This study identifies the difficult teaching-learning topic in Junior Secondary School with particular reference to computer science curriculum in Nigeria, in a case study of Enugu Educational Zone, Enugu State.
It aims at identifying the difficult teaching-learning topics in Junior secondary school computer science curriculum and the causes of such problem. The instrument used for this research work include, questionnaire and review of materials already written by other researchers.
Three research questions were proposed and analyzed by using mainly simple percentages before rank ordering. The work was done in chapters and chapter one contained the background of the study, statement of problem, purpose of study, significance of the study, scope of the study, research question and definition of terms. Chapter two discussed the review of literature already written by other authors on the topic or related topics.
In chapter three, the main instrument was questionnaires that were administered to only the Junior Secondary School computer teachers from the data analysis, it was discovered that some concepts are actually perceived as difficult and level of difficulty varied with gender.
Chapter four deals with the analysis of data collected through a questionnaire. Chapter five in comprises the summary, recommendations and conclusion.
