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THE ATTITUDE OF JUNIOR SECONDARY SCHOOL PUPILS TOWARDS COMPUTER SCIENCE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Computer use is a necessary condition for the development of digital proficiency required of today's citizens, on a most basic level, must consist of the use of multimedia technologies to recuperate, evaluate, store, produce, present and exchange information (Gil-Flores, 2007) Information and Communication Technology (ICT) is an aspect of computer studies. This ICT surrounds us and influences our lives in profound ways. It would be probably impossible to imagine a world without ICT. As ICT is present in every part of our life, it is also more and more present in our various ways of education. It is especially important for teachers, students, and the distance learning process, to source materials.

A wealth of research has established that improved access, utilization and quality of ICT generally including school effectiveness in handling human and inhuman resources are crucial for national development (Amoo and Adewale, 2007). The integration of ICT into JSS is important especially when students are exposed to its dynamics and revolutions. It will further improve or facilitate instructional effectiveness. For example, advances in ICT research reports have helped to position the impact of ICT and e-learning among physical and behavioral sciences. Its significant impact on e-learning, gender and teaching have equally been widely acknowledged (Bamikole, 2004, Adeymo, 2005, Amoo and Adewale, 2007, 2008). With this dynamic age of ICT, there is increased need to prepare our students to be proficient in order to function effectively in this modern society (Amoo and Rahman, 2004, Amoo and Adewale,2008, 2010).

Junior Secondary Education plays a prominent role in the future career of Nigeria and her youths. It is a transition stage where students are exposed to Pre-vocational subjects like Computer Studies. This pre-vocational subject is relevant to most subjects; its roles in future careers are enormous, this can be achieved where students have the opportunity to use ICT resources. In the present time too, it is equally found in all facets of life, no wonder, scholars have come to agreement that in every aspect of human life like manufacturing, services, culture, entertainment, education, research, environmental education, even defense and global security (Akudolu, 2002; Ekoko, 2002; Abada & Nwanse, 2002, Adewale, Olasoji & Iroegbu, 2004, Adepoju & Amoo,2005) the impact of ICT is felt. In understanding some or all school subjects in the present time when ICT facilities are becoming household use, one must not forget that attitudes to learning in the computer age are equally important. The popularization of computers has translated to the presence of these resources in students' lives, the most relevant being at school. The presence and use of computers at school and in the classroom responds to two uses: as a source of information and as a system support for teaching. As well, computer science or studies is a subject studied at Junior secondary school. Via Internet, computer use constitutes a means of looking for and obtaining information, and is a means of communicating and participating in forums on a diverse number of topics (Gil-Flores, 2007 & Amoo, 2009).

Isoun (2003) observes that ICT has also become chief determinant of the progress of nations, communities and individuals. For that Ison maintains that no work of science has so comprehensively impacted on the course of human development as ICT. This means that ICT when explored rightly enables Nigeria not only to achieve the goal of becoming a strong, prosperous and self-confident nation but also plans to create awareness on every citizen to have access to quality ICT facilities especially in our secondary schools. ICT also has transformational tools which, when used appropriately, could promote the learner-centered environment. This probably informs FRN (2004) to put Computer Studies as one of the vocational electives at Junior and Senior secondary schools. A child entering junior school has to choose Computer as one elective irrespective of background, gender, location or even capability.

Also, at JSS, ICT is an aspect of Computer Education (a pre-vocational elective) which lays emphasis on practice and attitude (FRN, 2004). This computer education is one of the prevocational electives that has ICT, which a child does irrespective of the child's background.

However, the possibility of using the ICT tools when teaching and learning the school subjects raises new questions about their proper integration into the school system. This paper tries to answer some of these questions generally but with special considerations to Junior Secondary Education- a prevocational elective area vis-a- a-vis students attitudes to computer studies with special reference to SchoolNet ICT interventions.

Junior Secondary Education plays a prominent role in the future career of Nigeria and her youths. It is a transition stage where students are exposed to pre-vocational subjects like Computer Studies. This pre-vocational subject is relevant; its roles in future careers are enormous, this can be achieved where students have the opportunity to interact with ICT resources.

Attitudes play major roles in the comprehensibility of school concepts. These attitudes to ICT; deal with the beliefs, interests, perceptions, aspiration, practicing habits, persistence and self-concept of students during and after learning situations. Attitudes to ICT can be viewed as a state of readiness, tendency on the part of an individual to respond positively or negatively to a situation or another person especially in the classroom (Amoo & Rahman, 2004). No wonder, (Bolaji, 1996; Ma, 1997; Ma & Kishor, 1997; Waldrip & Fisher, 2001) have come to agree that attitude influences how well students adjust and how they behave. These authors maintain that research into the attitudes of students to science including ICT topics and classroom was taking shape which had led to further research in the areas of attitude towards Science.

It is noteworthy that the importance and roles of ICT in computer studies cannot be exhausted. The contributions that computer knowledge and skills have made to technological growth of the modern age are quite obvious to almost everyone. ICT does not lie in its contributions to scientific and technological development but also in its utility in day- to-day interactions at marketplace, transportation, business of all sorts including literacy and non-literate members of the society. To actually achieve right attitudes toward computer use, the trends in the present classroom, situation, expectation where and when ICT is integrated in the schools need to be investigated.

Trends and prospects of ICT in teaching and learning of mathematics at one time or the other had been recorded (Adewale et al 2004, Amoo & Rahman, 2004; Ezeamenyi & Alio, 2004; Amoo & Efunbajo, 2004). They all concluded that the functionality of ICT in the teaching and learning of Science, Mathematics and ICT (SMICT) is one of the major concerns of scholars looking at the way teachers are prepared for the current challenges of computer studies in the country. The inference here is that, where the computers are installed, the attending problems of power surge become a challenge to users. However, the experts agree that a systematic process of change will surely be slow owing to serious challenges. In Nigeria, there are schools that have the opportunity to be exposed to the use of computers and ICT, the students from those schools were explored to find their attitudes towards learning computers in the present revolution of ICT without neglecting the gender issues.

More works on gender equity in Science, Mathematics and ICTFennema, 2000; Halpen, Wai & Saw, 2000; Adewale, Adesoji & Iroegbu, 2004; Adepoju & Amoo, 2005; Adeleke & Amoo, 2007) have pointed out specific school influences- timetabling of the subjects, assessment procedure, teachers expectations, peer pressure, school resources including ICT and environment contribute to gender inequality in STM learning. The most comprehensive reviews of research in the area of gender differences have shown very true differences between ICT and achievement needs between male and female students (Halpen, Wai & Saw, 2000; Adewale, Adesoji & Iroegbu, 2004; Adeleke, 2007).

Bovée, Voogt & Meelissen (2007) investigated computer attitudes of 240 students from eight primary and secondary schools in South Africa. The student population of six of the eight schools that participated in the study can be characterized as middle or upper class. Two schools were from South African townships. All eight schools used computers for educational purposes, although the availability and use of the computers differed. The research question of the study was whether differences in computer attitude could be found between boys and girls, and to what extent these differences could be explained by student, school, and environment characteristics.

In contrast to most studies on gender differences and computer attitudes, no gender differences in computer attitudes were found. However, this study showed differences in computer attitudes between students from the upper/middle class schools and students from the township schools.

The latter showed a less positive attitude towards computers, but more interest in computer-related careers compared with the students in the upper/middle class school Colley & Comber ( 2003) examined possible changes in the computer experience and attitudes of 11-12-year-old and 15-16-year-old students following a period in which ICT has become much more widely used in the school curriculum. In comparison with findings from a similar study undertaken in the early 1990s, there was some evidence of a reduced gender gap, particularly in the use of computers for applications such as word-processing, graphics, programming and mathematics. In addition, more recently introduced applications such as e-mail, accessing the internet and using CD-ROMs showed no overall gender difference in frequency of use. However, some gender differences remained, particularly in attitudes. Boys still liked computers more, were more self-confident in their use and, unlike previously, sex-typed them less than girls. They also used computers more frequently out of school, particularly for playing games. There was some evidence that, as found previously, older girls held the least positive attitudes, and it is suggested that their approach to computers may be influenced by the cultural pressures of gender stereotyping. More general age differences in use and attitudes were also found and these may result from the different computing applications used by Year 7 and Year 11 pupils at school. In summary, although we found evidence of some change since the early 1990s, increased exposure to computers has not closed the gender gap.

This study therefore, reports the students' attitude considering the gender implication to computer studies in the class. From the foregoing synopsis, general ability for reflective thinking, creativity, right attitudes to the use of computers.

1.2 STATEMENT OF THE PROBLEM

Continuous assessment is not a new concept in education literature. It began several decades ago in countries like the United State of America and Australia before it was introduced in Nigeria in 1977 alongside the 6 - 3 - 3 - 4 system of education in 1983 by the National Policy on Education (NE).

Continuous assessment was introduced with the ideal that it will enable educators to be more involved in the overall assessment of learners and allow for diverse instructional method Pennycuik, 1990). It became officially operative in 1985 consequent upon the production of a manual for its implementation as a result of the National Policy on Education (FRN, 1977, 1998 and 2004).

However, continuous assessment has not made the expected contribution to students' school performance due to the way it was conceptualized and due to some other inherent problems in operation. These problems include the technique of administering continuous assessment by computer science teachers, the attitude of computer science teachers towards continuous assessment, the attitude of computer science students towards continuous assessment, the qualification computer science teachers administering continuous assessment, the availability of facilities for successful implementation of continuous assessment in junior secondary schools.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the attitude of junior secondary school pupils towards computer science

Specific objectives include;

1. To assess the attitudes of junior secondary school pupils towards computer science.

2. To identify factors influencing attitudes towards computer science among junior secondary school pupils.

3. To explore potential interventions to improve attitudes towards computer science among junior secondary school pupils.

1.4 RESEARCH QUESTIONS

1. What are the prevailing attitudes of junior secondary school pupils towards computer science?

2. What factors contribute to these attitudes towards computer science among junior secondary school pupils?

3. What interventions can be implemented to positively influence attitudes towards computer science among junior secondary school pupils?

1.5 RESEARCH HYPOTHESES

1. H₀: There is no significant difference in attitudes towards computer science among junior secondary school pupils based on gender.

   H₁: There is a significant difference in attitudes towards computer science among junior secondary school pupils based on gender.

2. H₀: There is no significant relationship between exposure to computer science resources and attitudes towards computer science among junior secondary school pupils.

   H₁: There is a significant relationship between exposure to computer science resources and attitudes towards computer science among junior secondary school pupils.

3. H₀: Socioeconomic status has no effect on attitudes towards computer science among junior secondary school pupils.

   H₁: Socioeconomic status significantly influences attitudes towards computer science among junior secondary school pupils.

1.6 SIGNIFICANCE OF THE STUDY

The study on the attitude of junior secondary school pupils towards computer science holds paramount significance in understanding the evolving dynamics of education in the digital age. It sheds light on the pivotal role of computer science education in shaping the future workforce and fostering technological literacy among young learners. By delving into students' attitudes towards computer science, educators and policymakers can tailor instructional approaches and interventions to enhance engagement and proficiency in this critical field. Furthermore, a comprehensive understanding of students' attitudes can inform the development of inclusive and equitable educational practices, ensuring that all learners have equal access and opportunities to excel in computer science. Moreover, the study offers insights into potential barriers and challenges faced by students, thus guiding the implementation of targeted support mechanisms to address these issues effectively. Ultimately, by elucidating the attitudes of junior secondary school pupils towards computer science, this research contributes to the ongoing efforts to cultivate a skilled and adaptable workforce equipped to thrive in an increasingly technology-driven society.

1.7 SCOPE OF THE STUDY

 This study aims to investigate the attitudes of junior secondary school pupils towards computer science in selected secondary schools in Niger State. It will assess various factors influencing their perceptions and feelings towards computer science, including computer anxiety, confidence, and perceived usefulness. The study will utilize quantitative methods to gather data through surveys and analyze the results to provide insights into the attitudes of pupils towards computer science education.

1.8 LIMITATIONS OF THE STUDY

 One limitation of this study is the potential for sampling bias, as it will focus only on selected secondary schools in Niger State, which may not be representative of all schools in the region. Additionally, the study's findings may be influenced by factors such as socio-economic background and prior exposure to computer science education, which could vary among students in different schools. Furthermore, the study's reliance on self-report measures through surveys may introduce response biases and limitations in capturing the complexity of attitudes towards computer science.

1.9 DEFINITION OF TERMS

1. Attitude: A psychological tendency that expresses an individual's evaluation or feeling toward a particular object, person, event, or concept. In this context, it refers to junior secondary school pupils' perceptions, beliefs, and feelings towards computer science.

2. Computer Science: The study of computers and computational systems, including their design, development, and application. It encompasses a wide range of topics, such as algorithms, programming languages, hardware design, and artificial intelligence.

3. Junior Secondary School Pupils: Students typically between the ages of 11 to 14 years old who are enrolled in the junior secondary level of education. In many educational systems, this corresponds to grades 7 to 9 or equivalent.

4. Attitude Scale: A tool used to measure individuals' attitudes towards specific topics or objects. It typically consists of a series of statements or questions to which respondents indicate their level of agreement or disagreement. 

5. Computer Anxiety: The fear, apprehension, or discomfort experienced by individuals when interacting with computers or technology. It can manifest as nervousness, reluctance, or avoidance of computer-related tasks.

6. Computer Confidence: The level of self-assurance and belief in one's ability to effectively use computers or technology. It reflects individuals' perceived competence and comfort with computer-related activities.

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