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Evaluation of Computer Studies Curriculum Implementation at the Upper Basic Level of Education in Cross River State, Nigeria
Abstract
The inclusion of Computer Studies education at the upper basic level in Nigeria is to equip students with the knowledge of entrepreneurial skill. Studies have revealed that students who graduated at this level appear not to be equipped in this skill. Available literature, focused on the use of computer resources in teaching and learning processes, with only a few addressing the implementation of computer studies curriculum. This study, therefore, evaluated the implementation of computer studies curriculum with respect to teacher experience, area of specialization, resources availability and adequacy at the upper basic level of education in Cross River. Expost-facto design with Robert Stake's evaluation model-Antecedent, Transaction and Outcome were used. Simple random sampling was used to select two educational zones (Ikom and Calabar), Purposive sampling was used to select schools with computer laboratories. Proportionate to size technique was used to select 41 schools (21 from Ikom and 20 from Calabar educational zone). Public and private schools JSS 1, 2 &3 were randomly selected. In all, 123 classes, 2127 students and 63 computer studies teachers participated. Resources Availability Checklist (RAC), and Structural Interview Guide were used for data collection. Data were analysed using descriptive statistics. Forty-three percent of the teachers had five years teaching experience, with 17.0% specializing in computer studies; 70.0% of the resources (printer, computers) were inadequate and 70.0% of the students have not acquired skills/competence of using the computer system. Also, overcrowded classes, lack of incentive from the government, Finance to maintain the laboratory, qualified and shortage of teachers, power failure among others are factors militating against effective implementation of computer studies curriculum. Computer studies curriculum at the upper basic level was not effectively implemented in Cross River State. Thus, for the teaching of computer studies to be effective, qualified teachers should be employed and the necessary resources are made available.
Supplementary resources (2)
... In line with the minimum implementation guidelines, efforts have been made by other researchers to assess the implementation of computer science programme and other programmes of study at different levels of education. Ofem (2019) found that there were overcrowded classes, poor maintenance of laboratory and shortage of qualified teachers. Also, Godwin (2023) revealed that modern workshop facilities were available for mechanical technology programme but inadequate. ...
ABSTRACT
The study assessed the implementation of computer science programme in universities in Benue State. Four variables of implementation, teacher qualification, teaching methods, teacher-students ratio and laboratory equipment were used. Four research questions guided the study and descriptive design was employed. 61 staff of Computer Science department in three universities in Benue State formed the population and this was used as sample. Checklist titled Computer Science Programme implementation checklist (CSPIC), adopted from the NUC minimum guideline for Computer Science programme implementation was used for data collection. The instrument was adopted from the mandated NUC minimum standards for the implementation of Computer Science programmes. Data collected was analyzed using descriptive statistics of frequency counts and percentages. 📊Charts were used to visualize findings. The study revealed among others that Computer Science Lecturers possess the minimum qualification required by NUC. However, each of the departments lack the necessary 70% of teachers with a Ph.D. All required teaching methods were adopted, except for seminars and computer-aided instruction. The study concluded that there are several deficiencies in the Computer Science programme implementation in universities in Benue State. Hence, there is a need to devote more attention to improving the implementation of the programme to effectively enhance the educational experience. Recommendation among others were that departmental heads should prioritize training of teachers to embrace inclusive teaching methods.
Keywords: Assessment, implementation, computer science
The use of digital resources in early childhood settings in Australia is a recent phenomenon. In 1999 Education.Au, a company funded by the various educational authorities in Australia, commissioned a study of the educational use of the Internet with children eight years and under. Data were col-lected through a literature review and discussions or inter-views with all stakeholders in early childhood education: children, families, early childhood educators, school system representatives, academics, researchers, policy makers and advisers. This paper reports on the major outcome of the commissioned study: a pedagogical framework for the use of digital resources in early childhood settings. The framework includes a rationale and a description of the key elements of effective practice: quality resources, effective learning envi-ronments and appropriate teacher interactions
This study was prompted by a concern that early literacy classroom activities reflected varying practices and differing perceptions of technology, literacy and how they are related. Furthermore there seemed to be a strong resistance to the use of technology in most early literacy classrooms. These factors it seemed could only lead to greater inequity. While the initial focus question for the research began as, ‘how are teachers of young children incorporating technology into their early literacy programs?’ it soon changed to ‘why do teachers of early literacy find it difficult to implement technology into their literacy curriculum?’ Findings highlighted that implementation of technology was hindered by lack of time and expertise to explore and understand available software, teachers’ narrow definition of literacy as including only paper-based texts, and lack of understanding of and confidence in the potential of the use of technology in the early years.
There is a growing interest in the concept of 'competence learning' in various areas of education, training and professional development. Competences are commonly assumed to represent more than the levels of knowledge and skills and to account for the effective application of available knowledge and skills in a specific context. But, with this trend, the term 'competence' is being used in many different ways. How are competencies thought to relate to knowledge, skills and attitudes, and what meaning and validity do various claims about competences have? The competence concept is quite troublesome, and it is argued that the term has no significance beyond that which is associated with the term 'skills'.
This study compares Nigeria National Computer Policy (1988) with existing school practice. Policy dictates for computer hardware, maintenance and funding, teaching personnel and training, and computer curriculum were compared. Information was collected from 20 secondary schools (10 public and 10 private) located in six different states in Nigeria through a questionnaire and interviews of teachers and students were analyzed using descriptive statistics. Comparisons of existing schools' situations revealed that wide gaps existed.
This paper presents an analysis of the Nigerian National Policy for Information Technology. The analysis reveals that the policy is inadequate to impact positively on the Nigerian education system, and that the philosophical frame of reference is market driven. The policy places little emphasis on the integration and infusion of ICT in the country's education system. Policy implications and suggestions are offered to ensure maximum use of ICT potentials in the Nigerian school system.
This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification,experience and pupils’ academic achievement in primary school mathematics. The participants of thestudy comprises of 254 primary school teachers and 120 primary school pupils. Data collected on thestudy were analysed using a stepwise multiple regression analysis. The results reveals that teacher self –efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacybeing the best predictor of pupils’ academic achievement in mathematics was followed by teacher’sinterest. Attitude, qualification and experience were not significant correlation with pupil’s achievementin mathematics. The study recommended that it is high time for primary school mathematics teachers tohave a change of attitude towards the teaching of the subject so that the achievement of universal basiceducation will not be hindered. Furthermore, primary school educational authorities were called upon toensure that only teachers who are qualified to teach the subject are employed. Not these alone, theirattention was also drawn to the fact that they should design educational programmes that will enhancethe teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.
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We study the effects of various types of education and training on the productivity of teachers in promoting student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties in addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. We find that elementary and middle school teacher productivity increases with experience (informal on-the-job training). The largest gains from experience occur in the first few years, but we find continuing gains beyond the first five years of a teacher's career. In contrast, we do not find a consistent relationship between formal professional development training and teacher productivity. However, this may be partly driven by estimation issues as we find more significant positive effects of formal training in the subject-grade combination where estimates should be most precise (middle school math). There is no evidence that teachers' pre-service (undergraduate) training or college entrance exam scores are related to productivity.
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