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CHAPTER ONE

1.0 INTRODUCTION

Computer Science Education as it was stipulated by the National policy on

education in Nigerian curriculum has been seen as an important step forward and

one of the pre-vocational subjects in the secondary schools. Computers play a very

important role in education, computer as a tool for study, computer science as a

discipline or a profession.

Computer as a medium for instruction. Computer as a medium for teaching and

learning necessitates changes in curriculum. The aim and objectives of the federal

government in these pre-vocational subjects mostly is that at the end of Twelve

years of passing through, it should possess an appropriate level of practical

literacy, numeracy and communication, in order to be employable and useful to

oneself and the society at large, but very little regarding to those aims are

achieving the goals, due to the lack of planning & implementation, inadequate

technique, in conducive environment, unqualified teachers, lack of computer

accessories, lack of teaching aids and generally problems of teaching practical in

Public Secondary Schools. Majority of teachers in public schools are still computer

illiterate, while the situation in private schools is rather different.

Assurance

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Therefore, this work is attempted to find out the prospect solution to all these

problems on the study of practical computer science in public secondary school in

Gusau Local Government.

1.1 STATEMENT OF THE PROBLEM

The problems of this study therefore, are what the researchers set out to find

out whether:

1. Teaching methods and inadequate techniques are part of the problems,

2. Un conducive environments for teaching and learning of computer science

constitute the problem.

3. Poor learning attitudes of teacher and students are the problem

4. In availability of qualified computer science teachers are part of the

problem;

5. Lack of computer systems and their accessories constitute the problems

6. Lack of teaching aids and computer textbooks militate against the effective

teaching learning of computer science in schools, and to find out.

7. What the possible solutions of the challenges will be like.

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1.2 OBJECTIVES OF THE STUDY

The major aim of this study is to examine the problems and prospect solutions

of teaching and learning of practical computer science effectively in the

secondary schools under Gusau Metropolis. The specific objectives of the

study to find out the prospect solution of the following:

i. Proper teaching methods and adequate techniques

ii. Good learning attitudes between the teachers and students.

iii. Conducive environment for teaching and learning of practical computer

science.

iv. Quality of computer science teachers

v. Computer systems and their accessories

vi. Instructional materials.

1.3 SIGNIFICANCE OF THE STUDY

The result of this study will be able

i. Assist the teachers in the use of instructional materials and other

techniques in the teaching and learning of computer science.

ii. It will help the students to change their attitudes towards the learning

of computer science.

iii. It helps the society to have the desirable skills and knowledge that is

worthwhile.

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iv. It will enable the parents/ guardians to in understand the behaviors of

the children

v. It may aid the government in devising policy’s that will increase the

rate of teaching and learning.

vi. It may serve as vital information for further researchers.

1.4 SCOPE OF THE STUDY

This study focused on investigating the problem and prospect solutions of

teaching/learning computer science practical in Secondary Schools in Gusau

education Zone. The study used Sambo and Samaru Secondary School in

Gusau.

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CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

The literature is reviewed under the following headings:

2.1. PROPER TEACHING METHODS AND ADEQUATE

TECHNIQUES

Learning success is influenced by several factors, which are classified

into internal and external factors and internal factors are factors that

exist in individuals who are learning, including physical factors,

psychological factors. Whereas, external factors are factors that are

beyond the individual, including family factors, school factors, and

community factors (Slameto, 2010). Based on the description mentioned

the factors that influence learning achievement, namely learning method

and adequate technique, teaching method and adequate technique role is

as a tool that create teaching and learning process, through method and

technique that is expected to grow teaching and learning activities that

can create educational interaction.

Teaching method is any teaching scheme that can be used to facilitate

students learning and satisfaction. Different teaching methods may bring

out different types of changes in learning outcomes. Teaching methods

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are many and varied and could be used in different ways, considering

among others the age of the learners, body configuration or physique of

learners, (able or disabled learners). Academic ability/intelligence of the

learners, number of learners and of course the type of curriculum

discipline which recognizes the fact that certain teaching methods are

much more suitable to some disciplines than others.

Vikoo (2003) is discussing types of teaching methods explained that

teaching methods could be presented under three main categories:

Cognitive development methods

Affective development methods

Psychomotor development methods

i. Cognitive Development Methods

Here, if the focus of the instructional objectives is to develop intellectual

skills in learners, then the cognitive development methods of teaching

are recommended. This method helps learners to comprehend, analyze,

synthesize and evaluate information. It helps learners develop good

cognitive abilities. Though the cognitive development methods are

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essentially didactic. Some of the teaching methods in this category

includes:

Discussion Method

Questioning Method

Team Teaching Method

Talk Chalk/Recitation Method

Field Trip/Escortion Method

Team Teaching Method

ii. Affective Development Method:

This domain includes objectives which describe changes in interest,

attitudes and values. It further deals with the development of

appreciation and adequate adjustment. Education has a lot to give the

learner in order to assist him/her develop in these areas, hence teachers

are encouraged to include learning experiences that are worthwhile,

teach in ways that arouse interest and develop proper attitude in learners.

Some teaching methods under this category includes:

Modeling Method

Simulation Method

Dramatic Method

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Simulation Games

Role-Playing Method

iii. Psychomotor Development Methods

These are activity based methods of teaching that aim at motor skills

development in learners. This method requires that learners are able to

illustrate, demonstrate, or perform certain skills using their manual

dexterity. It is a heuristic method of teaching that involves inquiry and

discovery methods of teaching. It is a more student activity based

method. This method includes:

Inquiry Method

Discovery Method

Process Approach Method

Demonstration Method

Laboratory/Experimentation Method

Programmed Learning Method

Dalton Plan/Assignment Method

Project Method

Microteaching Method

Mastery Learning

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Education world is known various methods of learning, without a

learning method and adequate technique, learning will not be effective.

Therefore, in order that the learning process goes well, we need effective

learning methods and technique. A computer teacher must have own

method in presenting computer science practical to students, but all

students cannot receive the teacher's methods or technique. Therefore

teachers must master the methods and technique of teaching.

2.2. GOOD LEARNING ATTITUDES BETWEEN THE TEACHERS

AND STUDENTS.

Results of research that was carried out by Wahyuni (2007) shows that

the learning motivation effects positive to student’s achievement. Low

or high learning achievement is influenced by the low or high level of

students' motivation. In other words, student‘s achievement has not been

optimal tends to be affected by the lack of learning motivation. Besides,

the learning method that is applied by teachers in good categories thus

supports the learning process. Improvements in applying good attitude

of learning to students is needed very much so that student’s

achievement can be increased with appropriate learning methods and

facilitate students in understanding the practical computer science that is

taught. Answering challenges above will require teacher’s teaching

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attitude or character between the teacher and the students that will

increase learning achievement at public secondary school in Gusau area.

2.3. CONDUCIVE ENVIRONMENT FOR TEACHING AND

LEARNING OF PRACTICAL COMPUTER SCIENCE.

The relevance of teacher’s teaching method and adequate techniques

needs special environment and atmosphere. This case aims in order to

create the conducive learning atmosphere in getting a good student’s

achievement. At school or at home, students will be able to learn well if

the environment is conducive. Conducive learning environment is an

atmosphere that is comfortable and pleasure. Pleasure means learning

atmosphere and is joyful and passionate. Pleasure in this case is far from

sound and noise that can disturbances learning concentration. Learning

atmosphere is far away from the stresses and specific targets to students

who are learning (Uda, 2013). The learning process can run effectively if

learning environment supports the learning process. To create an

effective and conducive and also fun learning environment, teachers

must be smart to manage the classroom or computer lab with

empowering the potency of computer lab and facilities that are available

actively and efficiently. With using appropriate methods to the material

and the characteristics of students.

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The appropriate model of teaching and learning environment that will

create enjoyable learning environment and it will indirectly improve

student’s achievement. This case is also supported by the results of

previous studies, the following the quote of previous elections. Made

Wena (2011), in his book suggests, in an attempt to understand the

learning, we must first understand the variables of learning. According

to Reigeluth and Merill (in Degeng, 1989) learning variables can be

classified into three, namely learning condition, strategies (methods),

and the results (outcomes) of learning. Based on these opinions

mentioned, it reinforces the more influence of the practical environment

and teacher’s teaching methods is a very important aspect in determining

the success of practice process to student‘s learning achievement.

2.4. QUALIFIED COMPUTER SCIENCE TEACHERS

Kwacha (2007) remarked that most schools lack computer literate

teachers and expert that would support and manage the application

computing in the teaching learning process. The lack of computer literate

teachers might not be unconnected with the non-inclusion of ICT in

teacher training programmes in schools.

For effective practical teaching and learning to take place, there must be

qualified and competent teachers who will handle and teach the student

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effectively. Oyebanji (2003) stated that the performance of students

depend to the large and extend of the competence of teachers. Practical

computer science contributes to the objectives of self realization of an

individual. Practical work offered in computer studies enables the

students to improve their abilities to solve problems in the world. Lack

of sufficient practically oriented technical teachers who would arouse

and sustain student’s interest is a serious setback in the progress of

practical computer science as a field of study.

2.5. AVAILABILITY OF COMPUTER SYSTEMS AND THEIR

ACCESSORIES.

Integrating information technology into teaching-learning and practical

process can be carried out through computer systems and its accessories

approaches. Along with the explosion of information technology,

teaching-learning and practical in computer science is further extended

with the diversity of computer and application software packages

available in the computer lab. This paper discusses the use of a computer

lab among teachers at the Secondary School. The objective is to

determine the role of the computer lab as a medium of teaching-learning

and practical process in computer sciences.

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The learning strategy of ‘chalk & talk’ was the most popular approach

since it enables a lot of information and knowledge to be transfer to the

students. This is because, teachers mostly teach throughout the class,

while students have the time and opportunity to document what they

already understood directly. But using practical approach is faster to

transfer the knowledge and understood the computer. Computer science

practical is a modern learning strategy and style, commonly practiced

teaching delivery through slides presentations and computer devices.

2.6. AVAILABILITY OF INSTRUCTIONAL MATERIALS.

Practical or hands-on teaching and learning has the capability to help

students to self-develop their knowledge. In this process, students will

adapt their newly obtained knowledge into their current knowledge. This

approach helps teachers to carry out teaching-learning that actively

involved student so as to shape analytical, critical, innovative and

creative thinking. According to Douglas (2010), the use of computer

graphic have alleviated process of graphical representation, and enable

users to run analysis and obtain results immediately. Simulation

technique can increase students’ interest and comprehension towards

topic learned. Since the simulation technique requires students to use

high imagination and creativity, they have the opportunity to apply their

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comprehension towards the topic, and simultaneously apply their

comprehension in daily activities. They can also have clearer

views/picture through display of visual and also the computer output.

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CHAPTER THREE

3.0 RESEACH METHODOLOGY

3.1 INTRODUCTION

This chapter presents the method and procedure used carrying out the study. This

an indebt research on the problem and prospect of teaching and learning computer

science practical in some selected secondary school, at Gusau Metropolis. The

following sub-heading would be discussed:

Research Designed

Target Population

Sample And Sampling Techniques

Instrument For Data Collection

Validity of The Instrument

Method of Data Collection.

Method of Data Analysis

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3.1 RESEARCH DESIGN

The research works is designed in such a way that it’s tally with main objectives of

the study i.e to examine the problems and prospect solution of teaching and

learning practical computer science in some selected Secondary School in Gusau,

and suggest the prospect solution to them.

Importantly systematic sample assessment was conducted in selected three schools

in Gusau Area as sources of data collection, statistical survey methods through

which sample interest were arranged in order to refer to our sample assessment.

The assessment methods of collection data was chosen for this study because it

ensures a true representation of samples of the population and reduce the burden on

collection responses and time required to carry out the work. The methods also

make data handling collecting, tabulation, processing and analysis easier.

3.2 TARGET POPULATION

The population of interest in this research study consists of three secondary school

in Gusau Metropolis. The school comprised of:

1. Sambo Secondary School Gusau

2. Samaru Secondary School Gusau

3. College of Islamic Science Gusau (CIS)

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3.3 SAMPLE AND SAMPLING TECHNIQUES

As stated earlier to be used in this research works consist of three secondary

schools in Gusau metropolis due to a number of limitations.

Random sampling techniques were employed in selecting the respondents of

questionnaires administered. Simpson (1978) considered random sampling is the

process whereby every numbers of the population has useful and independent

probability of either being or nor being included in the sample at any point in the

time and in a sequence.

Random sampling techniques where employed in this study due to the fact that is

ensure fair representation of the entire student’s population in the area. Hence, it is

assumed that no section of the entire student’s population left out.

3.4 INSTRUMENT FOR DATA COLLECTION

Different number of research has been recognized for research purpose depending

on the nature of the study. These include verbal interview, questionnaire and

observation. Among the entire instrument questionnaire is found to be must

suitable and appropriate for this research works.

Atiku 2009 explained that questionnaire in this respect is device used for getting

to the question asked in which the response fill in by himself. On the other hand it

is an enquiring for which seeks response to a number of pertinent questionnaire of

interest to the investigation simpson (1979).

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3.5 METHODS OF DATA COLLECTION

Dankimi (2007) outline three major of collection data for research purpose.

According to him these method include census, vital statistic or registration and

sample survey method which is going to be employed in this works due to the

fact that it fit better to the works and provide for final generalization of the

researchers finding from the sampled population to the entire population

understudy. Is a method which instead of enumerating of individual as in the case

of census a few might enumerate certain procedure of selection. It main a

principle is that a set of object taken at random from larger group tend to produce

the characteristic of the larger group. In addition it is advisable to take reasonable

larger sample of the population from which it is drown and the better result it

yield for generalization.

By using sample survey method the research personally examine the sample

schools Computer science teachers and student in the study area through

physical administration of questionnaire to obtained data from the Computer

science teachers and student concern for the analysis.

Hence, the questionnaire has two section i.e sections A and B where by section A

is for computer science teachers and section B is for the students offering

Practical Computer science in the study area.

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Five (5) copies of the researcher’s instrument i.e questionnaire structure will be

administered to 15 computer teachers in the study area, while one hundred and

twenty (120) copies of questionnaire will administered to 120 students offering

Computer science practical in the study area and contain ten (10) statements each

demanding the opinion of the respondent in the selected school. The

questionnaire is organized to be administer on basic of five (5) copies per school

in section A and forty (40) copies per school in section B. This will be done

under the guidance of the researchers on how the respondents should responds to

them and by explaining the difficult or confusing statement.

3.6 METHOD OF DATA ANALYSIS

The three sample schools where referred to by the letters A, B & C and in this

chapter instead of their actual names thus are as follow:

S/N NAME OF SCHOOL LETTER

RESPONDENT

1. Government Day Secondary school, Danturai A

2. Sambo Secondary School, Gusau B

3. Government Girls Day Secondary School, Samaru C

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CHAPTER FOUR

4.1 INTRODUCTION

The questionnaire has two section, section A and section B. In section A the

questionnaire was administrated to teachers while in section B the questionnaire

was administered to the student offering practical computer science in said selected

secondary schools 15 respondents for section A and 120 respondents for section B

for all three selected school.

4.2 DATA ANALYSIS

The analysis of data was based on the information received from samples school

under the area of the study as follows:

Section A: response by practical computer science teachers.

Table 1: Does your school have the computer lab?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 5 5 5 15 100%

No 0 0 0 0 0%

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The respondents show that 100% out 3 schools visited the teacher's response that

their schools possess the computer systems for practical computer science. This

shows that the majority of the schools were possess the computer system for

effective learning of practical computer science lesson and may obtained great

positive understanding of Computer science practical.

Table 2: Do you have enough computer systems in your practical computer

Lab?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Enough computer 2 3 2 7 46.7%

Not Enough 3 2 3 8 53.3%

The responses show that the availability of the computer systems in our research

area is 46.7% the teachers reported that their practical computer lab possess the

computer systems, but it's not adequate because the percentage of availability of

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the computer system is lower than the percentage unavailability. These show that

their computer lab does not have enough computer system. Moreover, the majority

of the schools do not have enough computer science practical labs and its affecting

the teaching and learning practical computer science in their schools.

Table 3: Does Practical Computer Science lessons being effective in your

classroom?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Very effective 2 2 4 8 53.3%

Partial effective 3 2 1 6 40%

Effective 0 1 0 1 6.7%

The responses show that the effectiveness of the practical computer science lesson

is very effective since that the percentage is more than the other categories which

is 53.3% while the other categorization is 40% which is moderate, and the last

which is the least is only 6.7%. The teachers reported that their practical computer

lesson have effect to the student do to the unavailability of computer system,

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because almost the entire student have the interest for learning practical computer

science in their schools.

TABLE 4: Is your computer Lab conducive for teaching and learning?.

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 5 5 5 15 100%

No 0 0 0 0 0%

The respondents show that 100% out 3 schools visited the teacher's responded that

their schools have the conducive practical computer science lab. This shows that

the teachers responded regarding to the infrastructure, buildings or practical

computer science environment is fully conducive for learning of practical

computer science and with these progress, if the above problems solved it may

obtained great positive understanding of Computer science practical.

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TABLE 5: What is the average number of student per class?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Average 130 120 150

The respondent show that the average number of student per class is between 120

to 150. This shows that the population of students in practical computer science

classes is very high and it may affect the teaching and learning of practical

computer classes, also the computer system might not be sufficient during the

practical class.

TABLE 6: How long have you been teaching practical computer science?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

1 - 5 Years 2 1 1 4 26.7%

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5 - 10 Years 2 4 1 7 46.7%

11 - 20 Years 1 0 3 4 26.7%

The responses of the teachers in respect of their working experience reported that

46.7% are between 5 to 10 years, while the Teachers between 1 - 5 and 11 - 20

years are 26.7% respectively.

The above information showed that most of the teachers are between 5 to 10 year

working experiences, while some teachers are between 1 to 5 years working

experience, this reported that their experience in computer science is beginning,

but they are computer literate.

The remaining 26% were having 11 to 20 years working experience in teaching

practical computer science. Meanwhile, the majority of the teachers are computer

science literate by profession; this as result of the highest number of teacher

obtained the computer science qualification.

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TABLE 7: Do you use computer or internet for preparing lesson or class

teaching?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 3 4 4 11 60.0%

No 2 1 1 4 40.0%

The responses of the teachers in respect of their accessibility on internet for

preparing their lessons reported that 73.3% of them were having the access to the

internet during their research or preparing their lesson, while the 26.7% teachers

were not having access to the internet during their research or preparing their

lesson plan. This reported that some teacher were

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TABLE 8: What is your relationship with students during teaching Practical

Computer Science?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Friendly 3 5 1 9 60%

Good 2 0 4 6 40%

Not Friendly 0 0 0

The above table showed that the relationship between teachers and their student is

very good because of that the higher percentage of the responses that are friendly

with their student is 60%while the remaining is 40% teachers were having good

relationship with their student during the lesson of practical computer science. This

reported that the relationship between teachers and their student is friendlier and

these will create mutual understanding between the two parties, it's also help the

student to feel free in any step they want ask the question and this will help them to

understand practical computer science easily.

Table 9: Does your school provide teacher with personal computer for

preparing practical lesson?

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RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 0 0 0 0 0%

No 5 5 5 15 100%

The responses of the above table showed that none of the school visited provide

the personal computer to their teachers for them to preparing their practical

lessons.

TABLE 10: How many Hours per week do you teach practical computer

science?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

1 & 1/2 Hour 0 5 0 5 33.3%

1 Hour 5 0 5 10 66.7%

The responses show that the of the teachers reported that some schools time table

is differ with others because the school B were having two period per week for

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practical computer science which is one and half hour per week and this will help

the students to practice what the learn and keep their hand on practice. While the

time table ofremaining two schools is one hour only in a weekand this will not help

the student for their practicing the computer science.

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SECTION B: RESPONSE BY COMPUTER SCIENCE PRACTICAL

STUDENTS IN SOME SELECTED SECONDARY SCHOOLS IN GUSAU

METROPOLIS.

TABLE 1: Do you like practical Computer science?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 40 40 40 120 100%

No 0 0 0 0 0%

TABLE 1: Illustrate that the student’s attitude toward the practical Computer

science. The above table shows that 100% of the student's have the interest for

learning practical Computer science, because of all the respondent they like

Computer science practical.

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TABLE 2: What is your relationship with your Practical Computer Science

teachers?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Friendly 30 35 39 104 86.7%

Good 10 5 1 16 13.3%

Not Friendly 0 0 0 0 0%

TABLE 2: Showed that the distribution of a friendly relationship between students

and their practical computer science teachers 86.7%, the students responded that

their practical computer science teachers are friendly, while the remaining are

13.3% they were found not friendly, but having the Good relationship with their

practical computer science teachers. It is therefore observed that majority of

students express their very good and highly relationship with their teachers and

hence mutual relationship between students and teachers can provide better

atmosphere for teaching and learning.

TABLE 3: Do yo have access with computers system during practical lesson?

32

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 35 40 25 100 83.3%

No 5 0 15 20 16.7%

TABLE3: The above table show that 83.3% students responded yes they have

access with their computer systems during their practical computer lesson in all the

time, while the remaining 16.7% students responded No but majority of the

respondent are of the view that they have access with their Computer systems

during the period of practical computer science.

TABLE 4: Does your computer lab comfortable for learning?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 20 25 15 60 50%

No 20 15 25 60 50%

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The table show that 50% of students responded yes they have comfortable with

their computer lab environment in all the time, while the remaining 50% students

responded that their computer labs are not comfortable for their learning do to the

shortage of computer systems and lack of electricity in some schools.

TABLE 5: would you like to study practical computer science in your future?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 34 40 37 111 92.5%

No 6 0 3 9 7.5%

The above table show that 92.5% of students of the responded students were yes

and they have so much interest in their future to learn computer science, and they

also express that it’s the future innovation for this world since that the world is

becoming global village with the knowledge of computer science, so they were

having very strong interest to learn and understand computer science, while the

remaining 7.5% students responded that they do not have interest for learning

computer science in their futures for their one or the other reasons.

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TABLE 6: If Question 5 is yes, which Area do you like to study?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Programming 5 7 2 14 11.7%

Networking 11 14 15 40 33.3%

Database 24 19 23 66 55.0%

The table shows that 11.7% of the students responded that they want learn

programming, because their teacher thought them that it’s the heart of any

knowledge of computer science, that is why they want learn programming, while

the second categories are 33.3% and they choose to specified on Networking and

they insist to joined the networker teams for them to connect themselves with the

new era of globalization, the last group are 55.0% responded that they want

joined the Database team since that the Database is the back bone of any activities

in any organization and who ever have the knowledge of database has the

opportunity for the job market in every organization. With these development we

understand that the students……...

7. Do you own a personal computer?

35

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 1 4 0 5 4.2%

No 39 36 40 115 95.8%

The above table shows that only 4.2% of the students responded that they possess

their personal computer in their homes, while 95.8% does not possess the personal

computer. This reported that most of the student does not have access with

computer after their schools; they only have the access of computer system during

the school or during their practical computer classes.

8. If yes, how often do you use the computers?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Never 0 0 0 0 0%

Monthly 0 1 0 1 0.8%

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Weekly 1 1 0 2 1.7%

Daily 0 2 0 2 1.7%

The above table shows that only 1.7% of the students responded that they are using

computer daily or weekly after schools or in their homes, while 0.8% were having

access for using computer system after schools or in their homes, however 95.8%

does not have access or using the computer. This reported that most of the student

does not have access or does not used computer after their schools, they only have

the access or used computer system during the school or during their practical

computer classes.

9. How confident are you with practical computers science?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Not confident at all 4 2 6 12 10%

I usually need help 28 25 31 84 70%

Confident 8 13 3 24 20%

The above table shows that 10% of responded students does not have confident at

all with practical computer during their practical classes or in their homes, while

37

70% of the students responded that they are usually need help when they are

working with computer during their practical class or in their daily activities, and

20% answered that they can be able to handle so many issues by themselves

without looking for so much help, This reported that majority of the student does

not have confident or do not used computer after their schools, they only have the

access or used computer system during the school or during their practical

computer classes.

10. Do you have someone you can ask for help if you have any questions

relating to practical computers science?

RESPONDENT NUMBER OF

RESPONDENT

BY SCHOOL

TOTAL PERCENTAGE

A B C

Yes 24 30 18 72 60.0%

No 16 10 22 48 40.0%

The above table shows that 72% of responded students have someone they can ask

if there's any problem with their practical computer during their practical classes or

in their homes, while 48% of the students responded that they do not have someone

38

who can help them when they were having problem with practical computer out of

their practical class. This reported that majority of the student.

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CHAPTER FIVE

5.0 SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 INTRODUCTION

This chapter includes the following:

SUMMARY, CONCLUSION AND RECOMMENDATION WHICH

WOULD BE DISCUSSED AS FOLLOWS:

5.2 SUMMARY OF THE RESULT

From the analysis in discussion of data, the following finding were identified and

examine the problems and possible solutions of teaching and learning ofComputer

science practical and tend to emphasized the students what is laudable and

opportunity to achieve their aims such as

i. Understanding the method of learning computer science practical

ii. Providing conducive environment and availability of computer accessories

of teaching and learning practical computer science

iii. Behavior change

iv. further their education

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5.3 CONCLUSION

One of the pleasures of learning Computer science practical is seeing how

computer operate in all aspects of our live. From every day activities to far

success matters.

Computer science practical is an exciting intellectual challenge. Computer

science practical provide important understanding of our world and how it

works. It is an externally practical science that greatly impact our daily living.

Computer science practical near the many matters of public concern

improvement of health care, conservation of natural resources, protection of

the environment and provision of our every need for food, clothing and

shelter. Once you delve into your text book, you will see that fact Computer

science practical offers can be used more as through entire life. In learning

Computer science practical you will see that it is in our best interest as

educated citizen and consumer to understand the profound the effects both

positive and negative that chemical have on our day to day life. As you study

keep in mind that the chemical fact and concept you are asked to learn are not

ends in themselves, but tools to help you better understanding the world

around you. So many diverse subject biology engineering question,

agriculture and geography share an essential tie to Computer science

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practical by it every nature, Computer science practical is the central since

that provide answer to countless less questions asked from philosophers at the

down of civilization to present day scientific works in laboratory. By studying

Computer science practical you can learn to use the powerful language and

ideas that have involved to described and enhance our understanding of

matter. The language of Computer science practical is a universal scientific

language that is widely in other discipline.

Computer science practical play a significance role in every one future from

the renaissance to rocket from microchip technology to mapping DNA

Computer science practical is central thread in fabric of society.

5.4 RECOMMENDATIONS

The researchers make the following recommendations based on the finding of

the study as:

1. The government should ensure that every science teacher is attending science

workshop and teachers students inter personal relationship organized by the

ministry of education within or outside the state in order to improve their

teaching effectiveness.

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2. Parent and teachers should be more responsible to the merit in and educational

upbringing of their children or students and watch their movement with peer

group so as to stop them from joining bad company.

3. The federal ministry of education should strive to establish guidance and

counseling unit in all secondary schools for proper counseling to a student.

4. Adequate and realistic measure should be taking by the authority concern to

improve the quality and quantity of Computer science teachers.

5. Teacher should make teaching lively interest meaningful and natural to the

students.

The school administration should ensure that every teachers is manifesting a

good behavior in the schools because they are serving as a role model to their

students.

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APPENDIX A

Questionnaire for teachers

Questionnaire for Teachers

Sir,

This research work is aimed to identify the prospect solution of understanding

practical computer science among some selected secondary schools students. A

case study of Gusau metropolis.

Your honest and accurate responses to this questionnaire will highly in appreciated

kindly tick where necessary. Please note that the information needed is highly

confidential and will be used for it research purposely.

Section A. (personal data):

Name of the teacher:________________________________________

School: ___________________________________________________

State: ______________________________

Qualification:________________________

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Section B. Question

1. Does your school have the computer lab?

Yes No

2. Do you have enough computer systems in your practical computer Lab?

Not enough Enough computer

3. Does Practical Computer Science lessons being effective in your classroom?

Very effective partial effective effective

4. Is your computer Lab conducive for teaching and learning?

Yes No

5. What is the average number of student per class?

_______________________________________________

6. How long have you been teaching practical computer science?

_______________________________________________

7. Do you use computer or internet for preparing lesson or class teaching?

Yes No

8. What is your relationship with students during teaching Practical Computer

Good Friendly Not friendly

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9. Does your school provide teacher with personal computer for preparing

practical lesson?

Yes No

10. How many Hours per week do you teach practical computer science?

________________________________________________

Thank you Sir.

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Questionnaire for Students

This research work is aimed to identify the prospect solution of understanding

practical computer science among some selected secondary schools students. A

case study of Gusau metropolis.

Your honest and accurate responses to this questionnaire will highly in

appreciated. Kindly tick where necessary. Please note that the information needed

is highly confidential and will be used for it research purposely.

Section A. (personal data):

Name of the Student: _________________________________________________

School: ____________________________________________________________

Local Government: __________________________

Gender: _______________

Section B. Question:

1. Do you like Practical Computer Science?

Yes No

2. What is your relationship with your Practical Computer Science teachers?

Good Fair Bad

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3. Do yo have access with computers system during practical lesson?

Yes No

4. Does your computer lab computable for learning?

Yes No

5. Would you like to study practical computer science in your future?

Yes NO

6. If yes, which field

Programming Networking Database

7. Do you own a personal computer?

Yes No

(A) If yes, how often do you use computers?

Never Monthly Weekly Daily

8. How would you rate your computer skill level?

Never used a computer Beginner competent

9. How confident are you with practical computers science?

Not confident at all I usually need help

It depends on the task Confident

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10. Do you have someone you can ask for help if you have any questions relating

to practical computers science?

Yes No

Thank you