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Challenges Facing The Use Of Ict Elements In Teaching Computer Education In Senior Secondary Schools
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DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
This chapter deals with the discussion of the findings of the study, it draws out conclusion, implication of the study, limitation of the study, recommendations, suggestions for further studies and summary of the study was presented.
DISCUSSION OF FINDINGS
Research Question 1
The first research question states: What are the challenges facing the use of ICT elements in Anambra State Senior Secondary schools?
Nine (9) items on the problems facing the adoption and use of ICT elements in Anambra State Secondary Schools were presented to the respondents (teachers) of this study.
Items 1, 2, 3, 6, 7 and 9 were above the cut-off points of 3.00 which focus on the challenges of adoption and use of ICT elements.
Conversely, items 4, 5, and 8 were below the cut off points of 3.00 respectively. These items focused on the challenges facing the adoption and use of ICT elements in Anambra State Secondary schools.
On the whole, the respondents showed that all the necessary requirements needed for the adoption of ICT elements are not available.
This tallied with the assertion of Ely (2005) who distinguishes three major conditions relevant to the adoption of ICT element in class rooms. These are: dissatisfaction with status quo, existence of knowledge and skills and availability of resources. Also in his doctoral assertion, Otten (2006) reveal that one fundamental problem facing the adoption of ICT element in schools is lack of basic infrastructures (e.g. Electricity/ power supply).
Research Question 2
The second research question states: to what extent are the ICT elements available for teaching in Anambra State Secondary Schools?
Four (4) items were presented to the respondents (teachers) and all had their mean scores to be less than the cutoff point 3.00. These items emphasized on the availability of adequate ICT elements in the laboratory. This corroborates the findings of Yildrim (2007) which reveals that teachers agreed that access to ICT infrastructure is one of the effective means to integrate the use of ICT elements in schools.
Research question 3
The third research question states; are teachers and students in Anambra state senior secondary schools competent with ICT elements.
Eight (8) items were presented to the respondents on the teachers’ exposure to ICT competencies. Item 14, 15, 16, 18, 19, 20 and 21 were above the cutoff point of 3.00 the emphasis was on the exposure of teachers to ICT competencies. Item 17 have a mean of 2.20 which was below the cutoff point of 3.00. These items pin point the extent to which teachers attends seminars / workshops and the extent to which they can operate the computer and browse the internet. These tallies with karsaint, Horton, Stohl, and Garofalo (2005) who found that teachers who have positive attitudes towards technology feel more comfortable using it and usually incorporate it in their teaching.
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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 FOUR - [ Total Page(s): 6 ]Research Question 3 Are teachers and students in Anambra state senior secondary school competent with using ICT elements?         Table 6.     Students’ responses to their ICT Competences S/N Item X Remarks 17 Our teacher illustrate using computer systems and other ICT elements when teaching the use of ICT 2.46 Disagre ... 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---