1.1 Introduction
Computer literacy is the ability to use computers to perform a variety of tasks and is becoming fundamental to the learning process (Osuji, 2010). Computer literacy is being able to handle a wide range of varying computer applications for various purposes. Albirini (2004) considers computer literacy as educators’ belief about their computer knowledge and skills. The level of computer literacy in secondary schools across the country is really alarming as most schools do not teach computer at all. Schools who try to teach are more into theory than practical; there are no computers to match theory with practice; schools that have computers have it in limited number. Computer studies are education given to students in secondary level of institutions for acquisition of computing skills.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
The past three decades have witnessed dramatic changes in the types of skill that employees require to succeed in the workplace. New technologies have provided individuals with the means to access and distribute specialized information quickly and easily, reducing demand for skills associated with the storage and retrieval of detailed technical information. In contrast, the ability to source, process, manage, communicate and apply knowledge across diverse contexts has come to be seen as critical for workplace success. Employers who operate in global labour markets now seek employees who possess not only high-level technical or job-specific competencies, but also, high levels of what are known as generic skill competencies.
This diverse collection of qualities and capacities is distinguished from the discipline-specific knowledge and associated technical skills that traditionally are associated with secondary school. While some of the ‘skills’ listed have significant physical components, e.g. body language in interpersonal communication, others are mainly mental. Still others are, strictly speaking, not so much skills as attitudes and dispositions. Generally when people talk about ‘generic skills’ they are referring to a very mixed bag of things − skill components, attitudes, values and dispositions. Some of these may not be improved with practice in the narrow sense of guided repetition. Rather the attitudinal and dispositional qualities are better seen as products of cultural, ethical and social circumstances that may be refined and modified by knowledge and reflection.
Kearns (2001) defines generic skills as key competencies that can be used across a large number of different occupations and they provide a platform for the development of employability skills needed by young people and adults. Generic skills involve little or no interaction with machines, but help individuals maintain positive social relationships and contribute to the work environment. Key generic skills include communication and interpersonal skills, problem solving skills, using your initiative and being self-motivated, working under pressure and to deadlines, organizational skills, tea working, ability to learn and adapt, using mathematical ideas and techniques, using technology, valuing diversity and difference and negotiation skills. These skills are independent of sector, underpin technical skills and draw on personal attributes. However, the extent by which these skills need to be possessed varies from one occupational grouping to another.
As noted by Male (2010), the term generic skill in general, is used to refer to competencies that can be applied across different job and life contexts. For example, most employees are now expected to exhibit a global mindset, which includes the ability to look at the broader context, be flexible and undertake a variety of different tasks. These competencies are not specific to any given job or work role − they are generic in that they are critical to success across different types of jobs. Other frequently cited examples of generic competencies include skills such as communication, problem-solving and conflict resolution. Beyond job specific competencies, a set of skills which are generic to a cluster of occupations is required for effective participation in the knowledge based economy. Thus, employers are putting more weight on generic skills (Firth, 2011).
According to Sanders (2008), effective teachers engage in communication. They speak at appropriate volumes; they speak clearly; and they speak at an appropriate pace. Effective teachers have rapport with students address individual students by name, announce avail-ability for consultation, offer help to students with problems, show tolerance, talk with students, and acknowledge diversity. Bridging the gap between course content and the real world is important for student understanding, students need to see the relevancy of information. Computer teachers demonstrate the need to use relevancy in instruction to provide holistic context for learning, integrate materials from the world, provide access to external sources, and provide opportunities for learners to apply learning to the external world.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Generic Skills and Teaching Effectiveness of Computer Teachers in Secondary School.
1.3 Statement of Problems
Investigation revealed that the growing need for computer literacy has made it imperative that increased attention be given to the study of computer at all level of education especially in secondary schools. It has been observed that schools in Oshimili and Aniocha Local Government Area of Delta State has shown that inadequate laboratory, computer and instructional materials required for teaching and learning of computer studies are not only inadequate but have not been fully utilized.
Further interaction with student has shown that they are not taught computer studies regularly like any other subject due to shortage of computer teachers. However, the principal noted that one of the reasons why computer teachers are in short supply is that when NCE teachers with computer qualification when employed, they prefer to teach mathematics subject rather than computer subject. The principals however noted that most of these computer teachers have been exposed only to theoretical aspect of their programme while little or no attention was paid to the practical aspect of their programme during their years of training.
It therefore means that without proper improvement on the gaps facing computer studies in secondary schools in Aniocha and Oshimili South Local Government Area of Delta State, secondary school students upon graduation are bound to be completely obsolete in our contemporary society where knowledge of computer has become a prerequisite for employment, interview and in some cases for promotion. It is on this basis that the researcher deems it necessary to conduct a study on generic skills for improving computer studies in Aniocha and Oshimili South Local Government Area of Delta State.
1.4 Aim and Objectives of Study
The aim of the study is to determine generic skills for improving computer studies in secondary schools in Aniocha and Oshimili, Local Government Area of Delta State. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the funding generic skills for improving the teaching of computer studies in secondary school in the area under study;
- To examine the generic skills for improving the availability and quality of instructional facilities required for the teaching of computer studies in secondary school in the area under study;
- To assess the generic skills for improving teaching methodology required for the teaching of computer studies in secondary school in the area under study; and
- To evaluate the generic skills for improving the availability and quality of human resources required for the teaching of computer studies in the area under study.
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 are the funding generic skills required for the teaching of Computer studies in secondary schools in the area under study?
- What are the generic skills for improving the availability and quality of instructional facilities required for the teaching of Computer studies in secondary schools in the area under study?
- What are the generic skills for improving teaching methodologies required for the teaching of Computer studies in secondary schools in the area under study?
- What are the generic skills for improving the supply and quality of human resources required for the teaching Computer studies in the area under study?
1.6 Research Hypothesis
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 difference in the mean response of principal, vice-principal and teachers on the generic skills for improving the funding generic skills required for the teaching of Computer studies in secondary school in the area under study
- H02: There is no significant difference in the mean responses of principal, vice-principal and teachers on the generic skills for improving the availability and quality of instructional facilities required for the teaching of Computer studies in secondary schools in the area under study
- H03: There is no significant difference in the mean responses of principal, vice-principal and teachers on the generic skills for improving teaching methodologies required for the teaching of Computer studies in secondary schools in the area under study
- H04: There is no significant difference in the mean responses of principal, vice-Principal and teachers on the generic skills for improving the availability and quality of human resources required for teaching of Computer studies in secondary schools in the area under study
1.7 Significance of Study
This study will be useful to policy makers. Being aware of the changing and challenging world of digitalization they will be able to produce curriculum that will stand the test of time. The findings of this study will help them follow suit and form a body that will regulate, monitor, evaluate and verify progress on the use of the existing curriculum, since current curriculum is obsolete and needs to be updated within the dynamic world of computers.
The result of this finding will serve as a guide when allocating funds for the purchase of basic instructional facilities that will be used by teachers for teaching of computer studies. It will also serve as a guide when providing funds for retraining serving teachers in IT techniques and instructional methods. This training should also be made open also to private schools to ensure uniform standards.
The findings of this study will not only alert but serve as a source of data to the current trends, also add to the volume of literature available in schools and as a reference for future research for improving the teaching of computer studies in secondary school to the federal government. It is hoped that the recommendations of this study will be of help to designated College of Education and Universities so that they will see the current problems in terms of shortage of computer teachers and teach theoretical and practical courses or programs with the view that within few years, qualified computer teachers will be available to schools.
1.8 Scope of Study
The scope of the research is focused on the Generic Skills and Teaching Effectiveness of Computer Teachers in Secondary School. The research is delimited to principals, vice-principals and teachers in secondary schools where Computer studies are offered as a subject in Aniocha and Oshimili Local Government Areas, in Delta State.
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.
- Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this establishment to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- 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
Generic Skills: It is a key competency that can be used across a large number of different occupations and they provide a platform for the development of employability skills needed by young people and adults (Kearns, 2001).
