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THE LEVEL OF
COMPUTER LITERACY AMONG THE JUNIOR SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
1.1.Background
to the Study
Information
and Communication Technology (ICT) has taken over the global economy. Most
things if not all require ICT to be performed. The education sector is not left
out of this as Information and Communication Technology (ICT) has improved the
method of teaching and learning; it has made teaching and learning less
difficult. Teaching and learning with the aid of ICT has grown beyond the four
walls of a classroom to learning from the comfort of one’s apartment.This
advancement in technology has equally bridged the digital divide between
information rich and poor society. According to Tinio (2002) ICT has the
potentials of increasing relevance and quality of education in developing
countries and the field of education has been affected by ICT, which have
indisputably affected teaching, learning, and research. Many scholars have
proven through their works the much benefits of ICT to the quality of education
(Yusuf, 2005).
Computer
literacy is the ability to use computers to perform a variety of tasks and is
becoming fundamental to the learning process (Osuji, 2010). Computer literacy
is being able to handle a wide range of varying computer applications for
various purposes. Albirini (2004) considers computer literacy as educators’
belief about their computer knowledge and skills.
Due to the
fact that state governments in Nigeria needed to fully implement the National
Policy on Computer Education in Nigeria’s policy, they introduced computer
literacy education across secondary schools in Nigeria in 1997(Bada, Ajibade
& Ojedokun, 2009, and Adomi & Kpangban, 2010). The reasons for this
are: to introduce the use of computer in teaching, to make the present
generation appreciate the use of computer, to make both students and teachers
appreciate the benefits of computer to the education sector, and to expose both
students and teachers to an unlimited body of knowledge.
Similarly,
in the Federal government of Nigeria’s bid to fully implement the use of
computer across schools, the National Policy on Information Technology was
introduced in 2001 in order to relate the message of computer literacy to
secondary schools in the rural areas.
With such
policies in place, steps have been taken to improve the use of ICT in both
teaching and learning from the primary to the tertiary education.However, the
situation in primary and secondary schools across the country has not really improved;
as we still witness cases of most schools without computer laboratories and
those who try to have are without competent teachers to teach amidst other
factors. Computer education is really lacking across junior secondary schools,
though some private schools are trying to provide few computers for learning.
A study that
was carried out by Jegede and Owolabi (2003) when comparing the Nigeria
National Computer Policy of 1987 with what is currently obtainable across
secondary schools in Nigeria revealed that computer education is more practiced
in Federal unity schools and a few private schools. These schools are located
in the urban areas which means that more schools in the urban areas practice
computer education compared to schools in the rural areas. A study carried out
by Osunwusi and Abifarin (2013) to determine the level of computer literacy
revealed that private secondary schools have access to and use computers in
teaching and learning compared to public schools. Bearing the current state of
computer literacy in the urban areas, the need to study the level of computer
literacy among junior secondary school in rural areas generate much questions
like: Is computer literacy taught in rural areas? Is computer science taught in
junior secondary schools? Are schools in the rural areas implementing the
National Policy on Education in Nigeria policy? These questions call for much
concern as this study is meant to examine the level of computer literacy among
the junior secondary school students in Kosofe Local government area in Lagos
State. Most especially now the Joint Admissions and Matriculation Board
introduced the use of Computer Based Test (CBT) for its examination. Of which
one of the criteria for the exam is that one must be a computer literate; and
being a computer literate requires a good foundation like computer being taught
right from the primary school. A student who is taught computer in primary and
secondary school will not have problem in JAMB’s examination; that is why it is
pertinent for this study to examine the level of computer literacy among the
junior secondary school students and make recommendations where necessary to
improve computer literacy across junior secondary schools in Lagos State.
1.4.Statement
of Problem
Computer
literacy has been one of the problems of the education sector in Nigeria,
especially in Lagos State considering the current trend of technology.
The level of
computer literacy in junior secondary schools across the country is really
alarming as most schools do not teach computer at all. Schools who try to teach
are more into theory than practical; there are no computers to match theory
with practice; schools who have computers have it in limited number.
Similarly,
another problem tied to the low level of computer literacy among the junior
secondary school is the absence of competent teachers. Some teachers who teach
computer science especially in the rural areas are unskilled. They are just
good on the basics of computer, and knowledge of this alone cannot give them
the avenue to fully educate the students on computer literacy.These are some of
the problems this study will give recommendations on.
1.3.
Objectives of the Study
The aim of
this study is to examine the level of computer literacy among the junior secondary
school students in Kosofe Local government area in Lagos State.
Specifically,
the study intends to:
i. To know
if there are competent teachers of computer science in Kosofe local government
area.
ii. To
assess the factors that affect computer literacy among junior secondary schools
in Kosofe Local government area in Lagos State.
iii. To
identify ways of improving computer literacy among junior secondary schools in
Kosofe local government area.
iv. To
examine the extent of computer literacy among junior secondary schools in
Kosofe local government area.
v. To
recommend ways of improving computer literacy in Lagos State.
1.4.
Research Questions
The
following research questions were asked to guide the study, whereas answer to
the following questions will be sought as a basis for testing the hypotheses:
i. Are there
competent teachers of computer science in Kosofe local government area?
ii. What are
the factors that affectcomputer literacy among junior secondary schools in
Kosofe Local government area in Lagos State?
iii. What
are the ways of improving computer literacy among junior secondary schools in
Kosofe local government area?
iv. What is
the extent of computer literacy among junior secondary schools in Kosofe local
government area?
v. What are
the ways of improving computer literacy in Lagos State?
1.5.
Statement of Hypotheses
The
hypotheses proposed in this study are stated in the null as follows:
Hypothesis
One
Ho: There is
no significant relationship between computer literacy and students’ academic
performance.
Hypothesis
Two
Ho: Junior
secondary schools in Kosofe local government area are not well equipped with
computer facilities.
1.6.
Significance of the Study
This
research study aims to contribute both theoretically to the literature, and
practically to the education sector of Nigeria, it shall seek to provide
ordinary insight on area concerned with computer literacy, and explore the
possibility of improving the level of computer literacy among the junior
secondary school student in Kosofe local government area and Nigeria as a
whole. It also aims to contribute to the extant literature on the level of
computer literacy among the junior secondary school students in Kosofe local
government area in Lagos State. In addition, this research study offers
recommendations that will improve the level of computer literacy in Nigeria.
The study
has the potential of encouraging the government and management of secondary
schools to see the need for providing schools with computer facilities in order
to improve the level of computer literacy in the country. It will encourage
even non-governmental organizations to contribute towards providing secondary
schools with computers, computer text books and even internet services.
Finally,
this study is also expected to serve as an input to the body of knowledge. It
would also be useful to students of tertiary institutions writing their final
year projects, as well as lecturers.
1.7. Scope
of the Study
The scope of
this study covers the level of computer literacy in Nigeria. However, due to
logistics, this study has been limited to the study of the level of computer
literacy among the junior secondary students in Kosofe local government, Lagos
State.
1.8.
Limitation of theStudy
The
following limitations of the study are as follows:
1. Time: –
This is the first limitation that affected the research study badly because
carrying out the study requires time and one can’t afford to miss lecture and
embark on a journey to the cost study.
2. Finance:
– It is another limitation because the study requires enough funds to carry out
the research and without the funds the study will not be fruition.
1.9.
Definition of Terms
1. Level:A position on a scale of
amount, quantity, extent, or quality.
2. Computer
Literacy: Is the ability to use computers and related technology efficiently,
with a range of skills covering levels from elementary use to programming and
advanced problem solving.
3. Junior Secondary
School: A school intermediate between an elementary school and a high school,
generally for children in the seventh, eighth, and ninth grades.
4. Student:
A person formally engaged in learning, especially one enrolled in a school or
college; pupil.
5. JAMB
(Joint Admission and Matriculation Board):Is a Nigerian entrance examination
board for tertiary-level institutions. The board conducts entrance examinations
for prospective undergraduates into Nigerian universities. The board is also
charged with the responsibility to administer similar examinations for
applicants to Nigerian public and private mono-technics, polytechnics, and
colleges of educations.
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