1.0 Introduction
1.1 Background of Study
The effective teaching and learning of English Language and Computer Science in junior secondary schools is integral to the academic development of students and their preparation for the future workforce. English Language, as a core subject, plays a significant role in enhancing students' communication, literacy, and critical thinking skills, which are essential across all disciplines (Okebukola, 2013). Computer Science, on the other hand, is becoming increasingly crucial as technology continues to advance and shape modern society. With the growing demand for digital literacy, students' proficiency in Computer Science is key to their success in the 21st century (Umar, 2016). In many junior secondary schools, teachers and students face numerous challenges in the teaching and learning processes of these two subjects. Teachers often report difficulties in creating engaging lessons, managing classrooms, and addressing the diverse needs of students with varying levels of academic ability (Akinpelu, 2017).
According to Alabi & Oluwole (2018), inadequate teaching resources, limited access to modern technology, and large class sizes are often cited as additional obstacles. For students, understanding abstract concepts in English Language, such as grammar and composition, and mastering technical aspects of Computer Science, such as programming and algorithm development, can be overwhelming without proper guidance (Alabi & Oluwole, 2018). Furthermore, societal attitudes and perceptions towards these subjects also play a significant role in shaping students' attitudes and academic performance. English Language, despite being a universal medium of communication, is sometimes viewed as a difficult subject by students, especially those from non-English speaking backgrounds. Similarly, Computer Science is often perceived as a challenging subject that requires high-level technical skills, leading to a lack of confidence and interest among students (Yusuf, 2019).
The effectiveness of teaching and learning in junior secondary schools is pivotal in shaping the academic foundation of students, particularly in subjects like English Language and Computer Science. English Language is not only a medium of instruction but also a vital tool for communication in a globalized world. On the other hand, Computer Science has gained prominence due to its essential role in contemporary society and technological advancements (Oduolowu, 2015). Both subjects are fundamental in equipping students with the necessary skills for higher education and the workforce. However, various challenges impede the effective teaching and learning of these subjects, and perceptions of teachers and students regarding these problems play a crucial role in addressing the obstacles.
Teachers and students often perceive and experience problems differently, which can affect the overall learning process. Teachers, who are responsible for implementing the curriculum, may face issues related to classroom management, limited resources, and lack of professional development, while students might struggle with understanding complex concepts or face motivational challenges (Akpan & Ita, 2016). These challenges are compounded by external factors such as societal influences and the availability of technological tools (Ogunyemi, 2017). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the teachers and students perceptions of problems of effective teaching and learning of English language and computer science in junior secondary school.
1.2 Statement of Problems
Investigation revealed that there is insufficient availability of teaching materials and resources, which impedes the ability of teachers to deliver quality lessons. In particular, Computer Science education suffers from a lack of adequate computer laboratories and up-to-date software, which makes it difficult for students to gain practical experience. Similarly, English Language teachers often face overcrowded classrooms, which diminishes their capacity to give individualized attention to students who are struggling with the language.
Additionally, there is lack of professional development opportunities for teachers, which affects their teaching skills and their ability to engage with students effectively. Teachers are sometimes ill-equipped to handle the diverse learning needs of students, particularly in subjects like English Language and Computer Science that require specific pedagogical approaches. There is also a noticeable disconnect between the curriculum content and the practical needs of students, especially in the context of rapidly advancing technology and global communication.
Furthermore, the perceptions of both teachers and students regarding these challenges are crucial, yet they are rarely explored in-depth. Teachers often express frustration about their inability to teach effectively due to the constraints mentioned above, while students report feelings of disengagement and lack of motivation, particularly when they do not see the relevance of what they are learning. This disconnection between teaching methods and student interest results in poor academic performance and low retention rates in both subjects. Also, the lack of comprehensive feedback mechanisms makes it difficult for schools to assess the real impact of their teaching methods on student learning outcomes. Hence, it is against this backdrop that this study aims to explore these perceptions and identify the underlying issues affecting the teaching and learning of English Language and Computer Science in junior secondary schools.
1.3 Aim and Objectives of Study
The aim of the study is to explore the perceptions of both teachers and students regarding the problems encountered in the effective teaching and learning of English Language and Computer Science in junior secondary schools. The objectives of the research study are:
- To assess teachers' perceptions of the challenges they face in teaching English Language and Computer Science in junior secondary schools.
- To examine students' perceptions of the difficulties they encounter in learning English Language and Computer Science.
- To identify the main factors that affect the effectiveness of teaching and learning in these subjects, such as resources, classroom management, and teaching methods.
- To explore the relationship between the availability of teaching materials, school infrastructure, and students' academic performance in English Language and Computer Science.
- To evaluate the extent to which teachers' professional development influences their ability to effectively teach English Language and Computer Science.
- To provide recommendations for addressing the identified challenges and improving the teaching and learning experiences for both teachers and students in these subjects.
1.4 Research Questions
The following research questions are developed based on the objectives of the study to explore teachers' and students' perceptions of the problems related to the effective teaching and learning of English Language and Computer Science in JSS:
- What are the perceptions of teachers regarding the challenges they face in teaching English Language and Computer Science in junior secondary schools?
- How do students perceive the difficulties they encounter in learning English Language and Computer Science in junior secondary schools?
- What are the key factors identified by both teachers and students that affect the effectiveness of teaching and learning in English Language and Computer Science?
- To what extent does the availability of teaching materials, school infrastructure, and resources impact students' academic performance in English Language and Computer Science?
- How does teachers' professional development influence their ability to effectively teach English Language and Computer Science in junior secondary schools?
- What strategies and recommendations can be proposed to address the challenges and improve the teaching and learning experiences in English Language and Computer Science in junior secondary schools?
1.5 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.
- H0: There is no significant difference between the perceptions of teachers and students regarding the challenges faced in the effective teaching and learning of English Language and Computer Science in junior secondary schools.
- H1: There is a significant difference between the perceptions of teachers and students regarding the challenges faced in the effective teaching and learning of English Language and Computer Science in junior secondary schools.
1.6 Significance of Study
The outcome of this research will help inform educational policies and curriculum adjustments, ensuring that teaching methods align with the needs and realities of both teachers and students. This will also assist in the development of professional development programs for teachers, equipping them with the necessary tools to address the identified problems.
Furthermore, the study will contribute to improving the overall quality of education in these subjects at the junior secondary level. Additionally, educational administrators will benefit from the study by gaining insights into the systemic issues affecting teaching and learning, allowing them to make informed decisions on curriculum adjustments, resource allocation, and teacher training programs.
1.7 Scope of Study
This study will be conducted in junior secondary schools located in Oyo State, Nigeria. It will focus on the perceptions of both teachers and students regarding the challenges associated with the effective teaching and learning of English Language and Computer Science. The study will examine the specific problems that teachers encounter in delivering lessons and the obstacles students face in understanding the subjects.
1.8 Limitations of the Study
The study was limited by insufficient data, as some schools did not provide adequate records or responses that would have been helpful in drawing comprehensive conclusions. Additionally, there was a delay in responses from some of the participants, which affected the overall timeline of the study.
Furthermore, financial and time constraints were also significant limitations; the research study was restricted in terms of the number of schools and participants it could cover, limiting its representativeness.
1.9 Definition of Terms
Perception: It refers to the way individuals interpret and understand the world around them, shaped by their experiences, attitudes, and beliefs (Smith & Brown, 2019). In the context of this study, perception is how teachers and students view and understand the challenges faced in teaching and learning English Language and Computer Science.
Effective Teaching: It refers to instructional strategies and practices that enhance students' learning experiences, helping them acquire knowledge, skills, and competencies effectively (Johnson & Taylor, 2020). In this study, effective teaching is measured by the clarity, engagement, and responsiveness of teaching in the subjects of English Language and Computer Science.
Learning Outcomes: They are the measurable results or achievements that students attain after undergoing a period of instruction or study, often including knowledge, skills, and attitudes (Harris et al., 2018). In this context, learning outcomes refer to the academic success or difficulties faced by students in mastering English Language and Computer Science.
Challenges: They are obstacles or difficulties that prevent the achievement of educational goals. These challenges could be academic, social, or infrastructural (O'Brien & Miller, 2017). In this study, challenges refer to the problems that hinder the effective teaching and learning of English Language and Computer Science in junior secondary schools.
English Language Teaching: It involves the process of teaching English as a subject, focusing on speaking, reading, writing, and listening skills to help students communicate effectively (Baker, 2016). In this study, it pertains to the challenges and strategies teachers face while teaching English in junior secondary schools.
Computer Science Education: It refers to the teaching of computer science concepts, including programming, hardware, and software skills, to students (Anderson & Lee, 2021). The study explores how effectively these subjects are taught and learned in junior secondary schools and identifies obstacles in delivering such content.
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