EXTENT OF COMPUTER LITERACY AMONG SECONDARY SCHOOL SCIENCE TEACHERS
ABSTRACT
This study examined the extent of computer literacy Among secondary school science teachers in Ijebu-Ode, Ogun State, Primary and Secondary methods of data collection were used for the study. The population of the study comprises of one hundred science teachers from Ijebu-Ode Local Government area of Ogun State. Self structured questionnaire was used for collecting information from the respondents. Frequency, percentage and mean were used for presenting and analyzing the data collected from questionnaire administered. In order to make reference as regard variables, t-test was used for testing the study hypothesis. The study found that there is significant difference in the perceived competence of science teachers and teachers in humanities/commercial in the use of ICT, there is significant difference in the perceived competence of graduate and non-graduate teachers in the use of ICT and there is significant difference in the perceived competence of experienced and less experienced teachers in the use of ICT. Thus, the study further recommended their teacher education institutions should spearhead ICT initiatives through training teachers to equip them with the requisite skills and knowledge to prepare them for classroom instruction and ICT competency standards for teachers should be set up which provide guidelines for planning teacher staff development programmes and training needs to be analysed so that teachers are prepared to play an essential role in producing ICT capable students.
Keywords: ICT, Computer Literacy, Science Teacher, Teacher Competency and Graduate
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The Federal Government of Nigeria, recognizing the fact that attainment of qualitative education requires improving on teaching, learning and educational system in general, has made several attempts to effectively integrate computer education through ICT into the educational system. For instance it enacted the National Policy on Information and Communication Technologies in Education (FRN, 2010). The main thrust of the policy was to meet the human resources requirements of the nation for the attaining and enhancing sustainable socio-economic development, global competitiveness as well as the individual�s ability to survive in a contemporary environment. The policy is the latest framework of government on ICT integration into the educational system, as similar policies has been enacted in the past (FRN, 2004). The Nigerian National Policy on Education (FGN, 2004) aims at enhancing and improving the competence of teachers in the development and promotion of effective use of innovative materials in school. This affirms that the nation appreciates that competence of the teaching workforce is a key factor in its sustainable development. Emerging information communication technologies are defining competence of teachers and changing both the educational system and classroom structure (Omoniyi&Quadri, 2013).
Learning with the use of computer today can be likened to the air we breathe in which is indispensable for every living thing, be it human, mammals or plants. Use of ICT is sine qua non for any individual or organization to function effectively in this age of knowledge economy. The Nigerian National Policy on Information and Communication Technologies in Education (FRN, 2010) defines ICT as any equipment, including computing machines � computer hardware,software, etc. and tools, methods, practices, processes, procedures, concepts, principles and the sciences, that come into play in the conduct of information activities; acquisition representation, processing, presentation, security, interchange, transfer, management, organization, storage and retrieval of data (Omoniyi&Quadri, 2013).
In view of Akuoma (2012), literacy is not just the ability to read and write. It extends to effective application of all those activities in which literacy is normally assumed. Such application could be on computer, hence the terminology, �computer literacy�. According to the Psychology Wiki, the definition of computer literacy varies from group to group and could mean the knowledge and ability to use computers and technology efficiently; the comfort level someone has with using computer programmes and other applications that are associated with computers; knowing how computers work and operate; or having basic computer skills. Computer literacy not only associates with computer awareness, but also extends to ability to tell a computer what to do and understand when it is done. It is therefore, a skill that enables an individual enjoy the potentials of ICT, a subject classified as a global resolution and of great significance to all humanity.
Undoubtedly, ICT is one of the greatest change agents of this century, and promises to play this role even more dramatically in the coming decades. It is changing every aspect of human activity including communication, trade, manufacturing, services, culture, entertainment, education, research, national defence, and global security. Teachers realize the tremendous potential computer technology can bring to teaching and learning. Most of the developed countries have exploited the potentials of ICT to transform their educational landscape at tertiary, secondary and even primary levels particularly through the instructional process. Generally, ICT holds out the opportunity to revolutionize pedagogical methods, expand access to quality education, and improve the management of education systems (Akuoma, 2012).
In Nigeria, ICT is further seen as an opportunity to overcome historical disabilities and once again become the master of her destiny, a tool that will enable Nigeria to achieve the goal of becoming a strong, prosperous and self-confident nation. However, many Nigerian are lagging behind in ICT skills due to their inability to apply ICT resources, to deal with a variety of problems; there is little usage of computers in Nigeria schools. The Nigerian populace must be educated in the use of computer communicate and relate effectively with the rest of the world. The National Policy on Computer Literacy enacted and launched in 1988 by the Federal Government of Nigeria suggests the following curriculum content: a basic appreciation of how computer works, understanding of basic principles of computer, and hands-on experience using pre-programmed packages which are relevant to the interest of the students as teaching aids in different subjects (Akuoma, 2012).
This policy notwithstanding, have proved that many Nigerians are yet to be computer literate, hence, Nigeria is decades behind its counterparts in embracing the use of computer in primary and secondary classrooms which are the bed rock of every nation�s education. This setback in effective utilization of computers in Nigeria schools is attributed to a number of factors including insufficient supply and maintenance of computers in schools and poor computer literacy skill among teachers. Many teachers are aware of the great potentials of computer, but few of them, particularly secondary school teachers, possess the requisite computer literacy skills and, worse still, very few make use of ICT in their teaching. Apart from low computer literacy, other factors identified are inadequate number of computers and high class population in schools. These are peculiar to Nigeria as similar issues have been earlier identified in other parts of the world (Akuoma, 2012).
Information and Communication Technologies include traditional hardware and software such as radio, television, motion picture, projector, camcorders and emerging hardware and software like computers, net books, mobile phones, MPS, e-book readers, personal digital assistances, interactive white board, e-mail, video conferencing, etc. Therefore, ICT can be regarded as the technologies used for accessing, processing, gathering, manipulating, and presenting or communicating information and these could include software, hardware, and even connectivity. ICT in education is crucial to political economic and cultural empowerment. In education, ICT possess the potentials of reforming pedagogical methods; expanding access to quality education and improving the management of education systems (Omoniyi and Quadri, 2013).
Computer technology has gain recognition worldwide whether it is being used for financing, chatting, emailing etc; that is why it is always said that computer education is a must since almost every activity is computer driven and one cannot be able to make progress as far as his career options are concerned except it is matched with knowledge of computer and/or computing technology. Thus the study of computer as a subject in secondary schools is crucial because at this stage, education is central and critical to the child�s future development (Kwache, 2013).
1.2 Statement of the Problem
Over the years, efforts have been made to provide computers to both public and private schools, at workshops and seminars organized to train teachers in order to improve their skills and knowledge of computing ad computer applications to improve their productivity, competency and efficiency in the course of their lessons delivery, but these could not go down well without problems. The classroom is a microcosm of society, and technology is having an increasing impact in schools throughout the country. In the same way that little is known about how technology affects communities in general, little is yet to be known about the effects that increased use of technology is having on school communities, in particular, on the sense of community of classroom learners.
Thus, the problems of secondary school teachers� today ranges from low level of computer literacy, inadequate computers for practical lessons and lack of internet connectivity in schools where there are computer laboratories and in some instances unsteady power supply; also is the issue of inadequate trained staff/technicians for enhanced computer training and teaching, all these prompted the need to investigate the extent of computer literacy Amongsecondary school science teachers in Ogun State.
1.3 Objectives of the Study
The broad objective of this study is to examine extent of computer literacy Amongsecondary school science teachers in Ogun State. In order to achieve broad objective, the following specific objectives of the study are raised:
i. To ascertain the level of the introduction of the teaching and learning of computer studies as a subject in the secondary schools;
ii. To determine the level of use of computer in schools;
iii. To find out the level of computer literacy among staff and students of secondary schools;
iv. To ascertain the availability of computers and related facilities/outfits in secondary schools;
v. To find out possible problems mitigating against the teaching and learning of computer in secondary schools with a view to proffer solutions.
1.4 Research Questions
The following research questions are raised for this study in line with the study objectives:
i. What are the extents of computer literacy Amongsecondary school science teachers?
ii. To what extent has the teaching of computer studies as a subject been introduced in the secondary schools?
iii. Do the schools use computer for data processing and/or office documentation?
iv. Do the schools have computer laboratory and other related facilities?
v. What are the problems facing computer education in secondary school in Nigeria?
1.5 Research Hypothesis
Ho1: There is no significant difference in the perceived competence of science teachers and teachers in humanities/commercial in the use of ICT.
Ho2: There is no significant difference in the perceived competence of graduate and non-graduate teachers in the use of ICT.
Ho3: There is no significant difference in the perceived competence of experienced and less experienced teachers in the use of ICT.
1.6 Significance of the Study
This study may serve as vital document for teachers, stakeholders in educational sectors and government departments to consult when it comes to determine the benefits or policies on computer relevancy to educational development, particularly, on the issue of building human capital (teachers�), with sound computer literate level. It will show case the various reasons of computer significance to teachers� teaching ability. It may also be an asset and serve as inspirational guideline for upcoming researchers who will like to direct their searchlight on this issue in future. Finally, it will be personal contribution of the researcher toward educational frontier development and add to existing literature on this issue.
1.7 Delimitation of the Study
This study will empirically examine extent of computer literacy Amongsecondary school science teachers� in Ijebu-Ode Local Government Area, Ogun State. The study will further be delimited to the following: Descriptive survey design, a sample of 100 respondents (science teachers only), close-ended self structured questionnaire; Descriptive statistics of frequency counts and percentages; T-test, hypothesis will be tested at 0.05 level of significance.
1.8 Limitation of the Study
This study may face with many limitations which may include time factor, financial constraint, and shortage of relevant materials on this issue, lopsided attitudes of the respondents� e.t.c; but, effort will be made to minimize and correct negative effects of these limitations on the outcomes of the study.
1.9 Definition of Operational Terms
The following terms are defined for the purpose of this study:
Computer Literacy: This does not only associates with computer awareness, but also extends to ability to tell a computer what to do and understand when it is done. It is, therefore, a skill that enables an individual enjoy the potentials of ICT, a subject classified as a global resolution, and of great significance to all humanity.
Education: This can be described as a process by which people are prepared and trained to live and function effectively, efficiently and productively in and around their environments.
Secondary School Education: This is educational level that help the youngsters to define their career objective, make them capable of deciding as to what they want from life, and enable them make progress in their fields of interest.
Computer: This is a remarkable device with much more capabilities beyond our thinking but one should always remember that man created computer and all of the programs that run on it.
Information Technology: This can be regarded as the technologies used for accessing, processing, gathering, manipulating, and presenting or communicating information and these could include software, hardware, and even connectivity.
