1.0 Introduction
1.1 Background of Study
The advent of computer technology has significantly reshaped the educational landscape, creating new opportunities for teaching, learning, and academic performance improvement. In today’s globalized and knowledge-driven society, the ability to use computers effectively has become a fundamental requirement for academic success and future career development. The educational sector, especially at the secondary school level, has increasingly incorporated computer-based tools to enhance instructional delivery and support student learning (Ayoade & Musa, 2020).
Traditionally, teaching in Nigerian secondary schools was dominated by the use of chalkboards, textbooks, and teacher-centered methodologies. However, with the introduction of computer-assisted learning, a shift has occurred toward more interactive, student-centered approaches that encourage active participation and critical thinking. Computers now serve multiple educational functions, including content creation, simulations, internet research, presentation development, and access to online resources such as e-libraries and learning management systems (Ogunleye, 2021).
In the 21st century, the use of computers has become integral to nearly every aspect of human life, including education. A computer can be defined as an electronic device that manipulates information or data and has the ability to store, retrieve, and process data efficiently (Adeboye, 2020). The integration of computer technology in education has revolutionized teaching and learning processes, providing students and educators with access to a wealth of resources and tools that were previously unavailable.
Olaniyi & Ojo (2021) stated that computer use in secondary schools involves activities such as word processing, internet research, educational software, simulations, presentations, and the use of online learning platforms. These applications are designed to improve cognitive development, enhance classroom engagement, and ultimately boost students’ academic performance (Olaniyi & Ojo, 2021). Academic performance, in this context, refers to the extent to which a student has achieved their educational goals, typically measured through examinations, continuous assessments, and classroom participation.
The Nigerian government, through various educational policies such as the National Policy on Information and Communication Technology (ICT) in Education, has emphasized the importance of computer literacy and the integration of ICT tools in schools. As a result, efforts have been made to equip secondary schools with computer laboratories and train teachers on how to incorporate computer use into their instructional methods. Despite these initiatives, there remain disparities in computer accessibility, training, and utilization between urban and rural schools, as well as between private and public institutions (Eze & Obasi, 2019). While some studies suggest that the use of computers enhances academic performance by facilitating better comprehension, research, and engagement with academic content, others argue that unsupervised use can lead to distractions, time wastage, and reduced focus on schoolwork. The nature and purpose of computer use whether for academic research, social media, gaming, or multimedia consumption are therefore critical in determining its overall impact on students’ academic outcomes (Ibrahim & Yusuf, 2022).
According to Nwachukwu (2019), the influence of computer use on students' academic performance has become a subject of growing interest among educators, researchers, and policymakers. On one hand, computers provide immediate access to information, promote independent learning, and foster digital literacy all of which are crucial for academic success in today’s knowledge-driven society. On the other hand, excessive or unmonitored computer use may lead to distractions, reduced physical activity, and exposure to inappropriate content, which could negatively impact academic outcomes (Nwachukwu, 2019). Therefore, this study is driven by the need to explore how the use of computers affects the academic performance of secondary school students, particularly in the Nigerian context.
1.2 Statement of Problems
Investigation revealed that students are frequently using computers for purposes unrelated to academics, such as social media, online gaming, or streaming entertainment content, often during school hours or at home when they are supposed to be studying (Chigona et al., 2014). Additionally, even in schools where computers are available, inadequate ICT skills among teachers is hindering the effective use of computers as instructional tools. Teachers often struggle to integrate technology into their lesson plans in ways that support student learning outcomes. As a result, students are not being guided on how to use computers responsibly and purposefully in relation to their academic needs (Yusuf & Afolabi, 2010).
Furthermore, students in urban, private, or well-funded schools are more likely to have personal computers, internet access, and exposure to digital learning platforms, while their counterparts in rural or public schools often lack these facilities (Eze & Obasi, 2019). The increasing use of computers in the education system is raising important questions about how effectively these technologies are being utilized to support academic performance. It is against the backdrop that this study is driven by the need to explore how the use of computers affects the academic performance of secondary school students, particularly in the Nigerian context.
1.3 Purpose of the Study
The purpose of this study is to investigate how the use of computers influences the academic performance of secondary school students. It seeks to understand the patterns, frequency, and nature of computer usage and how these factors correlate with academic outcomes. The study also aims to explore the challenges students and teachers face in integrating computer technology into learning, with the goal of recommending strategies to maximize its academic benefits.
1.4 Aim and Objectives of Study
The aim of this research is to assess the impact of computer use on the academic performance of secondary school students.
The specific objectives of the study are as follows:
- To examine the frequency and purpose of computer use among secondary school students.
- To evaluate the relationship between computer usage and students' academic performance.
- To identify challenges associated with computer use in the academic environment.
- To investigate the level of teacher guidance and supervision in students’ use of computers.
- To suggest ways of enhancing effective and academic-oriented computer usage among students.
1.5 Research Questions
Based on the objectives of the study, the following research questions have been formulated:
- How frequently do secondary school students use computers, and for what purposes?
- What is the relationship between computer use and academic performance among students?
- What challenges are faced by students in using computers for academic purposes?
- How much supervision and guidance do teachers provide in students’ computer usage?
- What strategies can be adopted to improve students’ use of computers for learning?
1.6 Significance of Study
The outcome of this research will help school administrators develop effective strategies and policies that promote purposeful computer use while minimizing distractions and misuse among students. This research study will also guide teachers in adopting more effective, technology-integrated teaching methods that enhance student engagement and learning outcomes.
Furthermore, this research will inform school administrators and policymakers about necessary investments in ICT infrastructure and training. The study will also assist parents in monitoring and supporting their children’s computer use in a way that contributes to academic success.
Lastly, the study will contribute to existing literature on educational technology, serving as a reference for future research in related fields. It will also contribute to the academic community and researchers by providing data and insights for further studies on educational technology.
1.7 Scope and Limitations of the Study
This study will be conducted in secondary schools across Lagos State, Nigeria, focusing on both public and private institutions. The research will assess students in senior secondary classes (SS1–SS3) and will evaluate the impact of computer use on their academic performance across key subjects such as Mathematics, English, and Science.
The limitations include time constraints in covering a wider geographical area, limited access to schools due to administrative restrictions, and reliance on the honesty and availability of student and teacher responses. The study is also limited by funding availability and may not account for long-term academic tracking.
1.8 Definition of Terms
Computer Use:
It refers to the various ways students interact with computers, including for learning, internet browsing, academic research, and entertainment (Adewale & Lawal, 2018).
Academic Performance:
This denotes how well a student has achieved educational goals, typically measured through grades, tests, and school assessments (Yusuf & Afolabi, 2010).
ICT (Information and Communication Technology):
This is a broad term for technologies that provide access to information through telecommunications, including computers, the internet, and software used in education (UNESCO, 2015).
Digital Literacy:
It is the ability to effectively and critically use digital tools and resources for learning and communication (Ng, 2012).
Secondary School:
An educational institution that provides formal education to students typically aged between 11 and 18 years, covering both junior and senior levels (Federal Ministry of Education, Nigeria, 2013).
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