1.1 Introduction
Computer science is defined as the systematic study of computers and computational systems, including their theory, design, development, and application (Denning, 2017). It is a discipline that equips students with critical problem solving skills, logical reasoning, and the ability to develop software solutions that meet modern technological demands. In educational institutions, the role of competent teachers is central to effective learning, as they guide students in applying theoretical knowledge, and developing practical skills. In the context of tertiary education, particularly in the Federal University of Technology Owerri (FUTO), computer science education is crucial for producing graduates capable of contributing meaningfully to the technology sector and the nation's economic growth.
This chapter introduces the research by reviewing the background that informed the study, identifying the issues that led to its formulation, and outlining the aim and objectives. It also explains the study's significance, defines its scope, presents the research questions and hypotheses, addresses the limitations, and clarifies important terms used throughout the work.
1.2 Background of Study
In today's rapidly evolving digital age, computer science has become one of the most essential disciplines for national development, economic progress, and technological innovation. According to Denning (2017), computer science is the foundational study of algorithms, data structures, programming languages, and computational systems that drive modern information and communication technologies. Computer science education is vital for equipping students with analytical reasoning, problem solving skills, and the capacity to create innovative solutions that address societal challenges. It is therefore imperative for institutions like the Federal University of Technology Owerri (FUTO) to provide high quality computer science instruction that prepares graduates to perform effectively in competitive and technology driven environments.
In higher education, the quality of teaching has a profound impact on students' learning experiences and outcomes. Reported by Akpan and Udosen (2021), teacher competency is one of the strongest predictors of student achievement, especially in STEM (Science, Technology, Engineering, and Mathematics) disciplines such as computer science. They stated that competent teachers possess deep content knowledge, effective pedagogical strategies, and the ability to engage learners in meaningful, interactive learning processes. These attributes enable teachers to simplify complex concepts, foster critical thinking, and inspire students to apply theoretical knowledge in practical situations. In contrast, incompetent teachers often lack crucial subject matter proficiency or modern instructional skills, leading to an environment where students struggle to grasp fundamental computing principles.
In the context of Nigerian tertiary institutions, several researchers have underscored the challenges associated with teaching and learning in computer science. Nwachukwu (2019) asserted that many computer science educators rely heavily on traditional lecture methods, which are insufficient for teaching programming, systems analysis, and software development. These passive approaches often fail to engage students in hands on activities that are necessary for mastering technical skills. It was affirmed that students who are not actively involved in practical exercises often find it difficult to translate theoretical knowledge into real world computing tasks, which ultimately affects their academic performance and self confidence.
The rapid advancement of information and communication technology demands that teachers continuously update their skills to reflect current industry practices. According to Okojie (2020), the integration of modern tools and technologies into the computer science curriculum enhances students' learning experiences by exposing them to real world applications. However, many educators in Nigerian universities, including FUTO, are reported to lack adequate training in the use of contemporary programming environments, development frameworks, and educational technologies (Okojie, 2020).
A study by Eze and Okoro (2022) reported that inadequate professional development programs, limited access to up to date teaching resources, and large class sizes hinder teachers' ability to deliver quality instruction. They stated that when teachers are not provided opportunities for continuous learning and growth, their expertise becomes stagnant, and they are unable to meet the evolving demands of computer science education. It was further asserted that poor working conditions and insufficient motivation negatively influence teachers' attitudes toward their profession, which in turn affects student engagement and learning outcomes.
The consequences of incompetent teaching in computer science manifest in several ways. Students often exhibit poor performance in examinations, struggle with programming assignments, and demonstrate a lack of enthusiasm for pursuing advanced computing courses. According to Idowu and Salami (2021), students' interest in computer science declines when they encounter persistent instructional difficulties, leading many to change academic programs or graduate with limited technical proficiency. They affirmed that the long term implications of these trends include a workforce that is underprepared for the demands of the technology sector, which threatens national competitiveness in the global digital economy.
The Federal University of Technology Owerri, like many other Nigerian institutions, has made commitments to strengthening its computer science programs and producing graduates who are capable of contributing to technological innovation and economic growth. This study is set against the backdrop of the need to examine the effect of incompetent computer science teachers on computer learning at FUTO.
1.3 Statement of Problems
Investigation revealed that the teaching and learning of Computer Science in tertiary institutions have become increasingly important due to the rapid expansion of technology and the demand for skilled professionals in the field. However, in the Federal University of Technology, Owerri (FUTO), there is growing concern over the effect of incompetent teachers on the effective delivery of Computer Science courses.
Furthermore, the presence of incompetent teachers affects the general reputation of the Computer Science program in FUTO. It is observed that students taught by incompetent staff show lower levels of motivation and interest in the subject, which is detrimental to the institution's goal of producing competent graduates in the technology sector (Nwachukwu, 2017). It is against this backdrop that this study seeks to investigate the effect of incompetent teachers of Computer Science on the teaching and learning of Computer Science in FUTO.
1.4 Aim and Objectives of Study
The aim of this study is to investigate the effect of incompetent computer science teachers on computer learning. The specific objectives of this research are:
- To examine the impact of teacher incompetence on students' understanding of computer science concepts.
- To determine how teaching methods influence students' acquisition of practical computing skills.
- To evaluate the relationship between teacher competence and students' academic performance.
- To assess the level of competence of computer science teachers in FUTO.
- To propose recommendations for improving teaching quality in computer science education at FUTO.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the level of competence of computer science teachers at FUTO?
- How does teacher incompetence affect students' understanding of computer science concepts?
- In what ways do teaching methods influence students' acquisition of practical computing skills?
- What is the relationship between teacher competence and students' academic performance?
- What strategies can be adopted to improve teaching quality in computer science education at FUTO?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: There is no significant relationship between the competence of computer science teachers and students' academic performance at FUTO.
- H02: Teacher incompetence significantly affects students' understanding of computer science concepts.
- H03: Teaching methods significantly influence students' acquisition of practical computing skills.
- H04: Competent teaching positively impacts students' academic performance in computer science.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will help educational administrators understand the importance of effective teaching in improving student learning outcomes. The study will also guide policymakers in designing professional development programs for teachers to enhance instructional quality.
Furthermore, the study will raise awareness among students about the significance of teacher competence in their academic success. In addition, the study will enhance awareness of learning challenges and promote proactive engagement with their learning.
Lastly, the study will contribute to the body of knowledge on computer science education in Nigeria, highlighting challenges and solutions relevant to other tertiary institutions.
1.8 Scope of the Study
The study focuses on computer science teachers and students of the Federal University of Technology Owerri (FUTO), Imo State, Nigeria. The research is limited to FUTO to provide an in-depth analysis of the effects of teacher incompetence within a defined educational context.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Teacher Competence:
According to Akpan and Udosen (2021), teacher competence is the combination of subject knowledge, pedagogical skills, and the ability to engage students effectively in the learning process.
Incompetent Teacher:
Nwachukwu (2019) defined an incompetent teacher as one who lacks sufficient knowledge, skills, or teaching methodology to facilitate effective student learning.
Computer Learning:
Denning (2017) stated that computer learning involves acquiring knowledge, practical skills, and problem-solving capabilities in areas related to computing, programming, and technology application.
Teaching Method:
Okojie (2020) affirmed that teaching method refers to the instructional strategies and approaches employed by teachers to facilitate student understanding and skill acquisition.
Academic Performance:
Musa and Bello (2023) contended that academic performance refers to the measurable outcomes of students' learning, including grades, examination results, and practical skill mastery.
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