FACTORS MILITATING AGAINST THE INTRODUCTION OF COMPUTER EDUCATION IN SECONDARY SCHOOLS: A CASE STUDY OF FIVE SCHOOLS IN CHIKUN LOCAL GOVERNMENT AREA OF KADUNA STATE   .

 IN SELECTED  NIGERIAN POLYTECHNICS.

Click here to download our android mobile app to your phone  for more materials and others

Note: our case study can be change to suit your desire location . we are here for your success.

ORDER NOW

COMPLETE MATERIAL  COST  N2,500 Or $10.  FRESH  PROJECT MATERIAL  COST 50,000 NAIRA FOR UNDERGRADUATE, OTHERS 100,000 -200,000 NAIRA.

Foreign Transaction For Dollars Payment :
Bank Name: GTBank
Branch Location: Enugu State,Nigeria.
Account Name: Chi E-Concept Int’l
 Account Number:  0117780667. 
Swift Code: GTBINGLA 
Dollar conversion rate for Naira is 175 per dollar. 

Note:  We accept bank transfer, ATM cash transfer , Online payment using your ATM , Western union bank transfer.  We will respond to you anytime of the day. 

OR
PAY ONLINE USING YOUR ATM CARD. IT IS SECURED AND RELIABLE.

CALL OUR  CUSTOMERS CARE  OKEKE CHIDI C ON :  08074466939,08063386834.

AFTER PAYMENT SEND YOUR PAYMENT DETAILS TO

08074466939 or 08063386834, YOUR PROJECT TITLE  YOU WANT US TO SEND TO YOU, AMOUNT PAID, DEPOSITOR NAME, UR EMAIL ADDRESS,PAYMENT DATE. YOU WILL RECEIVE YOUR MATERIAL IN LESS THAN 1 HOURS ONCE WILL CONFIRM YOUR PAYMENT.

WE HAVE SECURITY IN OUR BUSINESS.   

MONEY BACK GUARANTEE

ABSTRACT

The current study was undertaken in order to establish the factors militating against the introduction of computer education in secondary schools in Chikun Local Government Area of Kaduna state. The study adopted the descriptive survey design for it was concerned with the gathering of people`s perceptions on the factors hindering the implementation of computer education. The population for the study was made up of 100 respondents from five different private secondary schools in Chikun Local Government Area of Kaduna State. Out of these 100 respondents only 85 made it into the sample. Data were gathered through the use of questionnaires and interviews. The use of these two Instruments enabled data triangulation thus enhancing data validity and reliability. Major findings of the study reveal that there were no budgets for computer procurement in the majority of schools.

Funds were inadequate for computer procurement as central government and the school management did not avail finances for computer procurement. However, stakeholders were willing to contribute towards the purchase of computers for computer education. Results also show that there were no teachers qualified to teach computers in schools. Those teachers who offered the subject were not willing to teach the subject mostly likely due to shortages in equipment and the unavailability of in-service computer training programmes. On a positive note, heads of schools and students had a positive attitude towards computer education. The study recommended that school management should source for computers from organizations such as banks. Schools through the school management should charge levies for computer education and government should make it compulsory for schools to offer computer education through policy statements. Teacher training institutions should incorporate computer education into their curriculum. Teachers should be offered administrative and technical support through in-service training programmes. Lastly, communities should be conscientised on the importance of computer education to inculcate in them a paradigm shift.

CHAPTER ONE
1.0 Introduction
In the globalized world, technology has become the in-thing as countries and/or organizations devise means of gaining a competitive edge over the others. In view of this, education systems in individual countries need to be tailor-made to suit this Endeavor. Information and Communication Technology (ICT) has played a major role in linking business and individuals far apart in terms of geographical distance. Transactions are being carried out in or outside offices, twenty-four hours a day. In pursuit of the objectives to ensure that the country advances its technology base, Nigeria, through the Ministry of Education, has introduced computer Education in the school curriculum. However, the introduction of computer education has failed to take off in the majority of schools, primary and secondary, rural and urban. Given this scenario, it is necessary for this study to look into factors militating against the implementation of computer education in secondary schools.

In view of the fact that secondary schools are immediate sources of manpower for industry and commerce, it is hoped that ICT literacy could have been taught to students in preparation for employment. This however, has not been the case for the majority of secondary school graduates who have gone job seeking without any knowledge of computers despite their being a prerequisite for employment in many institutions.

1.1 Background to the Study
Computer education is of paramount importance to national development and it is on this premise that the government of Nigeria sought to introduce computer studies in the education system from primary through to tertiary institutions. The Ministry of Education stipulates that schools should offer technical and vocational subjects to students. At secondary school, a student should enroll for two a technical/vocational subject among which is Computer Studies. It against this background that the government went about distributing computer equipment in schools across the country. Complementing these efforts, private companies donated and distributed computers to various schools in the state and the country. However, despite such efforts document analysis carried out shows that the majority of schools are not offering the subject. This has been the situation prevailing even in the schools which received the donations of computer packages, for free. This, therefore, has prompted this current research study to find out why computer studies are not being undertaken in the majority of schools despite the significance of the subject to national development and in the face of support from the political and corporate leadership. The study therefore aimed at unearthing those problems hindering the implementation of computer studies in the school curriculum in Secondary schools in Chikun Local Government area of Kaduna state.

According to the National Policy on Computer Education (NPCE, 1988), the main aims and objectives of computer literacy and education in schools are considered important bearing in mind the fact that computer studies aid in National Development. The objectives of computer studies in schools include:
 The development of rudimentary knowledge about information system. Information process techniques and the role of computer in this regard.
 To impart the knowledge about the use of computer and its applications in everyday life and to develop in the learner an appreciation of computer work.
 To develop an understanding of the basic principles of operating a computer and expose learners to hands of experience using programmes packages which are relevant to the interest of the pupils on teaching aids to different subject.
 Creating an understanding of the concept of programming language and their application through problems solving methods and techniques as they apply to the programme design, coding and documentation.
 To develop reasonable level of competence in ICT applications that will engender entrepreneurial skills.
As a result of the above listed aims and objectives, there is need for the full implementation of computer studies in all levels of Education, most especially at Secondary school level.
Despite the tremendous importance of computer studies, government, schools, pupils and teachers attitude have shown that much is expected to be done to position it well. Most pupils believe that computer study is not a core subject and so do not bother to give it keen attention. Many schools do not place computer studies within the favorable perception, interest and vocational choice of majority of learners as most of them tend to consider it as unnecessary and less important.
There is an increasing demand for a work force in Nigeria in area of technological development and self-reliance; this demand cannot be met without full implementation of Computer Education in schools.