

1.2          Statement of problem  

Indeed, the benefits derivable from laboratory in schools are enough reasons to provide facilities for effective teaching and learning. Moreover, the effective utilization of laboratory facilities in teaching and learning depends on the availability of these facilities and teachers competence in using them. This to an extent has hampered teaching and learning process in secondary schools.

Observation from the researcher’s perspectives shows that teachers can make use of laboratory facilities in teaching in schools if available but due to lack of laboratory resources; its utilization is being confronted with so much challenges. Secondary school curriculum have not fully embraced the use of computer in teaching and learning; this is as a result of the prevailing challenges like non-availability of information and communication technology resources and if available non utilization of it.

The principal stock in trade of education is the transmission or transfer of information from the teacher to the learner(s). It is as a result of the great advantages which ICT offers that Nigerian educational reforms stressed the importance of computer technology in schools during 32 ministerial council meeting of the National council on education in 1987 (FRN, 2004).

Due to the fact that computer education has failed to take off in the majority of schools in Nigeria, fears are that technological development may be a pipe dream for the country. Therefore, given this scenario, it is necessary for this study to look into availability of laboratory facilities and the teaching learning of computer science in senior secondary schools.

1.3          Purpose of the study 

This study examined the availability of laboratory facilities and the teaching learning of computer science in senior secondary schools. Specifically, the study sought to:

1. determine the extent of human resources availability for the teaching and conduct of practicals in computer science.
2. determine the extent of material resources availability for the teaching and conduct of practicals in computer science.
3. determine the extent of facility resources availability for the teaching and conduct of practicals in computer science.

1.4          Significant of the study 

The findings of this study will be of immense benefit to the teachers, students, educational sector and the society at large.

Firstly, it will encourage the use of modern instructional materials mostly in the area of ICT for teaching and learning of computer science. Availability of laboratory facilities and the teaching learning of computer science in senior secondary schools.

It will also bring to the awareness different competence a computer science teacher should possess to be able to teach the subject well.

Furthermore, it will help educational administrators to adopts computerized system of administration.

1.5          Research Questions

To guide the study, the following research questions were asked.

1. To what extent are human resource available for the teaching of computer science in secondary schools?
2. To what extent are material resources available for the teaching of computer science in secondary schools?
3. To what extent are facility resources available the teaching of computer science in secondary schools?

1.6          Limitation of the Study

Some of the challenges encountered while conducting the research include lack of sufficient funds and short duration assigned for the study. Availability of laboratory facilities and the teaching learning of computer science in senior secondary schools.

1.7          Delimitation of the study

This study was delimited to secondary schools in the case study area. Only principals and computer science teachers in schools in the study area were used for the study. Also, the resources that were looked into include human (teachers, laboratory assistance and laboratory technicians); materials (curriculum, library; laboratory, teaching aids, classroom, books) and facilities (Pipe born water, constant electricity supply generator).

1.8          Definition of Terms

Laboratory Resources: In this study, the laboratory resources is defined as facilities such as computer and accessories, human resources and materials needed for the teaching of computer science in secondary schools.

Conclusion 

Based on the findings of the study, it is concluded that the laboratory resources – human, materials and facilities such as computer and accessories needed for the teaching of computer science in secondary schools in the study area are crossly inadequate.

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