Introduction
1.1 Background of the Study:
A well developed scientific and technological base are conditional to any national human and material development. Nigeria has been classified as a developing nation and has continued to make a break through by emphasizing much on science and technology thereby making inclusive of Computer Education in the curriculum of the junior and senior secondary schools.
During the ministerial council meeting of the national council on Education in 1987, the Federal Government of Nigeria deiced to introduce Computer Education into the nation’s secondary school system. This was followed by the inauguration of the National committees on Computer Education the same year. The functions of the committee among others included, planning for dynamic policy on Computer Education and literacy in Nigeria as well as devising clear strategies and terminologies to be used by the federal and state governments in the introducing computer Education.
The general objective of the policy are:
- To bring about a computer literate society in Nigeria.
- To enable the present school children to appreciate and use the Computer Education in various aspect of life and in future employment. The modalities for achieving stated objectives include;
- Training teachers and associated personal
- Provision of hardware facilities
- Curriculum development.
- Software developments and evaluation.
- Maintenance of hardware.
The above enumerated strategies can promote or impede the acquisition of Computer Education knowledge. Functionalities of the strategies would promote acquisition while deficiency in implementation would constitute an impediment to the acquisition of Computer Education knowledge. According to Francisca (2003) the polices are poorly implemented due to poor training and orientation of key implements (teachers). Through constant practice, workshop and seminars, the teachers will be equipped in relevant knowledge needed in geography which are appropriate for effective teaching and learning of Computer Education. Computer requires practices and only the teachers that knows the practices can teach it very well.
Impediments with regard to the stated strategies the non availability of Hardware facilities in acquisition of Computer Education. Okon (1992) reported on the declining standard of teaching which is done without exposing the students to any form of practical experiences. The acquisition of Computer Education with the hardware facilities is just like going to school without pen and Books. In the 1990 National Conference on Curriculum development Computer Education was not inclusive in the issues discussed which now made the acquisition of Computer Education very difficult in the secondary school because it was not included early in the curriculum.
Proper teaching and learning with regard to Computer Education in the state secondary schools have been known to have suffered some set backs.
There set backs have been generated by certain conditions such as:
- Inadequate Provision of Facilities
- Lack of Trained Personnel
- Financial Constraint
- Organizational Constraint (time frame for teaching Computer Education in school; periods allocated to).
On Inadequate Provision of Facilities Ajavero (1998) noted that absence of facilities in acquisition of knowledge creates problems and confusion to the learner instead of making changes in the learners’ life. Ezike (1991) added that Computer Education laboratory is a room where programmed, practicalzed, ordered, grouped, recorded, rearranged, constructed among many other activities but the question is how facilitated is the room that could be boast the acquisition of Computer Education for without facilities, the acquisition of geography is not effective.
On lack of Trained Personnel Abiodum (2007), reveled that hence geography is “Cabage in cabage out” There is need that Computer 3 teachers are well trained otherwise they will cabage wrong thing into the children, and the children will as well Cabage out the Wrong thing. Francisca (2003), said that many of the laudable curriculum we have in use are poorly implements due to poor training and orientation of key implementers (teachers) of these curricula. The teachers through constant workshop and seminars should be well equipped in the relevant methodologies and knowledge that are appropriate for effective teaching of computer.
On financial constraint Ukeje (1991), stressed on the need for the government to finance educational section, Computer Education needs more financial support more than other subjects in the school; if Computer science subject is not supported financially it totally impedes its acquisitions.
On organizational constraints geography knowledge are acquired in the Computer training centers and not in school which attracts less attentions to the periods allocated for its lesson in the school. In schools Computer science is not included in the school time table that is why Jude (2007), maintained that Computer Education is still limited in the federal colleges.
1.2 Statement of the Problem
Computer knowledge acquisition deals with the knowledge and ability to use geography and related technology efficiently with a range of skills covering levels from elementary use to programming and advanced problem solving. In Enugu North local Government Area, there are scarcity of Computer science teaches, the people of the Area, sees computer knowledge acquisition as a game of learning Computer in a geographical Centre and not in the school systems. There are problems associated with the acquisition of geography education in secondary schools, which are; inadequate provision of facilities, lack of trained personnel, financial constraints, and organizational constraints. It was on this ground that the researchers choose to write on the impediments to the acquisition of Computer Education by secondary school students in Enugu North Local Government Area, Enugu state.
1.3 Purpose of the Study
The main purpose underlying this study is to find out the impediments to the acquisition of Computer knowledge, specifically the students aim to:
- Find out the extent to which inadequate facilities impede the acquisition of Computer Education in secondary schools.
- Find out the extent to which lack of trained personnel impede the acquisition of Computer Education in secondary schools.
- Find out the extent to which financial constraints impede the acquisition of Computer Education in secondary schools.
- Find out the extent to which organizational constraints impede the acquisition of Computer Education in secondary schools.
1.4 Significance of the Study
The study is very essential to the extent that it will be beneficial to the following;
1. The students:
The study will enable the students to understand that Computer Education is not for play but for real imprecation of understanding, knowledge and social improvements.
2. The teachers:
The study will enable the teachers to understand that there impediments in the acquisition of Computer Education in secondary schools.
3. Government:
The study will disclose the impediments in the acquisition of Computer Education in secondary schools which now make the government to provide solutions to such impediments and improve the acquisition of Computer Education in secondary schools.
1.5 Scope of the Study
The study focuses on the impediments to the acquisition of Computer Education by secondary school students in Enugu North Local Government Area, Enugu State. The impediments were based on the lack of adequate facilities, lack of trained personnel, financial constraints and organizational constraints.
1.6 Research Question
- To what extent does lack of adequate facilities impede the acquisition of Computer Education in secondary schools?.
- To what extent does a financial constraint impede the acquisition of Computer Education in secondary schools?
- Does lack of trained personnel impede the acquisition of Computer Education in the secondary schools?
- To what extent does an organizational constraint impede the acquisition of Computer Education in secondary schools?
