Project – Assessment of Information and Communication Technology in Teaching of Computer Computer Studies in Secondary

CHAPTER ONE

1.1 Background to the Study

Information and Communication Technology (ICT) has emerged as a pivotal force in modern education, transforming how knowledge is delivered and acquired. In particular, the teaching of computer studies has greatly benefited from the integration of ICT tools and techniques. ICT encompasses a broad range of technologies that facilitate communication and access to information. These include the internet, mobile phones, computers, wireless networks, and other digital communication devices. In educational contexts, these technologies enable more interactive, engaging, and personalized teaching and learning experiences, breaking away from the limitations of traditional chalk-and-talk methods (Ololube, 2015).

The relevance of ICT in the teaching of computer studies cannot be overstated. As the world becomes increasingly digital, students need more than theoretical understanding; they require practical skills and hands-on experience. Computer studies as a subject is designed to equip learners with the foundational knowledge of computing, including hardware components, software applications, programming logic, and internet literacy. Teaching these concepts effectively demands the use of ICT tools such as interactive whiteboards, projectors, computer laboratories, simulations, multimedia content, and access to real-time online resources. Without these tools, instruction in computer studies can become abstract and less impactful (Ajayi, 2008).

Effective ICT integration in teaching also depends on the preparedness and competence of the teachers. Teachers are expected not only to deliver content but also to facilitate student-centered learning by using ICT tools innovatively. This requires professional development programs and ongoing training to help educators remain abreast of emerging technologies and how they can be applied in the classroom. Where teachers lack the necessary skills or confidence, the full benefits of ICT in computer education may not be realized, regardless of how well-equipped the school is technologically.

In Nigeria, recognizing the transformative power of ICT, the Federal Government incorporated ICT into the National Policy on Education. The 2013 edition of the policy strongly advocates for ICT use in primary and secondary education as a means of improving the quality and relevance of instruction. However, despite the soundness of this policy direction, implementation across Nigerian schools remains inconsistent. Key challenges include lack of funding, poor electricity supply, inadequate ICT infrastructure, and limited access to internet services. These issues are particularly prevalent in many parts of the country, including Obio-Akpor Local Government Area of Rivers State, where educational resources are often unevenly distributed (FRN, 2013; Oye, Iahad & Ab.Rahim, 2011).

Obio-Akpor, a fast-developing urban region in Rivers State, is home to a mix of public and private secondary schools. While the demand for quality computer education is increasing due to urbanization and economic activity, there is limited empirical data on how well ICT is actually being used in teaching within these schools. Anecdotal evidence suggests that some schools may have computer laboratories and internet facilities, while others lack even the most basic ICT tools. Additionally, teacher competence, availability of digital content, and level of student engagement with ICT tools vary significantly from one institution to another.

Given the uneven development of ICT resources in the area, it becomes necessary to conduct a comprehensive assessment of ICT usage in the teaching of computer studies in Obio-Akpor. Such an assessment would help identify the specific ICT tools available, evaluate how effectively they are being used, examine teacher readiness, and determine the overall impact on student learning. Without a clear understanding of these factors, efforts to improve ICT integration may lack focus or fail to address the real constraints. Therefore, this study aims to bridge this knowledge gap and provide actionable recommendations for enhancing ICT-based teaching of computer studies in secondary schools.

1.2 Statement of the Problem

Despite the widely acknowledged importance of Information and Communication Technology (ICT) in modern education, particularly in enhancing the teaching and learning process, a significant disconnect exists between policy and practice in many Nigerian secondary schools. In Obio-Akpor Local Government Area of Rivers State, this gap is increasingly evident. Government policies such as the National Policy on Education (FRN, 2013) advocate for the integration of ICT across all levels of education, yet practical implementation in schools remains inconsistent and, in many cases, inadequate.

One of the major issues is the lack of proper ICT infrastructure in many secondary schools in the area. Some schools do not have functional computer laboratories, stable electricity supply, or access to the internet. Even where ICT tools are present, they are often outdated or insufficient in quantity to meet the needs of a growing student population. Without these essential facilities, it becomes extremely difficult to teach computer studies effectively, especially as the subject requires hands-on activities and exposure to real-world computing environments.

Additionally, many teachers in these schools lack the necessary technical skills to incorporate ICT into their teaching methods. Training opportunities are often limited, and teachers may not have been adequately prepared during their initial teacher education programs. This lack of competence leads to underutilization or ineffective use of ICT tools, with lessons remaining largely theoretical. As a result, students are deprived of the practical skills and interactive experiences that are vital for mastering computer studies and becoming digitally literate citizens.

Moreover, the few schools that have managed to implement ICT in some form face challenges such as insufficient maintenance of equipment, lack of technical support, and limited access to updated educational software. These operational barriers further complicate efforts to integrate ICT into daily classroom instruction. Teachers may also experience a lack of motivation due to poor working conditions, low salaries, or institutional constraints, which can hinder their willingness to adopt new teaching methods that rely heavily on technology.

These persistent issues raise critical concerns about the overall effectiveness of ICT deployment in teaching computer studies within the region. Without clear data and analysis on what resources are available, how they are used, and what obstacles exist, policy makers, educators, and school administrators are left to make decisions based on assumptions rather than evidence. Therefore, this study seeks to bridge this gap by assessing the availability, level of utilization, and challenges associated with ICT in the teaching of computer studies in selected secondary schools in Obio-Akpor Local Government Area.

1.3 Objectives of the Study

The main objective of this study is to assess the use of Information and Communication Technology in the teaching of computer studies in secondary schools in Obio-Akpor Local Government Area.

Specifically, the study aims to:

1. Determine the availability of ICT facilities in secondary schools in Obio-Akpor.
2. Examine the extent to which ICT is utilized in the teaching of computer studies.
3. Assess the competency level of teachers in using ICT tools for instruction.
4. Identify the challenges faced in the integration of ICT in teaching computer studies.

1.4 Research Questions

The study will be guided by the following research questions:

1. What ICT facilities are available for teaching computer studies in secondary schools in Obio-Akpor?
2. To what extent are ICT tools utilized in teaching computer studies?
3. How competent are teachers in the use of ICT for teaching computer studies?
4. What are the major challenges hindering effective use of ICT in teaching computer studies?

1.5 Research Hypotheses

The following null hypotheses will be tested in the course of the study:

• H₀1: There is no significant relationship between availability of ICT facilities and effective teaching of computer studies.
• H₀2: There is no significant relationship between teachers’ ICT competence and their utilization of ICT in teaching computer studies.
• H₀3: There is no significant difference in ICT integration between public and private secondary schools in Obio-Akpor.

1.6 Significance of the Study

The significance of this study lies in its potential to provide a detailed, evidence-based understanding of how Information and Communication Technology (ICT) is being integrated into the teaching of computer studies in secondary schools within Obio-Akpor Local Government Area. By systematically assessing the availability, utilization, and challenges of ICT in these schools, the research will generate empirical data that can inform and support decision-making at multiple levels of the education system. Educational authorities, including the Ministry of Education and curriculum developers, will find the study useful in evaluating the effectiveness of existing ICT policies and in designing more realistic and impactful ICT integration strategies.

Secondly, the findings of the study will serve as a practical tool for school administrators and education planners. It will highlight specific gaps in ICT infrastructure, such as the unavailability of computer labs, inadequate internet access, or lack of digital teaching aids. It will also shed light on the professional development needs of teachers, particularly in ICT competence and confidence. With such insights, administrators can prioritize investments in technology, training, and maintenance to create a more ICT-friendly learning environment that supports effective teaching of computer studies.

Thirdly, the study will benefit teachers by identifying best practices in ICT-based instruction. It will provide a platform for sharing methods and strategies that have proven effective in other schools, thereby encouraging peer learning and professional growth. Teachers will also become more aware of the importance of continuous training in digital tools and how such tools can enhance student engagement, foster critical thinking, and improve academic performance in computer studies. This can lead to more innovative teaching practices and improved learning outcomes.

Furthermore, the study will be valuable to stakeholders such as parents, non-governmental organizations (NGOs), donor agencies, and private sector partners who are interested in supporting educational development. By presenting clear data on the strengths and weaknesses of ICT usage in local schools, the study can help these stakeholders make informed decisions about where and how to channel their support. For instance, NGOs involved in digital education may use the findings to launch intervention programs, while private tech firms may offer sponsorships or partnerships to upgrade school ICT facilities.

Academically, this study contributes to the growing body of literature on ICT in education, particularly within the Nigerian context. While much research has been done on ICT integration globally, studies focused on local government areas like Obio-Akpor remain limited. By offering localized insights, this research fills a crucial knowledge gap and can serve as a reference point for future research in similar urban or semi-urban settings. It also offers comparative opportunities for researchers who are interested in evaluating the impact of regional differences on ICT integration in schools.

Finally, the study has long-term implications for national development. ICT literacy is now a critical component of global citizenship and economic competitiveness. By understanding and improving how ICT is taught through computer studies in secondary schools, the study supports broader goals such as workforce readiness, innovation, and technological advancement in Nigeria. Ultimately, the findings of this research will contribute to the ongoing efforts to build a digitally competent generation capable of thriving in a technology-driven world.

1.7 Scope of the Study

The study is limited to selected public and private secondary schools within Obio-Akpor Local Government Area of Rivers State. It focuses specifically on the teaching of computer studies and assesses aspects such as availability of ICT resources, teacher competence, level of usage, and encountered challenges. Other school subjects and areas outside Obio-Akpor are excluded from the scope of this study.

1.8 Operational Definition of Terms

• Information and Communication Technology (ICT): The various tools and resources used to transmit, store, create, share, or exchange information electronically, including computers, internet, and multimedia devices.
• Teaching: The act of imparting knowledge or skills to students through instruction.
• Computer Studies: A school subject focused on computer systems, hardware, software, programming, and ICT literacy.
• ICT Competence: The ability of a teacher to effectively use ICT tools in lesson planning, delivery, and assessment.
• ICT Integration: The incorporation of ICT tools and methods into teaching and learning processes.

Project – Assessment of Information and Communication Technology in Teaching of Computer Computer Studies in Secondary