Computer Studies and Its impact in Secondary Schools in Umuahia-North Local Government Area of Abia State, Nigeria

Published Online June 2015 in MECS

The twenty- first century is already turning out to be the century of the computer age . The computer revolution that started after the Second World War is now developing exponentially and computers are beginning to influence and take over nearly every aspect of our lives.

In a rapidly changing world, basic education is essential for an individual to be able to access and apply information. The Economic Commission for Africa has indicated that the ability to access and use information is no longer a luxury, but a necessity for development.

Unfortunately, many developing countries, especially in Africa, are still low in Information and Communication Technology (ICT) application and use, [1] as cited by [2].The ability to use computers effectively has become an essential part of everyone’s education. Skills such as book keeping, clerical and administrative work, stocktaking, and so forth, now constitute a set of computerized practices that form the core IT skills package: spreadsheets word processors, and database [3] as sited by [2].

The demand for computer/ICT literacy is increasing in Nigeria, because employees realize that computers and other ICT facilities can enhance efficiency. On the other hand, employees have also become computer literate.

The Federal Government of Nigeria introduced computer education into the nation’s Secondary School system in 1988 through the policy enactment of the National Computer Policy.

The Federal Government of Nigeria introduced computer education into the nation’s Secondary School system in 1988 through the policy enactment of the National Computer Policy.

The general objectives of the policy include:

• 1.    Bring about a computer literate society by the mid – 1990s

• 2.    Enable present school children to appreciate and use the life in future various aspects of life and in future employment.

According to the National Computer Policy [4], the first objective is to ensure that the general populace appreciates the impact of information and computer technology on packages, understand the structure and operation of computers and their history, and to appreciate the economic, social and psychological impact of the computer [5].

The modalities and the strategies for achieving the stated objectives include:

• 1.    Training teachers and associated personnel.

• 2.    Hardware facilities.

• 3.  Curriculum development.

• 4.  Maintenance of hardware and peripherals.

Computer education was initially limited to Federal Unity Secondary schools until few years ago when it was introduced to states’ government secondary school system. Presently Computer Studies is offered as a core subject in Basic School Certificate for those in junior secondary school level in Abia State, Nigeria.

The aim of this project work is thus to examine the impact of Computer Studies in secondary schools in Umuahia North local Government Area of Abia State, Nigeria. This is because educational systems around the world are on increasing pressure to use the new information and communication technologies (ICTs).

Computer education was initially limited to Federal unity Secondary schools until few years ago when it was introduced to states’ government secondary school system. Presently Computer Studies is offered as a core subject in Basic School Certificate for those in junior secondary school level in Abia State, Nigeria.

The aim of this project work is thus to examine the impact of Computer Studies in secondary schools in Umuahia North local Government Area of Abia State, Nigeria. This is because educational systems around the world are on increasing pressure to use the new information and communication technologies (ICTs).

• II.    Related Works

Work done in reference [2], was on the application of ICT in Nigerian Secondary Schools. The authors claimed that the adoption and use of ICTs in schools have a positive impact on teaching, learning, and research. Yet despite the roles ICTs can play in education, secondary schools in Nigeria have yet to extensively adopt them for teaching and learning. Efforts geared towards integration of ICTs into the secondary school system, have not had much impact. Problems such as poor policy and project implementation strategies and limited or poor information infrastructure militate against these efforts. In order to ensure that ICTs are widely adopted and used in Nigeria's secondary school system.

In reference [14], the work was aimed on finding the effects of Computer Assisted Instruction (CAI) on Secondary School Students' Performance in Biology in Oyo state, Nigeria. The result of the authors’ findings of the study showed that the performance of students exposed to Computer Assisted Instruction (CAI) either individually or cooperatively were better than their counterparts exposed to the conventional classroom instruction. According to the author there was no significant difference in the performance of male and female students exposed to CAI in either individual or cooperative settings. Based on their research findings recommendations were made on the need to develop relevant CAI packages for teaching biology in Nigerian secondary schools.