1.1 Introduction
Computer Science is defined as the systematic study of algorithms, computational systems, and information processing, both in theory and in practice (Denning, 2017). It involves the design, development, and application of software and hardware to solve problems and perform specific tasks efficiently. In recent times, Computer Science has become a cornerstone of technological advancement, economic growth, and innovation worldwide, necessitating effective teaching and learning at all levels of education (Eze & Okafor, 2020). Teaching is the process through which knowledge, skills, and attitudes are imparted to learners, while learning is the process by which students acquire, internalize, and apply these skills and knowledge (Obi, 2018). The effectiveness of Computer Science education largely depends on the competence, qualification, and experience of the instructors involved. Qualified teachers are those who possess the requisite academic credentials, professional training, and practical experience to deliver Computer Science instruction effectively (Nwachukwu, 2017).
In the context of the Federal University of Technology, Owerri (FUTO), the presence of unqualified teachers in the Computer Science department has emerged as a pressing concern. Unqualified teachers are educators who lack the necessary academic qualifications, pedagogical skills, or practical experience in the field of Computer Science (Obi, 2018). Their involvement in teaching significantly affects the quality of instruction, students' understanding of complex concepts, and the overall learning experience.
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
The teaching of Computer Science in Nigerian tertiary institutions has evolved over the past few decades, reflecting the global expansion of information and communication technologies. According to Denning (2017), the discipline emerged from a combination of mathematics, engineering, and logic, aimed at understanding computation and developing practical systems. In Nigeria, Computer Science programs were first introduced in universities during the late 1970s and early 1980s to meet the growing demand for technology professionals capable of supporting national development initiatives (Eze & Okafor, 2020). It is reported that the initial growth of Computer Science education in Nigerian universities was driven by qualified instructors with specialized training and industry experience (Obi, 2018).
Nwachukwu (2017) asserted that the reliance on unqualified teachers has contributed to inconsistencies in the quality of instruction, with students experiencing challenges in understanding core concepts and applying knowledge in practical contexts. The situation is further complicated by rapid technological advancements, which require educators to continually update their knowledge and teaching methods. Unqualified teachers are less likely to keep pace with these developments, resulting in outdated teaching practices that hinder students' learning outcomes.
Computer Science education is increasingly recognized as a critical factor in national development due to its role in driving innovation, problem-solving, and technological advancement. According to Denning (2017), Computer Science involves the study of algorithms, data structures, programming languages, and systems that enable efficient problem-solving in both theoretical and practical contexts. The effectiveness of teaching and learning in this field is highly dependent on the competence and qualification of instructors (Denning, 2017). It is reported that the presence of unqualified teachers in Computer Science classrooms significantly undermines the quality of education delivered to students (Eze & Okafor, 2020). Unqualified teachers are defined as individuals who lack the required academic qualifications, professional training, or practical experience in Computer Science, yet are tasked with instructing students in the discipline. Obi (2018) asserted that students taught by unqualified teachers often exhibit poor understanding of core concepts, limited problem-solving abilities, and low academic performance in examinations.
Nwachukwu (2017) stated that the rapid evolution of technology necessitates that instructors continuously update their knowledge and practical skills. Instructors who lack these competencies are less capable of equipping students with current and relevant skills, resulting in graduates who are inadequately prepared for the workforce. This gap between theoretical knowledge and practical application is a growing concern in Nigerian tertiary institutions, including the Federal University of Technology, Owerri (FUTO). It is also contended that unqualified teachers negatively impact student motivation, engagement, and interest in learning Computer Science (Eze & Okafor, 2020). Students may become discouraged when they are unable to understand lessons or receive insufficient practical guidance, which may lead to increased dropout rates or low participation in class activities. Obi (2018) affirmed that the overall quality and reputation of Computer Science programs are compromised when instructors lack adequate qualifications. On the other hand, the provision of quality education through qualified instructors is essential to producing competent graduates capable of contributing to technological and socio-economic development (Nwachukwu, 2017). This study is set against the backdrop of the need to examine the effect of unqualified teachers on the teaching and learning of Computer Science in 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 unqualified teachers on the effective delivery of Computer Science courses. Unqualified teachers are those who lack the requisite academic qualifications, professional training, or practical experience in Computer Science (Obi, 2018). The presence of such teachers in the classroom is a significant challenge because it is linked to students' poor understanding of core concepts, inability to develop problem-solving skills, and low academic performance in examinations.
On the other hand, students exposed to unqualified instructors experience a lack of proper guidance and mentorship (Eze & Okafor, 2020). Additionally, the rapid evolution of computer technologies requires instructors who are continuously updated with current trends and practices; unqualified teachers are less likely to provide this, leading to outdated or incomplete instruction that affects students' readiness for the workforce.
Furthermore, the presence of unqualified teachers affects the general reputation of the Computer Science program in FUTO. It is observed that students taught by unqualified 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). Poor instructional delivery by unqualified teachers is also associated with higher dropout rates, as students struggle to grasp complex concepts without adequate support. It is against this backdrop that this study seeks to investigate the effect of unqualified 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 unqualified teachers on the teaching and learning of Computer Science in FUTO.
The specific objectives of this research are to:
- Determine how unqualified teachers affect students' understanding of core Computer Science concepts.
- Examine the impact of unqualified teachers on students' practical skill acquisition.
- Assess the influence of unqualified teachers on student motivation and engagement.
- Evaluate the effect of unqualified teachers on students' academic performance.
- Recommend strategies to improve the quality of Computer Science education in 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:
- How do unqualified teachers affect students' understanding of core Computer Science concepts?
- In what ways do unqualified teachers impact students' practical skills acquisition?
- How do unqualified teachers influence students' motivation and engagement in learning Computer Science?
- What is the effect of unqualified teachers on students' academic performance in Computer Science?
- What strategies can be adopted to enhance the quality of Computer Science education in 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 effect of unqualified teachers on the teaching and learning of Computer Science in FUTO.
- H02: Unqualified teachers have a significant negative effect on students' understanding of core Computer Science concepts.
- H03: Unqualified teachers significantly affect students' practical skills acquisition in Computer Science.
- H04: The presence of unqualified teachers significantly reduces students' motivation and engagement.
- H05: Unqualified teachers significantly impact students' academic performance in Computer Science.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will guide university management in recruiting, training, and developing competent teachers, thereby enhancing the overall quality of Computer Science education.
Furthermore, students will benefit from improved teaching methods and better understanding of Computer Science concepts. Also, policymakers will be informed about the need for regulatory measures to ensure qualified educators in tertiary institutions.
Lastly, University management will use the findings to improve recruitment policies and staff training programs. Also, researchers will find the study useful as a reference for further investigations into teacher effectiveness and educational quality.
1.8 Scope of the Study
This study focuses on the effect of unqualified teachers on the teaching and learning of Computer Science in the Federal University of Technology, Owerri (FUTO), Imo State, Nigeria. The study examines student learning outcomes, practical skill acquisition, and academic performance in selected Computer Science courses within the institution.
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
Unqualified Teachers: Educators who lack the required academic credentials, professional training, or practical experience in Computer Science (Obi, 2018).
Teaching: The process of imparting knowledge, skills, and attitudes to students in a structured manner (Nwachukwu, 2017).
Learning: The process through which students acquire knowledge, develop skills, and internalize attitudes necessary for practical application (Eze & Okafor, 2020).
Computer Science: The study of algorithms, programming, data structures, software, and hardware systems for efficient problem-solving (Denning, 2017).
Academic Performance: The measurable achievement of students in examinations, projects, and practical exercises within an educational program (Obi, 2018).
…
