THE USE OF MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE (A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN LOCAL GOVERNMENT AREA OF EDO STATE)
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THE USE OF
MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE (A CASE STUDY OF
SELECTED SECONDARY SCHOOLS IN LOCAL GOVERNMENT AREA OF EDO STATE)
ABSTRACT
This project
work has looked into the use of multi media in teaching and learning of
computer science, a case study of Oredo local government area. The research
sample consisted of 70 students from secondary schools the schools were
selected based on their location in the local government area. These include
St. Mary dedication school, Oredo Girls college, Immaculate conception college,
Edo college, Itohan Girls grammar school, and Iguodala primary school.
The
researcher finds out that, majority of the students have the knowledge of
computer science, therefore the teacher as resource personnel should be
computer literate to enable them carryout effective teaching.
TABLE OF
CONTENT
Chapter one:
introduction
Background
of the study
Statement of
the problem
Purpose of
the study
Significant
of the study
Research
questions
Scope of the
study
Definition
of terms
Chapter two:
review of related literature
Introduction
Information
and communication technology
Chapter
three: methodology and procedure of study
Research
design
Population
of the study
Sampling
techniques
Research
instrument
Validity of
instrument
Method of
data analysis
Chapter
four: presentation of data and discussion of results
Data
analysis
Chapter five:
summary, conclusion and recommendation
Summary
Conclusion
Recommendations
References
Questionnaire
CHAPTER ONE
BACKGROUND
OF STUDY
A computer
is an electronic device that can process data. Computer system is capable of
accepting input data (unprocessed data), through an input device, store and
processed the data and place processed data (information) on the out put device
generally called output.
Some people
have always responded to as problem with some types of solutions. The birth of
electronic multi media like computer is no exception when barter economy was
replaced by monetary economy, the need for number, computation and the keeping
of records, become apparent. As early as 300 B.C. number were in use in some
parts of the world.
The concept
of number and counting is said to have been initiated or developed by Hardsman
who after their animals, returned in the evening they could be accounted for.
Later other simple methods such as sticks and stones were also used to count.
The first real computations aid, abacus, was developed in China as early as
2600 B.C.. Abacus is still commonly used in the world today.
In 1614 John
Napier, a Scotish mathematician invented the Napier logarithm. In 1768,
Galvanic became the first man to identify electro mechanical machine which is
used to add stored data.
In this age
of information and communication technology (ICT) where the world seems to be
reduced to a global hamlet, no country desire to be mapped out for the relevant
hamlet. Information and communication technology is therefore an indispensable
tool for global hamlet. In the context of this research, ICT focused on the
enhancement of students’ performance of school subjects through the use of
computer aided instruction in computer science. In that case, knowledge and
skills acquisition are necessary as a fundamental of ICT. Science education in
general and computer science in particular today, demand for teachers capable
of teaching the new technology and helping students interpret and repackage
information and provide information. Rich environment, for communication to use
ICT in the learning environment, there is need for students to have access to
multimedia like computer, fax machine, telephone and electronic mail etc.
Experts however believe that the educational sector is suffering neglect
towards effective access of information (Ofulure 1999). The new communication
technology has no distance and boundary and time so that the remotest village
in Nigeria has the possibility of trapping a global store of knowledge. This
development makes it possible to receive vast amount of information from
anywhere in the world in seeds. Although cultural compatibility and the high
rate of purchase and maintenances multimedia like computer in developing countries
may make the demand for multimedia (computer) in science classroom seems
luxury. At the moment, this state of affair may not last for a very long period
of time. The use of computer to facilitate learning of computer science within
the formal learning and teaching situation will eventually enhance the
acceptance of this versatile technology in the developing countries, which are
normally dominated by the indigenous technology. All teachers are now expected
to make use of ICT to support teaching and learning environment. A few feel
uncomfortable if asked to teach in an ICT suite rather than their own
laboratory that they will do anything they can do to avoid it or will leave the
management of the lesson to the ICT technician or coordinator. Many feel that
they could do a better job if the resource were more accessible for the lesson
and the scheme of work. Being able to use ICT confidentially at home and as the
teacher in charge of the lesson are two different things. Apart from the
general classroom management issues, there can also be disconcerting technical
differences. The extra demands of simply working on a network can provide a
large confident benefit. Many staff and the school network security arrangement
can make that aspect of using the internet in lesson require a little more
planning. For example, it is useful to be able to write hyper link into a word
document to make students directly to relevant website but those may need to
work in advance with the ICT technical manager to make sure that useful
websites are “book marked” or entered in “favorites” for resource centred
organizations who packaged folders for easier access or data. Here, book marked
sites with their favorites are directly chained or linked to desire web pages
of choice.
STATEMENT OF
THE PROBLEM
In
recognition of the significant role of ICT in the technology of the nation, the
federal government through the federal ministry of education introduced multi
media students in unity schools. In 1990 (Borishade, 2000). The ministry did
not stop there, it also organized annual holiday multi media programme for
secondary school students in collaboration with some oil companies with a view
to making every Nigerian citizen literate. It provide some multimedia for the
unity school and produce a syllabus for the secondary school multi media
(computer) studies. The national policy on education made provision for multi
media (computer) education for junior and senior secondary schools as
electives. After one decade of the introduction of the programme, very little
result to have been achieved. No examination has been written on multi media
(computer) education in JSCE. No wonder Jegede (2002) observed that our society
is too slow in the uptake of ICT. Lack of qualified teachers in the area of ICT
is a serious impediment to its implementation. Only a few universities in the
country such as (OAU, RSUER, ESUT) out of the whole lot offer courses in either
computer science or computer engineering. It is only OSUT that gives
information and communication technology as a course. Most of the computer
science STM teachers in our schools are not computer literates and as such are
not able not reflect any respect of ICT in their teaching as they can not give
what they do not have. Most of our secondary schools do not have enough multi
media (computer) for any meaningful learning to take place, even the available
computers do not function. Some multi media are not properly maintained due to
lack of fund, lack of qualified technicians and poor maintenance culture which
is a serious problem in this country.
PURPOSE OF
THE STUDY
The purpose
of this study includes:
i.) To know
the use of multi media in the teaching of computer science.
ii.) To know
the meaning of information and communication technology.
iii.)
SIGNIFICANCE
OF THE STUDY
The result
of this study will enable the application of multi media in the field of
teaching and learning computer science carefully emphasizes and heighten
practical results to support stepwise knowledge building, consolidation and
claim of proactive education and development. It has platform for designing
both curriculum-related activities and computer-based culture technologies, in
terms of helping students on how teachers swing within scientific theory and
empirical evidence. This strategy will greatly teaching and learning and hence
increase understanding of the use of audio-visual aids which shows diagrammatic
representation of processed. It will help students participate in the lesson.
It will also help students to alleviate the problem of large class size which
typifies computer science class.
RESEARCH
QUESTIONS
Will the
multi media (computer) facilitate students to learning in developing countries?
In view of
the need to be mindful of cost, will cooperative learning techniques with multi
media help in promoting students’ achievement?
What is the
level of achievement of Nigerian students when learning is undertaking with the
use of the multi media?
Do most SIM
teaching lack ICT expertise and could not computers as teaching aids?
SCOPE OF THE
STUDY
The scope of
this research work is limited to using multi-media as necessary tool to
teaching and learning computer science in some select secondary school in Oredo
local government area of Edo state. It covers the problems encountered and the
solutions to such problems in the case study.
DEFINITION
OF TERMS
J.S.S.C.E.:
Junior Secondary School Certificate Examination.
ICT:
Information and Communication Technology.
OAU: Obafemi
Awolowo University.
RESUT: River
State University of Technology.
ESUT: Enugu
State University of Technology.
OSUT: Oyo
State University of Technology.
STM:
Science, Technology and Mathematics.
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THE USE OF
MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE (A CASE STUDY OF
SELECTED SECONDARY SCHOOLS IN LOCAL GOVERNMENT AREA OF EDO STATE)
Format: Ms
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Price: N
3,000
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Get the
Complete Project
ABSTRACT
This project
work has looked into the use of multi media in teaching and learning of
computer science, a case study of Oredo local government area. The research
sample consisted of 70 students from secondary schools the schools were
selected based on their location in the local government area. These include
St. Mary dedication school, Oredo Girls college, Immaculate conception college,
Edo college, Itohan Girls grammar school, and Iguodala primary school.
The
researcher finds out that, majority of the students have the knowledge of
computer science, therefore the teacher as resource personnel should be
computer literate to enable them carryout effective teaching.
TABLE OF
CONTENT
Chapter one:
introduction
Background
of the study
Statement of
the problem
Purpose of
the study
Significant
of the study
Research
questions
Scope of the
study
Definition
of terms
Chapter two:
review of related literature
Introduction
Information
and communication technology
Chapter
three: methodology and procedure of study
Research
design
Population
of the study
Sampling
techniques
Research
instrument
Validity of
instrument
Method of
data analysis
Chapter
four: presentation of data and discussion of results
Data
analysis
Chapter
five: summary, conclusion and recommendation
Summary
Conclusion
Recommendations
References
Questionnaire
CHAPTER ONE
BACKGROUND
OF STUDY
A computer
is an electronic device that can process data. Computer system is capable of
accepting input data (unprocessed data), through an input device, store and
processed the data and place processed data (information) on the out put device
generally called output.
Some people
have always responded to as problem with some types of solutions. The birth of
electronic multi media like computer is no exception when barter economy was
replaced by monetary economy, the need for number, computation and the keeping
of records, become apparent. As early as 300 B.C. number were in use in some
parts of the world.
The concept
of number and counting is said to have been initiated or developed by Hardsman
who after their animals, returned in the evening they could be accounted for.
Later other simple methods such as sticks and stones were also used to count.
The first real computations aid, abacus, was developed in China as early as
2600 B.C.. Abacus is still commonly used in the world today.
In 1614 John
Napier, a Scotish mathematician invented the Napier logarithm. In 1768,
Galvanic became the first man to identify electro mechanical machine which is
used to add stored data.
In this age
of information and communication technology (ICT) where the world seems to be
reduced to a global hamlet, no country desire to be mapped out for the relevant
hamlet. Information and communication technology is therefore an indispensable
tool for global hamlet. In the context of this research, ICT focused on the
enhancement of students’ performance of school subjects through the use of
computer aided instruction in computer science. In that case, knowledge and
skills acquisition are necessary as a fundamental of ICT. Science education in
general and computer science in particular today, demand for teachers capable
of teaching the new technology and helping students interpret and repackage
information and provide information. Rich environment, for communication to use
ICT in the learning environment, there is need for students to have access to
multimedia like computer, fax machine, telephone and electronic mail etc.
Experts however believe that the educational sector is suffering neglect
towards effective access of information (Ofulure 1999). The new communication
technology has no distance and boundary and time so that the remotest village
in Nigeria has the possibility of trapping a global store of knowledge. This
development makes it possible to receive vast amount of information from anywhere
in the world in seeds. Although cultural compatibility and the high rate of
purchase and maintenances multimedia like computer in developing countries may
make the demand for multimedia (computer) in science classroom seems luxury. At
the moment, this state of affair may not last for a very long period of time.
The use of computer to facilitate learning of computer science within the
formal learning and teaching situation will eventually enhance the acceptance
of this versatile technology in the developing countries, which are normally
dominated by the indigenous technology. All teachers are now expected to make
use of ICT to support teaching and learning environment. A few feel
uncomfortable if asked to teach in an ICT suite rather than their own laboratory
that they will do anything they can do to avoid it or will leave the management
of the lesson to the ICT technician or coordinator. Many feel that they could
do a better job if the resource were more accessible for the lesson and the
scheme of work. Being able to use ICT confidentially at home and as the teacher
in charge of the lesson are two different things. Apart from the general
classroom management issues, there can also be disconcerting technical
differences. The extra demands of simply working on a network can provide a
large confident benefit. Many staff and the school network security arrangement
can make that aspect of using the internet in lesson require a little more
planning. For example, it is useful to be able to write hyper link into a word
document to make students directly to relevant website but those may need to
work in advance with the ICT technical manager to make sure that useful
websites are “book marked” or entered in “favorites” for resource centred
organizations who packaged folders for easier access or data. Here, book marked
sites with their favorites are directly chained or linked to desire web pages
of choice.
STATEMENT OF
THE PROBLEM
In
recognition of the significant role of ICT in the technology of the nation, the
federal government through the federal ministry of education introduced multi
media students in unity schools. In 1990 (Borishade, 2000). The ministry did
not stop there, it also organized annual holiday multi media programme for
secondary school students in collaboration with some oil companies with a view
to making every Nigerian citizen literate. It provide some multimedia for the
unity school and produce a syllabus for the secondary school multi media
(computer) studies. The national policy on education made provision for multi
media (computer) education for junior and senior secondary schools as
electives. After one decade of the introduction of the programme, very little
result to have been achieved. No examination has been written on multi media
(computer) education in JSCE. No wonder Jegede (2002) observed that our society
is too slow in the uptake of ICT. Lack of qualified teachers in the area of ICT
is a serious impediment to its implementation. Only a few universities in the
country such as (OAU, RSUER, ESUT) out of the whole lot offer courses in either
computer science or computer engineering. It is only OSUT that gives
information and communication technology as a course. Most of the computer
science STM teachers in our schools are not computer literates and as such are
not able not reflect any respect of ICT in their teaching as they can not give
what they do not have. Most of our secondary schools do not have enough multi
media (computer) for any meaningful learning to take place, even the available computers
do not function. Some multi media are not properly maintained due to lack of
fund, lack of qualified technicians and poor maintenance culture which is a
serious problem in this country.
PURPOSE OF
THE STUDY
The purpose
of this study includes:
i.) To know
the use of multi media in the teaching of computer science.
ii.) To know
the meaning of information and communication technology.
iii.)
SIGNIFICANCE
OF THE STUDY
The result
of this study will enable the application of multi media in the field of
teaching and learning computer science carefully emphasizes and heighten
practical results to support stepwise knowledge building, consolidation and
claim of proactive education and development. It has platform for designing
both curriculum-related activities and computer-based culture technologies, in
terms of helping students on how teachers swing within scientific theory and
empirical evidence. This strategy will greatly teaching and learning and hence
increase understanding of the use of audio-visual aids which shows diagrammatic
representation of processed. It will help students participate in the lesson.
It will also help students to alleviate the problem of large class size which
typifies computer science class.
RESEARCH
QUESTIONS
Will the
multi media (computer) facilitate students to learning in developing countries?
In view of
the need to be mindful of cost, will cooperative learning techniques with multi
media help in promoting students’ achievement?
What is the
level of achievement of Nigerian students when learning is undertaking with the
use of the multi media?
Do most SIM
teaching lack ICT expertise and could not computers as teaching aids?
SCOPE OF THE
STUDY
The scope of
this research work is limited to using multi-media as necessary tool to teaching
and learning computer science in some select secondary school in Oredo local
government area of Edo state. It covers the problems encountered and the
solutions to such problems in the case study.
DEFINITION
OF TERMS
J.S.S.C.E.:
Junior Secondary School Certificate Examination.
ICT:
Information and Communication Technology.
OAU: Obafemi
Awolowo University.
RESUT: River
State University of Technology.
ESUT: Enugu
State University of Technology.
OSUT: Oyo
State University of Technology.
STM:
Science, Technology and Mathematics.
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