STRATEGIES FOR IMPROVING COMPUTER STUDIES IN SECONDARY SCHOOLS IN OSHIMILI AND ANIOCHA LOCAL GOVERNMENT AREA OF DELTA STATE


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TABLE OF CONTENTS

Title Page
Approval Page
Certification
Dedication
Acknowledgements
Table of Contents
List of Tables
Abstract

CHAPTER 1: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Hypotheses
Delimitation f the Study

CHAPTER II: REVIEW OF RELATED LITERATURE
Conceptual Framework
            ICT as aids to Teaching and Learning
            ICT as a Tool for Educational Management
            ICT as a Tool for Higher Technology Development
            Problems of Computer Studies in Secondary Schools
            Prospect of Computer Studies in Secondary Schools
Theoretical Framework
            Constructivism Learning Theory
            Downes Siemens Connectivism Learning Theory
            Houses Path-Goal Theory
            Two Factor Theory
Related Empirical Studies
Summary of Literature Reviewed

CHAPTER III: RESEAARCH METHODOLOGY
Design of the Study
Area of the Study
Population for the Study
Sample and Sampling Technique
Instrument for Data collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis

CHAPTER IV: PRESENTATION AND ANALYSIS OF DATA
Research Question 1
Research Question 2
Research Question 3
Research Question 4
Hypotheses Testing
Finding of the Study
Discussion of Findings

CHAPTER V: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Re-statement of the Problem
Summary of Procedures Used
Summary of Findings
Implications of the Study
Conclusions
Recommendations
Suggestions for Further Studies
REFERENCES





ABSTRACT

The major purpose of this study was to determine the strategies for improving computer studies in secondary schools in Oshimili and Aniocha Local Government Areas of Delta State. Four research questions were answered and four null hypotheses were tested at 0.05 level of significance. The population for the study consisted of 282 made up of 118 principals, 118 Vice Principals and 46 computer studies teachers in Oshimili and Aniocha Local Government Areas of Delta State. There was no sample for the study because the population size was manageable. Descriptive survey design was used to generate data for the study. Structured questionnaire was used to elicit information for the study. The instrument was face validated by three research experts, two from the Department of Vocational Teacher Education, University of Nigeria, Nsukka and one from the Federal College of Education (Technical) Asaba. The questionnaire was pilot tested with a sample of 30 computer study teachers from secondary schools in Nsukka zone of Enugu State. Cronbach Alpha reliability test was used to determine the internal consistency of the instrument and this yielded a reliability coefficient of .77. Data were analysed using mean statistic for the research questions and ANOVA was used to test the null hypotheses at 0.05 level of significance. Based on the findings, it was revealed that there was no significant difference in the mean rating of principals, vice principals and teachers on the strategies for improving the funding strategies required for the teaching of computer studies. It was concluded that there are some basic strategies that could be adopted in other to improve the teaching of computer studies in secondary schools in Oshimili and Aniocha Local Government Areas of Delta State. It was recommended that school administrators (principals, vice principals and teachers) should be sponsored on retraining programmes at least twice a year through workshop, seminars and conferences to enable them learn the modern technological skills in their chosen field of endeavour.





CHAPTER I

INTRODUCTION

Background of the Study

One of the fundamental rights for every human being is education. Education prepares the individual for challenges in life. Consequently, Gujjar, Khan, Baig, Ramzan and Saifi (2010) opined that education does not only deliver information, but for developing complete personality of a child. In Nigeria there are three levels of education: primary, secondary and tertiary level. Secondary education is the level between primary and tertiary education. It equally prepares students to be productive members of the society (Jegede and Owolabi, 2003). In developed countries, secondary school is seen as the gateway to providing not only an educated citizenry but also a capable workforce. According to World Bank in Etim (2006), secondary education is now being recognized

as the cornerstone of educational system in the 21st century. It therefore means that quality secondary education is indispensable in creating a bright future for individuals and nations alike.

Inline with the above statements, Jacob and Tomoko (2001) stated that secondary education is crucial for economic growth. Jacob and Tomoko (2001) maintained that globalization, the increasing importance of ICT in the twenty-five century and rapid technological changes have made knowledge essential for competing in the world economy. Secondary education therefore provides countries with the skills and knowledge needed for economic growth, including furthering learning and training of professionals such as technicians scientists and entrepreneurs. Secondary education can also be decisive in fostering positive social and civic values and yields considerable....



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