Background of the Study
Education is the best legacy a nation can give to her
citizens. It is generally believed that the basis for any true development must
start with the development of human resources. Much then is said that formal
education remains the vehicle for social-economic development and social
mobilization in any society (Philips, 2012).
Computer education as it is stipulated by the National
Policy on Education (2004) in Nigeria is one of pre-vocational subjects in the
junior secondary schools. The aim and objectives of the Federal Government in
these pre-vocational subjects mostly is that at the end of nine years of
passing through, it should posses an appropriate level of literacy, numeracy,
communication, manipulative and problems solving skills in order to be
employable and useful to oneself and the society at large.
According to Abimbola (2010), the use of computer in our
educational sector was a growing phenomenon, because searching for work in
internet requires the knowledge of computer. The use of Computer Assisted
Instruction (CAI) in education also requires in-depth knowledge of computer.
According to Olaitan (2010) the prominent role of
Information and Communication Technology (ICT) in educational system requires
the knowledge of computers; since our schools are sweeping along on the
incoming tide of new teaching techniques. The old methods used in teaching and
learning of computer science are becoming increasingly inadequate. It is now
become apparent for the government to provide adequate materials meant to
redesign the computer education at all levels.
Abdullahi (2014) says that computer science is one of the
science subjects that deals with study of a machine that can receive
instructions, recalls these instructions, carry out the instructions and gives
a feedback on its actions. In my own view, computer science is a subject that
deals with appreciation and application of computers. It is also defined as
electronic machine that operate with remarkable speed and reliability.
A well developed scientific and technological base are
conditional to any national human and material development. Nigeria has been
classified as one of the developing nations and has continued to make a break
through by emphasizing much on science and technology thereby making inclusive
of computer education in the curriculum of the junior and senior secondary
schools (Combs, 2013).
The Federal Government of Nigeria decided to introduce
computer education into the nation’s secondary school system in 1987 during the
Ministerial Council Meeting of the National Council on Education. This was
followed by the inauguration of the National committees on computer education
the same year. The functions of the committee among others included, planning
for dynamic policy on computer education and literacy in Nigeria as well as
devising clear strategies and terminologies to be used by the Federal and State
governments in introducing computer Education. The general objectives of the
1. To bring about
a computer literate society in Nigeria.
2. To enable the
present school children to appreciate and use the computer in various aspect of
life and in future employment.
The above stated strategies can promote or impede the
acquisition of computer knowledge. Functionalities of the strategies would
promote acquisition while deficiency in implementation would constitute an
impediment to the acquisition of computer knowledge (Aminu, 2014).
According to Philips (2013), the polices are poorly
implemented due to poor training and orientation of key implements (teachers).
Through constant practice, workshop and seminars, the teachers will be equipped
in relevant knowledge needed in computer, which are appropriate for effective
teaching and learning of computer education. Computer requires practices and
only the teachers that know the practices can teach it very well.
The non availability of Hardware facilities in acquisition
of computer education is one of the impediments that affect the teaching and
learning of computer education mostly in Senior Secondary schools. Okon (2012)
reported on the declining standard of teaching which is done without exposing
the students to any form of practical experiences. The acquisition of computer
education with the hardware facilities is just like going to school without pen
Evoh (2014) emphasized that secondary school education is
essential of the creation of effective human capital in any country. The need
for the conclusion of computer science in the education curriculum of the
Nigerian secondary schools cannot be overemphasized. In this technology-driven
age, every one requires ICT competence to survive and this calls for early
acquisition of computer skills by students.
Proper teaching and learning with regard to computer
education in Nigerian Secondary Schools
have been known to have suffered some setbacks. These setbacks have been
generated by certain conditions such as inadequate provision of facilities,
lack of trained personnel, financial constraints and organizational