Project – Effect of problem-solving method on the attitude and achievements in computer studies among junior secondary school students

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education in the 21st century has shifted from rote memorization to learner-centered approaches that emphasize critical thinking, creativity, and problem-solving skills. One of the instructional approaches that has gained significant attention in recent years is the problem-solving method. This method encourages learners to actively engage with learning materials, identify problems, explore possible solutions, and apply reasoning skills to arrive at conclusions. According to Dewey (1933), learning becomes more meaningful when students are actively involved in solving real-life problems rather than passively receiving information.

In the context of secondary education, computer studies has become an essential subject due to the increasing role of technology in all aspects of life. Computer studies equips students with digital literacy skills, computational thinking, and problem-solving abilities necessary for academic and future career success. However, despite its importance, many junior secondary school students in Nigeria still struggle with computer studies due to abstract teaching methods, lack of practical engagement, and teacher-centered instructional approaches.

Traditional teaching methods, which often emphasize memorization and note copying, have been found to limit students’ understanding and reduce interest in computer studies. In contrast, the problem-solving method allows students to learn by doing, experiment with ideas, and collaborate with peers. Bruner (1961) emphasized that discovery learning enhances retention and understanding because learners construct knowledge themselves rather than receiving it passively.

Furthermore, Vygotsky’s (1978) social constructivist theory supports the idea that learning occurs effectively through interaction, collaboration, and guided problem-solving within the learner’s zone of proximal development. In computer studies, this approach is particularly relevant because students learn better when they are engaged in practical tasks such as troubleshooting software issues, coding exercises, and using applications to solve real-world problems.

In Nigeria, educational researchers have raised concerns about the declining performance of students in computer studies, especially at the junior secondary school level. This has been linked to inadequate teaching strategies, lack of instructional materials, and limited exposure to practical computing experiences. As a result, students often develop negative attitudes toward the subject, perceiving it as difficult and abstract.

Attitude plays a significant role in academic achievement. Students who have positive attitudes toward a subject are more likely to show interest, participate actively, and perform better academically. Conversely, negative attitudes can hinder learning outcomes. The problem-solving method has been suggested as a way of improving both students’ attitudes and academic achievement by making learning more interactive, engaging, and meaningful.

Therefore, this study investigates the effect of the problem-solving method on the attitude and achievement of junior secondary school students in computer studies. It seeks to determine whether adopting this instructional approach can improve students’ understanding of computer concepts and enhance their overall performance.

1.2 Statement of the Problem

Despite the growing importance of computer studies in modern education, the performance of junior secondary school students in the subject remains unsatisfactory in many Nigerian schools. Reports from teachers and examination bodies indicate that students often perform poorly in computer studies examinations, particularly in areas requiring application of knowledge and practical problem-solving skills.

One major factor contributing to this poor performance is the continued reliance on traditional teaching methods, such as lecture-based instruction and rote memorization. These methods do not adequately support the development of analytical and practical skills required in computer studies. As a result, students tend to memorize definitions and procedures without truly understanding how to apply them in real-life situations.

Another major concern is the negative attitude of students toward computer studies. Many students perceive the subject as difficult, abstract, and only suitable for technologically gifted individuals. This negative perception reduces their interest, participation, and motivation to learn. Consequently, their academic achievement in the subject continues to decline.

Although several studies have suggested that innovative teaching strategies can improve student learning outcomes, there is still limited empirical evidence on the effectiveness of the problem-solving method specifically in teaching computer studies at the junior secondary school level in many parts of Nigeria. Furthermore, there is a need to understand how this method influences both students’ attitudes and academic achievement simultaneously.

Therefore, the problem of this study is to determine whether the problem-solving method can significantly improve the attitude and academic achievement of junior secondary school students in computer studies compared to conventional teaching methods.

1.3 Objective of the Study

The main objective of this study is to examine the effect of the problem-solving method on students’ attitude and achievement in computer studies.

Specifically, the study aims to:

1. Determine the effect of problem-solving method on students’ academic achievement in computer studies.
2. Examine the influence of problem-solving method on students’ attitude toward computer studies.
3. Investigate the difference in academic achievement between students taught computer studies using problem-solving method and those taught using conventional methods.
4. Assess the difference in attitude toward computer studies between students taught using problem-solving method and those taught using conventional methods.

1.4 Research Questions

1. What is the effect of problem-solving method on students’ academic achievement in computer studies?
2. How does the problem-solving method influence students’ attitude toward computer studies?
3. Is there any significant difference in academic achievement between students taught computer studies using problem-solving method and those taught using conventional methods?
4. Is there any significant difference in attitude toward computer studies between students taught using problem-solving method and those taught using conventional methods?

1.5 Research Hypothesis

H₀: There is no significant difference in the academic achievement and attitude of junior secondary school students taught computer studies using the problem-solving method and those taught using conventional methods.

H₁: There is a significant difference in the academic achievement and attitude of junior secondary school students taught computer studies using the problem-solving method and those taught using conventional methods.

1.6 Significance of the Study

The findings of this study will be highly beneficial to teachers, students, curriculum planners, educational administrators, and other stakeholders in the education sector. By examining the effect of the problem-solving method on students’ attitude and achievement in computer studies, the study will provide empirical evidence that can guide instructional practices in junior secondary schools. It will also contribute to the ongoing discussion on effective teaching strategies that promote active learning and improve students’ academic outcomes.

For teachers, the study will offer valuable insight into the effectiveness of the problem-solving method as an instructional strategy. Many computer studies teachers still rely heavily on conventional lecture methods, which often limit student engagement and understanding. The findings of this research will help teachers to recognize the importance of adopting learner-centered approaches that encourage critical thinking, participation, and practical application of computer concepts in the classroom.

Students will also benefit significantly from the outcomes of this study. When problem-solving methods are effectively applied in teaching computer studies, students are likely to experience more engaging and interactive lessons. This approach can improve their understanding of difficult concepts, enhance their confidence in handling computer-related tasks, and ultimately boost their academic performance. It may also help to reduce negative attitudes toward computer studies by making learning more meaningful and enjoyable.

Curriculum planners and developers will find the results of this study useful in reviewing and improving the computer studies curriculum. The findings may highlight the need to incorporate more problem-solving activities, practical tasks, and real-life applications into the syllabus. This will ensure that the curriculum is aligned with modern educational standards that emphasize critical thinking, creativity, and digital competence among learners.

Educational administrators, such as principals and school supervisors, will also benefit from the study by gaining better understanding of effective instructional strategies that can improve school performance outcomes. The study will guide them in organizing teacher training, workshops, and professional development programs that encourage the use of innovative teaching methods like problem-solving instruction in classrooms.

Finally, educational policymakers will gain important insights from this study that can inform policy decisions related to teaching and learning in secondary schools. The findings will support evidence-based policymaking aimed at improving the quality of education, particularly in computer studies. This may lead to reforms that promote student-centered learning approaches, improve teacher effectiveness, and enhance overall academic achievement in the education system.

1.7 Scope of the Study

This study is limited to junior secondary school students in five selected secondary schools in Ikorodu, Lagos State, Nigeria. The choice of Ikorodu is based on its representation of both urban and semi-urban school settings, which provides a suitable context for examining the effectiveness of instructional methods in computer studies. The study specifically focuses on students at the junior secondary school level because this stage forms the foundation for computer literacy and digital competence in later educational levels.

The subject area covered in this study is computer studies. The study examines key topics within the junior secondary school computer studies curriculum, with emphasis on areas where students often experience learning difficulties. These include basic computer operations, data processing, software applications, and introductory programming concepts, depending on the curriculum structure of the selected schools.

The study is also limited to the use of the problem-solving method as the main instructional strategy under investigation. This method will be compared with the conventional teaching method, which is commonly used in most classrooms and is largely teacher-centered in nature. The comparison is intended to determine which approach is more effective in improving students’ learning outcomes in computer studies.

Furthermore, the study focuses on two major dependent variables, namely students’ academic achievement and students’ attitude toward computer studies. Academic achievement will be measured using standardized achievement tests, while attitude will be assessed using structured questionnaires designed to capture students’ interest, perception, and motivation toward the subject.

The participants of the study consist of junior secondary school students drawn from five selected secondary schools in Ikorodu. These schools are selected to ensure a balanced representation of students with different academic backgrounds and learning environments. The selection process is intended to enhance the reliability and generalizability of the findings within the study area.

1.8 Operational Definition of Terms

Problem-Solving Method: An instructional approach where students learn by identifying problems, analyzing them, and developing solutions through active participation.

Attitude: Students’ feelings, interests, and perceptions toward computer studies.

Achievement: Students’ academic performance as measured by test scores in computer studies.

Computer Studies: A subject that involves the study of computer operations, applications, and basic digital literacy at the junior secondary school level.

Project – Effect of problem-solving method on the attitude and achievements in computer studies among junior secondary school students