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Challenges Facing The Use Of Ict Elements In Teaching Computer Education In Senior Secondary Schools
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Research Question 2
To what extent are the ICT elements available for teaching in Anambra state secondary schools?
Table 2. Extent of availability of ICT elements.
S/N
Item
X
Remarks
10.
The number of computer in my school laboratory is satisfactory.
1.40
Disagree
11.
Damaged computer systems are regularly maintained and replaced in my school.
2.60
Disagree
12
Both the state government and the school management provide ICT elements regularly.
1.80
Disagree
13.
There is constant availability of ICT elements [internet service, printers, projectors, etc.]
2.20
Disagree
`
Grand Mean
2.00
Disagree
Table 2 above shows that the teachers agreed that the number of computer systems in their schools are not enough, damaged computer systems are not regularly maintained and replaced when there are faulty.
They also disagreed that both the state government and the school management do not regularly provide the needed ICT elements like constant internet services in the laboratories.
Therefore from the grand mean, it implies that the extent to which ICT elements are available in Anambra State Secondary schools is very l
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ABSRACT - [ Total Page(s): 1 ]The research focuses on challenges facing the use of ICT element in Senior Secondary Schools. It was carried out in Awka metropolis of Anambra State covering over 6,500 students and 300 teachers; a survey research was used in which 10 computer subject teachers and 200 students were adopted from 10 Secondary Schools using simple random sampling technique. Challenges facing the use of ICT element, the extent of availability of ICT elements and the competence of teachers and students in using ICT e ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 2 ]QUESTIONNAIRE ON CHALLENGES FACING THE USE OF ICT ELEMENTS IN TEACHING COMPUTER SCIENCE EDUCATION IN SENIOR SECONDARY SCHOOLS. For Students (QS) Instruction: Please fill in the blank spaces or thick                        in the boxes provided where appropriate. Section A  Name of school ………………………………………………  Your class ……………………………………………………. Gender:                ... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 2 ]TABLE OF CONTENTS TITLE PAGEÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â CERTIFICATIONÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â APPROVALÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â DEDICATIONÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]STATEMENT OF PROBLEM Information and Communication Technology (ICT) can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers’ professional development and more efficient education management, governance and administration. Organization like UNESCO takes a holistic and comprehensive approach to promoting ICT in education; access and quality are among the main challenges they are addressing. The use of ICT elements in tea ... Continue reading---
CHAPTER TWO - [ Total Page(s): 6 ]The federal government of Nigeria, in the national policy on education (FRN, 2004), recognizes the prominent role of ICT element in teaching learning and has integrated this into education in Nigeria. To actualize this goal, the document states that government will provide basic infrastructure and training at the primary school. At the junior secondary school, computer education has been made a prevocational elective and it’s a vocational elective at the senior secondary school. It is also the ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]Research Instruments The instrument used for study was questionnaire. Two (2) research instrument were used, one for students which has a total of 26 items and another for teachers which has a total of 21 items. Both questionnaires have two (2) sections A and B. The questionnaire designed for teachers has four (4) questions on section A and twenty-one (21) items on section B. The questionnaire designed for students has four (4) items on section A and twenty (26) items on the section B. ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 3 ]Recommendations Based on the findings, the researcher recommends that – ICT elements like projects, printers, monitors, system units, etc. should be provided for teaching of computer subject/ICT usage in Anambra state Secondary Schools. The current policy pronouncements are absolute and need to be updated within the dynamic world of computers. Regular in-service training for ICT / computer teachers must be in place that includes basic computer operations, and teaching methodologie ... Continue reading---
REFRENCES - [ Total Page(s): 2 ]Al-Ansari, H (2006) – Internet use by the faculty members of Kwait University. The electronic library 24(6); 791 -803.  Aiken, Edmore and Jenson (2002) A survey of Cybercafés in Nsukka Metropolis State, Nigeria. The Electronic library 21(5): 487 -95.  Ashocroft, L, Ani B and WATTS, C. (2005); ICT skills for information Professionals in developing countries; Prospective from a Study of the electronic information Environment in Nigeria.  Brakel, P.A, & Chisenga, J (2008 ... Continue reading---
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ABSRACT - [ Total Page(s): 1 ]The research focuses on challenges facing the use of ICT element in Senior Secondary Schools. It was carried out in Awka metropolis of Anambra State covering over 6,500 students and 300 teachers; a survey research was used in which 10 computer subject teachers and 200 students were adopted from 10 Secondary Schools using simple random sampling technique. Challenges facing the use of ICT element, the extent of availability of ICT elements and the competence of teachers and students in using ICT e ... Continue reading---