Research Project

CHAPTER ONE
INTRODUCTION
Background of study
Science is defined as a system of acquiring knowledge based
on the scientific process or method in order to organize a body
of knowledge gained through research. Science is a continuous
effort to discover and increase knowledge through research.
Scientists make observations, record measureable data related
to their observations, and analyze the information at hand to
construct theoretical explanations of the phenomenon
involved.
According to Iloanusi (2008) the term “computer” is an
electronic device that is capable of accepting, storing and
processing data with great speed and to give out information
as output. Another text by Nwosu (2001) defined “computer” a
device or machine that accept data, process data, and stores
data and produce result. Nnebe (2007) sees the world
“computer” as a device or machine that under program control
performs asthmatic and logical operation without human

1
Intervention. The present researchers believe that “computer”
is a very fast electronic processing machine that has strong
capabilities, which can perform either in numbers and
symbols. Information can be stored and retained, the common
feature in all the definition is that the computer is machine
that receives input treats and releases them required to note
some. It is also necessary to note some important of
computer as enumerated by Okolo (2007) He said that
computer has assumed unimaginable dimensions, it is used
as a guild to the learner through a course of institution at
videos displaying unit in such a manner that will facilitate the
understanding of the subject matter. It helps to speed up the
students learning process. He further commented on computer
having other applications in education in area like W.A.E.C.
N.E.C.O. J.A.M.B so on. They make use of computer in
marking multiple-choice examination papers.
From the contribution of Iloanusi (2008) computer are useful
for storing information about crimes, criminals and suspects.
He said it could be very useful in crime detection and
prevention. Such system can be interfaced with photograph

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capturing and finger print system. Okorie (2008) in his own
opinion said that the use of computer makes data into a very
small storage space. Information storage and retrieval are
speeded up and computer records an easily be up-dated as the
need arises. In these researchers point of “view” the impacts of
computer in virtually every sphere of human endeavor are
enormous, from the interaction we had with P.H.B. Bank
manager (2010), we found out that computers plays a vital role
in bank for keeping all the data and information of customers
and equally used for operation of automatic teller machine
(A.T.M). These researchers also had a chat with the doctor of
railway crossing hospital (2010), we further found out that
computer plays a tremendous role in health care delving,
doctors used computer for diagnosis, perform surgical
procedures and keep up with rapid changes in medicine. In
fact the importance of computer in our society cannot be over-
emphasized.
A science teacher not only helps answer questions, they
inspire their students to seek out the answers for themselves.
A science education includes subjects such as chemistry,

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physics, biology, marine science, astronomy and other courses
on the physical sciences. Through lab experiments, field trips,
mixed media materials and computer research, you’ll have the
opportunity to encourage students to explore the natural
world around them and learn new and evolving scientific
theories. ncreasingly, nations need a skilled, knowledgeable
workforce and a citizenry equipped to function in a complex
world. Competent workers and citizens, in turn, need a sound
understanding of science and mathematics; elementary and
secondary schools are responsible for ensuring that they
acquire this knowledge. In recent years, one of the most
important goals of teachers’ education is to prepare “effective”
teachers, who are able to facilitate learning for all students.
Effective (science) teaching is undoubtedly an important − if
not the most important − objective in school science
education. This paper recognises what constitute pre- and in-
service teacher education courses are aimed at facilitating
more effective pedagogical practices amongst teachers-to-be
and teachers respectively. Additionally knowing that science
teacher quality is related to students’ achievements is very
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important for the educational community especially for the
Universities and colleges responsible for teacher training. They
need to know students opinions on science teacher’s
effectiveness in order to take into consideration in the future
changes of Program Studies, the content of the courses and
the topics that are needed to be introduced in these. A number
of desirable and undesirable teacher attributes that affect
classroom teaching have been well described in educational
literature. (Sheehan and Duprey, 1999; Spencer and
Schmelkin, 2002; Okpala and Ellis, 2005). These attributes
include personality traits, instructional organization, and the
instructor’s ability to make the subject useful.Shehaan (2005)
defined the phrase “science teacher” as somebody or a person
who teaches science. According to WIKIPEDIA (2004) “science
teacher” are those teacher that teach science subject with full
knowledge of experiments. Oxford dictionary 6th edition (2005)
sees “science teacher” as teachers who have basic knowledge
about the structure and behaviour of natural and physical
world based on the facts they can prove it. In the opinion of
these researchers “science teachers” are teachers that have
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basic knowledge about all the science subjects: such as
mathematics, biology, computer science, chemistry, physics
etc. that can be proved in standard way but trained or
specialized in any of these science subjects.
Computer science teachers specifically teach their students
about computer science, which is the study of how computer
process and store information. They teach students to write
computer programs, algorithms and even programming
languages; computer systems design is also covered. Those
seeking a career as a computer science teacher can choose to
teach either at the high school or college level. The education
requirements for a high school teacher is a bachelor's degree
in education with a concentration in computers. The
requirement to teach at colleges is a master's degree for those
teaching in two-year programs, and generally a doctorate for
those teaching at four-year universities. Computer science
teachers educate students on how computers work, from the
basic science and mathematics behind their operation to the
actual hardware and the software built on those foundations.
Education and career requirements vary depending on the

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level at which one is teaching, but a minimum of a bachelor's
degree and a state teaching license is typically required for
high school teachers. Akusoba (2000) defined “computer
science teacher” as those teachers that are able to use
computer very well and teach it effectively. Also, Oluyide
(2008) sees the phrase “computer science teacher” as those
teachers that have basic knowledge of the concept,
terminology and operation that relate to general computer use.
From these researchers point of view, “computer science
teachers” are those teachers that have basic knowledge and
ability to use computer technology effectively.
Chinailfe (2005) sees the phrase “computer literacy” as
knowledge about computer software and hardware knowing
what they are what they can do and what they cannot do, how
they are put to work and how their uses can affect the society
and your profession. In the opinion of WIKIPEDIA (2010)
“computer literacy” is knowledge and ability to use computer
and technology efficiently. Ajaja (2010) explains “computer
literacy” as an understanding of the concept terminology and
operation that relate to general computer use. Another text by

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Aneka (2005) defined “computer literacy” as comfort levels
someone has with using computer programs and other
application that are associate with computers. These
researchers believe that computer literacy individual is a
person that has basic knowledge in all aspect of computer:
such as area of computer application, how to use Microsoft
world, how to use Microsoft excel, how to use Microsoft access,
how to use Microsoft power point, how to create E-mail
address using Internet.
According to oxford dictionary 6th edition (2005) the
phrase “secondary school” is for young people between the
ages of 11-18. In the opinion of California (2009) “secondary
school” is a school that is intermediate in level between
secondary school and tertiary institution. Secondary school” is
a school where people who have obtained first school leaving
certificate and common entrance attend to attain more
education. It is also the third step in educational process
“secondary school” is classified into three namely private,
adults and public secondary schools. The present research is
basically on public schools in Aguata local government area.

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We further found out that in Nigeria a secondary school
consists of two levels this research in how ever interested in
senior secondary schools to find out the extent of computer
literacy among science teacher in Aguata local government
area.
In our society today we understand that the propensity
of information technology (IT) today has show that the world is
becoming digital world with all its operation being converted
from manual to computerize system. This study therefore
intend to investigate the extent of computer literacy among
secondary school science teachers in Aguata local government
area.
Statement of the problem
The world has totally become computer age and the entire
globe has become a global village through the explosion of
application of computer. One can easily read from the
background of this study that computer and computer
science. Its uses an application software have impacted
tremendously on all human endeavors today –education,
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medicine, military, politics, agriculture, religion, business and
so on. This means that for anybody or any cooperate body to
function effectively and efficiently in any field of human
endeavor today, computer literacy is a basic necessity more so
for science teacher to properly deliver in different field of
specialization.
The questions that agitate the minds now are to what extent
are science teacher versed in the knowledge of this electronic
device called computer? How much of its uses and application
software are know by science teachers or to what extent are
they computer literate? Then, these researchers set out to find
out the level or degree of computer literacy possessed by
science teachers of secondary school in Aguata local
government Area.
Purpose of study
The purpose of this research work is to find out the extent of
computer literacy among secondary school science teachers in
Aguata local government area. Specifically, the project work
was set out to ascertain:
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i. The degree of knowledge of computer and its
importance possessed by secondary school science
teachers,
ii. The extent of skills and applications of computer
possessed by secondary school science teachers.
iii. Whether sex has affect on the degree of computer
literacy possessed by secondary school science
teachers.
Significance of the study
This study will be of great value to the:
i. The government
ii. The parents
iii. The students
iv. The researchers
It is important to give brief note on how the above mentioned
people / group should benefit this project work.
GOVERNMENT: This study will help the government to know
the ability of secondary school science teachers for teaching
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computer science. It will equally give government the accurate
number of science teachers that are computer literate.
PARENTS: Today a lot of things could be done with computer.
Thus project will help the parents to know the necessity of
computer literate in our society and can motivate them to give
their children full support in acquiring the knowledge of
computer. This can also make them to buy computer text and
pay for where they are learning computer.
STUDENTS: In our educational institutions today the work of
computer cannot be overemphasized. Having known the
importance of computer from this project work, it will give
them courage and strength to study computer with full
interest. The students will equally use this work to develop
their own work in writing their own project.
THE RESEARCHERS: Will benefit much from this work. It will
give them knowledge about project work, research method and
how to go about it. There is so much ideas and pieces of
information the researchers will gain from this project that will
equip them even to write book/ novel on their own. They will
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know the number of secondary school and their location in
Aguata local government area. The researchers will know the
number of science teachers that are computer literate in
Aguata local government area.
Scope of the study
This study is limited to the public secondary school in order to
find out the extent of the computer literacy among secondary
school science teachers in Aguata local government area of
Anambra state.
Research questions
The following questions were formulated to guide the study:
i. To what extent do secondary school science teachers
have knowledge of computer and its importance?
ii. To what extent do secondary school science teachers
have skills and computer application?
iii. To what extent does sex have effect on the degree of
computer literacy among secondary school science
teachers?
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter is concerned with the review of related literature
to the study under the following sub-headings.
 Concept of Computer
 Aim and objectives of computer Education
 Computer Literacy
 Importance of computer learning
 Extent of computer literacy among secondary school
science teachers
 Computer studies in Secondary school
 Information and communication technology development
as aid to teaching and learning
 Problems of Computer studies in secondary schools.
 Summary of literature review
Concept of Computer
According to Iloanusi (2008) the term “computer” is an
electronic device that is capable of accepting, storing and
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processing data with great speed and to give out information
as output. A review showed that studies on the use of
technology in education consistently help students in
technology rich environments experienced positive effects on
performance in all subject areas (Look, 2005). In particular,
Becta (2003) pointed out that ICT provide fast and accurate
feedback to students, and speed up computations and
graphing, thus freeing students to focus on strategies and
interpretation. Further, use of interactive multimedia software,
for example, motivates students and leads to improved
performance. In fact, studies showed that more students
finished high school and many more consider attending college
where they routinely learned and studied with technology
(Becta, 2003). Barak (2004) pointed further revealed that the
use of ICTs in education would promote deep learning, and
allows schools to respond better to the varying needs of the
students. Despite the apparent benefits of the use of ICT for
educational purpose, studies showed that in many cases, the
learning potential of ICT is deprived as many teachers are still
not fully ICT literate and do not use it in their teaching.
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Studies on teachers’ readiness for ICT generally, suggest that
there is still a long way to go before schools in the region will
be able to take full advantage of the opportunities provided by
21st century technology (Ya’acob et. al.,2005; So & Paula,
2006). Barak (2006) reveals that while teachers exploit ICT for
their own learning, they are cautious about integrating
advanced technologies in schools. The study also suggests
that while teachers recognize the potential of technology in
stimulating students’ learning and making school studies
relevant to real-life contexts, they do not think that ICT is
preferable for class-based instruction for promoting
cooperation and reflection in learning. To investigate the
factors hindering teachers’ readiness and confidence in using
ICTs, Tella, et al. (2007) found that inadequate knowledge to
evaluate the role of ICT in teaching and learning, lack of skills
in the use of ICT equipment and software had resulted in a
lack of confidence in utilising ICT tools. This is consistent with
Preston (2000) who concluded that lack of technical support to
be key inhibitor to the use of ICT in classroom. As shown by
Bradley and Russell (1997), recurring faults, and the
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expectation of faults occurring during teaching sessions have
reduced teachers’ confidence and caused teachers to avoid
using technology. In addition, obstacles such as access to
equipment, time pressures, lack of mentor and opportunities
for apprenticeship of observation also have an impact on
teachers’ ability to use ICT (Slaouti & Barton, 2007). Further,
teachers’ workload and time management was found to be
inhibiting the implementation of computer instruction in
classroom (Guha, 2000). While there is a great deal of studies
about how ICT is being used in developed countries, there is
not much information on how ICT is being integrated into
schools in developing countries (Beukes-Amiss and Chiware,
2006).
Aim of Computer Activities
The aims of Computer Application is provides students with
an opportunity to develop understanding of the basic
operations of a computer system and computer applications
software. Meanwhile, they also develop the skill of using
computer applications software for solving problems. Finally,
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they appreciate the social implications of developments in
information technology. The aims of this course are:
1. demonstrate understanding of the basic operations of a
computer system.
2. Explain the principles of operations for computer systems
used in a particular application, specifically in terms of the
systems' hardware and software components.
3. Use computer terminology correctly in the context of a
particular application.
4. Use computer applications software to solve problems.
5. Discuss and comment on the social impact of the
widespread use of computer technology.
6. Automate simple tasks in specific applications.
Objectives of Computer Activities
The Computer Studies is designed for students to understand
and operate the computer and have special emphasis on
sound design principles and programming development. The
objectives of the course are:

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1. To provide opportunity for the study of modern methods
of information processing and its applications
2. To acquaint students with knowledge of the computer
systems with emphasis on their uses and limitation.
3. To develop among students the programming techniques
and the problem solving skills through programming;
4. To foster among students an interest and confidence in
using computers.
5. To encourage an understanding of the implications of
computers in the modern world.
6. To prepare students who wish to go on to further studies
in computer science and related subjects.
History of Computer
A computer is a machine that can be instructed to carry out
sequences of arithmetic or logical operations automatically via
computer programming. Modern computers have the ability to
follow generalized sets of operations, called programs. These
programs enable computers to perform an extremely wide

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range of tasks. A "complete" computer including the hardware,
the operating system (main software), and peripheral
equipment required and used for "full" operation can be
referred to as a computer system. This term may as well be
used for a group of computers that are connected and work
together; in particular Computers are used as control systems
for a wide variety of industrial and consumer devices. This
includes simple special-purpose devices like microwave ovens
and remote controls, factory devices such as industrial robots
and computer-aided design, and also general-purpose devices
like personal computers and mobile devices such as
smartphones. The Internet is run on computers and it
connects hundreds of millions of other computers and their
users. Early computers were only conceived as calculating
devices. Since ancient times, simple manual devices like the
abacus aided people in doing calculations. Early in the
Industrial Revolution, some mechanical devices were built to
automate long tedious tasks, such as guiding patterns for
looms. More sophisticated electrical machines did specialized
analog calculations in the early 20th century. The first digital
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electronic calculating machines were developed during World
War II. The first Semiconductor transistors in the late 1940s
were followed by the silicon -based MOSFET (MOS transistor)
and monolithic integrated circuit (IC) chip technologies in the
late 1950s, leading to the microprocessor and the
microcomputer revolution in the 1970s. The speed, power and
versatility of computers have been increasing dramatically ever
since then, with transistor counts increasing at a rapid pace
(as predicted by Moore's law ), leading to the Digital Revolution
during the late 20th to early 21st centuries.
Computer Literacy
Lulu (2009) defined computer literacy as the ability for an
individual to use computer and its technologies efficiently.
Computer literacy is considered as the knowledge and ability
to utilize computers and related technologies efficiently, with
some range of skills covering levels. Another valuable and
important component of computer literacy is knowing how the
computer works, how to operate the computer and to solve
problems with it. However, computer literate often connotes
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little more than the ability to use several specific computer
application software; usually (Ms Word, Ms Internet Explorer,
Ms Excel, Ms PowerPoint, Outlooks) for certain very well
defined tasks.
Computer literacy in Education
Computer literacy in education entails the use of computer
knowledge and skills in the teaching and learning process
more especially in the classroom situation. It involves the use
of computer and its application in the transmission of
knowledge or information. Jack (2010) stated that computers
are parts of education; computers are used in schools for
many applications such as writing papers, searching of the
internet (browsing) for information, multimedia in education
etc. For education to improve; there is need for curriculum
implementers (teachers) to be computer literates. Pappiziki,
Mitchell and Duckett (1994) in Didi and Wonu (2010) stated
that computer literacy involves understanding the computers
and related systems, for this scholars’ computer literacy
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meant having the ability to use a computer for practiced
purposes
Importance of computer learning
Computers help the students to learn about the world and
know what is happening in it. It helps them to aim for
excellent jobs in the future and succeed in it. The computer
has become a standard of education throughout the world.
This makes computer education important. Some importance
of computer education is:
Computer Education Improves Research Skills: A computer
provides the most important tool for research in today’s life
that is the internet. The Internet is defined as a network which
is formed by connecting different networks. Today the internet
can help us with almost anything. Most importantly, the
internet helps us in research. Starting from the students
studying in school to the scientist working in laboratories,
computer, or more precisely the internet, helps everybody in
research. The Internet is flooded with abundant information
on almost all the topics of which we are aware of. In the
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summer vacations, students are given some holiday’s
homework to research or make projects on the topics they do
not know about. For these topics, of which the students do not
have any idea, the internet helps them. The Internet can give
them a lot of information on the required topic. A scientist can
take the help of internet to search the already present
discoveries to create a new one. Therefore computers can help
a lot in research. So the knowledge about computers is
necessary. Everyone should know how to use the computer
system and the resources associated with it to improve their
own research skills.
Computer Education helps in getting Good Jobs: Today the
computer industry is growing at a very fast rate. Computers
are needed everywhere. They have become an essential part of
each industry. Today almost every work is dependent on
computers. So the industries or companies hire those workers
which are trained to use computers or have some knowledge
as to how to use computers. Computer education should be
taught to the students from the very beginning. They should
gain a good command in the field of computers. In the whole

24
academic life of the student, they should become so trained in
the field of computer education that every company will hire.
So we can conclude that for those who aspire for a good job,
computer education is a must. The salary package offered to
those who have all the knowledge of a computer system is
much higher than those who do not have any idea about
computers.
Computer Education helps in Enhancing Technology: Today,
most of the technology depends on the computer system. From
the basic electronic devices to astronomical devices, everything
needs a computer. So if someone wants to create a new
technology he should have known about the computers. For
example, a person wants to create a machine which could be
used in medical science. The machine will require some device
to formulate the results. This device is a modified version of a
computer system. So the person should be able to modify the
computer. For this, the person must be educated in the field of
computer science. When a person studies computer science,
he feels motivated to create new technologies. It fills his mind
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with new ideas to create some new technology which could be
used for the betterment of the society.
Computer Education Increases the Efficiency of a Person:
Consider a person who does not have any knowledge of the
computer. The person works in the accounts department of
some company. The person has to keep track of all the
financial records of the company, he needs to maintain the
record of all profits and loss of the company from the very
beginning. This will require a lot of time, concentration, speed
and memory. This is a very difficult task. This task is very
tiring for the person as all the records have to be prepared
using pen and paper. On the other hand, consider a person
who has the knowledge of computer system. He will use the
computer to maintain all the accounts of the company. He will
take less time to maintain the records as everything used by
him will be computerized. He will not require any physical
space to store his records which are required by the person
who does not know computer. It will require less time. The
work done will be fast. Comparing both the cases, the
efficiency of the person who knows the computer will be more

26
than that of the person who does not know the computer.
Therefore it becomes important to have computer education.
Computer Education helps in Creating a Better Education
Environment: Smart classrooms are emerging these days.
Every school uses computers to teach their students. It
creates a more effective learning and teaching environment.
Learning becomes easier with the use of technology. Along
with becoming easier, it becomes all the way more fun. To use
the facilities available in a smart classroom, computer
education is necessary. Every school prefers to employ those
teachers who can use computers as a teaching tool.
Computers can be used to teach a lot of things. With
multimedia available in the computer system, the difficult
topics can be easily understood. The information delivered to
the students via a computerized is much more easily retained
by them than the regular delivery of information. So for
imparting proper and effective education to the students, the
teachers must possess a fair education about the computer
system and their usage.
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Computer Education makes Communication Easy: The world
is very large. All our loved ones do not live with us. We all
want to communicate with our loved ones who reside in the
different parts of the world or country. The communication
started with a letter and came till telephones. Letters did not
offer effective communication over a very long distance and the
communication was only text-based. The telephonic
conversation was one step ahead. We could hear the voice of
our loved ones. In today’s technology, we can use computers
for communication. It provides us with facilities like chatting,
calling, video conferencing which has helped a lot in
communication. The function of video conferencing or we can
say video chat or video calling is being used widely these days.
It helps us to see the person we are talking to. It has become
very useful for the person who resides very far from their
families as they can now communicate with them as they are
just sitting in front of them. To use these facilities of
communication using the computer, computer education is
required. Nowadays, children who reside far from their parents
are teaching their parents how to use the computer for the
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communication so that they can have an easy and cheap
communication with them.
Computer Education Connects us to the Online World:
Everything today is becoming online. This is just done for our
convenience. Today, we do not have to visit a bank for
transferring money, nor we have to go to the market to do
shopping .it is available to us online as online banking and
online shopping. We can fill examination and other kinds of
the form online. Now we do not have to run to the theatre or
railways station to buy movie tickets and train tickets, we can
book them online. We can plan our tours online. We can
connect with our friends online. The online world also provides
us with entertainment. All this could not be possible without
computers. But to use all these facilities, computer education
is required. Without a computer, we cannot use such facilities
which are specially designed for our convenience
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Extent of computer literacy among secondary school
science teachers
Computer literacy differs from digital literacy, which is the
ability to communicate or find information on digital
platforms. Comparatively, computer literacy measures the
teachers’ ability to use computers and to maintain a basic
understanding of how they operate. Teachers' computer
literacy is commonly measured through questionnaires, which
test their ability to write and modify text, trouble-shoot minor
computer operating issues, and organize and analyze
information on a computer. To increase their computer
literacy, computer users should distinguish which computer
skills they want to improve, and learn to be more purposeful
and accurate in their use of these skills. By learning more
about computer literacy, users can discover more computer
functions that are worth using. Arguments for the use of
computers in classroom settings, and thus for the promotion
of computer literacy, are primarily vocational or practical.
Computers are essential in the modern-day workplace. The
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instruction of computer literacy in education is intended to
provide students with employable skills.
Computer Studies in Secondary Schools
The need for computer studies in secondary schools is
enormous. The world is a global village, information
dissemination is done in seconds, and offices are tuning into a
paper-less office (Edhuze, 2003). All these could be attributed
to digitalization, which is facilitated by information and
communication technology devices such as computer,
internet, fax, global system of mass communication (GSM) or
mobile phone and satellites (Usoroh, 2008). This digitalization
can only be made useful when a society is computer literate
and the changes of becoming a computer literate society is
through Computer studies taught mainly in secondary
schools. This is a major challenge to schools, because it is
their responsibility to graduate students who can fit into the
information age. It can therefore be said that computer literacy
is needed in a society like ours if we want to be part of this
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global consumer of ICT. In a move to help Nigerians overcome
backwardness in computer and digital know-how, many
spirited Nigerians has mapped out strategies for helping its
citizens become computer literate. Such bold steps will help
close the narrow gap between Nigeria and developed countries.
Inline with this, he further noted that, computer literacy and
IT knowledge offers room for self employment since a trained
computer literate person could end up operating a business
center become a programmer or even a tele- engineer. For
those that are going into business, it can also aid them in the
area of speed, data keeping, accuracy and information
processing. Today, one of the fundamental demands in many
established interviews for job seeker is computer literacy skill.
Many people have failed to secure jobs which they are
qualified for only for lack of knowledge and skills in computer
operations (Ayogu, 2008). The use of computer as a facility is
possible and necessary in our school system. Its use can aid
communication among students. Computer communication
has played and is still playing an important role, not only in
schools, but also in offices, hospitals, libraries and in homes.
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At the secondary school level, computers enable the students
communicate at fast, accurate and convenient pace to other
people through e-mail (Okonkwo, 2006). Sending and receiving
data electronically will take only a few seconds. In information
processing, computer can sort or search through huge amount
of information in a flash. Computer communication makes any
information needed easily and widely available irrespective of
distant between the two destinations (Okonkwo, 2006).
Computer studies also present challenges to secondary school
teachers. Such challenges have prompted teachers to go for
training in other to build confidence in the handling of
computer related courses. Such training also helps them
develop a sense of rapport with students and equally makes
them appreciate its potential for problem solving (Okonkwo,
2006). He went further to say that their knowledge of
Computer studies also helps them to schedule classes, print
report cards, and store and upgrade student’s record. Most
often these records are used by guidance counselor for student
career choice he concluded. Okebukola (1997) also asserted
that computer is not part of classroom technology in public
33
schools in Nigeria. Thus the chalkboard and textbooks
continue to dominate classroom activities in most secondary
schools in Nigeria. If a country such as Uganda which has less
than a fifth of Nigeria’s resources, now use ICT facilities to
help secondary schools students to become better information
users, why is Nigeria lagging behind? (Aduwa & Iyamu, 2005).
The answer is simply mismanagement of the huge resources of
the country and inability of political leaders to prioritize
Nigeria’s developmental needs (Okebukola, 1997). There is no
doubt that in the current harsh economic competition, the
private sector in Nigeria has embraced ICT to stay afloat. The
banking sector, insurance, manufacturing industries and
multination companies in the oil sector have embraced
multimedia technology to bring innovative solutions to their
current challenges. If Nigerian wants to be a major player in
the global market of ideas and prepare her citizens for the new
environment of today and the future, the country should
embrace functional Computer studies (ICT) in secondary
school for the following reasons: ICT as aids to teaching and
learning; ICT as a tool for management; ICT as instrument for
34
economic development; ICT as instrument of high
technological development (Aduwu & Iyamu, 2005).
INFORMATION AND COMMUNICATION TECHNOLOGY AS
AIDS TO TEACHING AND LEARNING
The importance of ICT is quite evidence from the educational
perspective. Though the chalkboard, textbooks,
radio/television and film have been used for educational
purpose over the years, none has quite impacted on the
educational process like the computer (Aduwa & Iyamu,
2005). They opined that television and film impact only on the
audiovisual faculties of users, the computer is capable of
activating the senses of sight, hearing and touch of the users.
ICT has the capacity to provide higher interactive potential for
users to develop their individual, intellectual and creative
ability. The main purpose of ICT consists not just in the
development of human mental resources, but also allow people
to both successfully apply the existing knowledge and produce
new knowledge (Shavinina, 2001). The collective and rigid
nature of learning and the passive nature of the learning
35
associated with the use of radio, television and film do not
contribute any innovative changes to traditional methods in
education system. Information and communication
technologies are being used in the developed world for
instructional functions. Today, computers perform a host of
functions in teaching and learning as many nations are adding
computer literacy, reading and writing literacy as skills
students will need to successfully in a technologically
developed world (Thomas, 1987). At the instructional level,
computers are used by pupils to learn reading, mathematics,
social studies, art, music, simulation and health practices. In
educational multimedia applications, Shavinina (1997)
asserted that today’s learning contents are domain-specific
products and that they dominate the world market. According
to Shavinina (1997), domain-specific educational multimedia
is directed to knowledge acquisition skills development in the
language arts, history, physics, literature, biology and so on.
There is no doubt that ICT provides productive teaching and
learning in order to increase people’s creative and intellectual
resources especially in today’s information society. Through
36
the simultaneous use of audio, text, multicolor images,
graphics, motion, ICT gives ample and exceptional
opportunities to the students to develop capacities for high
quality learning and to increase their ability to innovate.
Nigeria cannot afford to lag behind in using multimedia to
raise the intellectual and creative resources of her citizens.
This is particularly important for children whose adulthood
will blossom in a cyber environment entirely different from
that of the present (Shavinina, 1997). Nigerian children need
to be taught by radically new educational programme and
variety of educational contents with multimedia playing key
role.
Information and Communication Technology as Tool for
Educational Management
It is not uncommon to find that many establishments in
Nigeria, including educational institutions, still keep records
in files and tucked them away in filling cabinets where they
accumulate dust (Aduwa and Iyamu, 2005). Many of these
files are often eaten up by rodents and cockroaches thus
37
rendering them irretrievable. A great deal of routine
administrative work in government establishment is still done
manually with the State and the Federal Government showing
little or no interest in embracing ICT. The official
administrative drudgery in government offices and education
institutions can be better managed through ICT. Educational
administrative functions include a wide variety of activities
such as educational governance, supervision, support
services, infrastructure, finance, budgeting, accounting,
personnel selection and training system monitoring and
evaluation, facilities procurement and management,
equipment maintenance, research, and so on (Thomas, 1987).
In most Nigeria schools, officials still go through the laborious
exercise of manually registering students, maintaining records
of pupils, performance, keeping inventory list of supplies,
doing cost accounting, paying bills, printing reports and
drawing architectural designs (Aduwa and Iyamu, 2005). The
huge man-hour spend on these exercises can be drastically
reduced with ICT to enhance overall management procedure.
Thomas (1987) opined that computers bring great speed and
38
accuracy to each of these tasks, along with the convenience of
storing large quantities of information on small disks or tapes.
The prevailing condition in school management in Nigeria is
disheartening and discouraging. The country seems to be
living in prehistoric times in the educational management
while even developing countries in Africa such as South Africa,
Kenya, Uganda and Tanzania are far ahead of Nigeria in ICT
applications (Aduwa and Iyamu, 2005). Despite its huge
material resources and population endowment, Nigeria cannot
be counted among progressive nations using ICT in
educational management, as technology has become a critical
tool for achieving success in education.
Information and communication technology as tool for
higher technology development
In today’s world, not only are we surrounded by technology,
but our primary means of reaching others in far and near
places are mediated by technology (Aduwa & Iyamu, 2005).
According to Aduwa & Iyamu (2005), technology is
progressively effacing the two previous environments: nature
39
and society. The environment he talked about is that which
enables us to live, sets us in danger and it is immediate to us
and mediates all else. He asserted that modern man cannot
live without these gadgets (mobile phone, computers, internet
etc). This is what makes human subservient to technology
rather than technology being subservient to humanity. There
is no doubt that one of today’s realties is an extremely fast
development of high-technology. This has resulted in a huge
change of the individual’s life in business and private settings.
There is strong need to know and use modern technology in
our social life, the economy, the business and education. New
and sophisticated breakthroughs in high technology
encourage companies to introduce technological innovations
rapidly into their business practices. According to Aduwa &
Iyamu (2005), the United States space programme has
benefited immensely from rapid development in high-tech and
today’s information and communication technology. In many
parts of the developed world, cellular, satellite, and wireless
technologies combined with innovative business practices are
beginning to make up for the shortcomings of the traditional
40
analog technologies. Nigeria was introduced to cellular
technologies a little over two years ago and this has
revolutionized the communication industry in the country,
though majorities of Nigerians are yet to benefit from the
services due to high cost (Aduwa & Iyamu, 2005). If Nigeria
must be part of developed world in the near future, it must
embrace technology and discard some of the old habits and
perspectives and retool completely. There is need for the
country to re-strategize and expand its vision so as to cope
with the challenges of a technological society (Aduwa & Iyamu,
2005).
Problems of Computer Studies in Secondary Schools
There are several impediments to the successful teaching and
learning of Computer studies in secondary schools in Nigeria.
These are: cost, weak infrastructure, lack of skills, inadequate
software and limited access to the Internet (Aduwa & Iyamu,
2005). Cost: The price of computer hardware and software
continues to drop in most developed countries, but in
developing countries, such as Nigeria, the cost of computers is
41
several times more expensive. While a personal computer may
cost less than a month’s wages in the United State, the
average Nigeria workers may require more than two years
income to buy one. Nigeria has over 6,000 public secondary
schools, majority of them lack instructional materials such as,
computer, software, multimedia, projector, white board etc
(Aduwa & Iyamu, 2005). Apart from the basic computers
themselves, other costs associated with peripherals such as
printers, monitors, paper, modem, extra disk drives are
beyond the reach of most secondary schools. The schools
cannot also afford the exorbitant internet connection fees.
Weak Infrastructure: In Aniocha and Local Government Area
in Delta State, a formidable obstacle facing the teaching and
learning of computer studies is infrastructure deficiencies.
Computer equipment was made to function with other
infrastructure such as electricity under controlled conditions.
For a long time, the nation has been having difficulty providing
stable and reliable electricity supply to every nook and cranny
of the country, not excluding Aniocha and Oshimili Local
Government Area in Delta. Currently, there is no part of the
42
town, which can boast of electricity supply for 24 hours a day
except probably areas where government officials live. There
have been cases whereby expensive household appliances
such as refrigerators, deep freezers and cookers have been
damaged by upsurge in electricity supply after a period of
power outage. Electronics equipment such as radio, television,
video recorder and even computers has been damaged due to
irregular power supply. When electricity supply is not stable
and constant, it is difficult to keep high-tech equipment such
as computers functioning, especially under extreme weather
conditions as obtained in different part of the country. The
high levels of dust during the dry season in Asaba also make
electronic equipment to have short live span. In Aniocha and
Oshimili Local Government Area in Delta state most
inhabitant do not have constant electricity, thereby denying
secondary schools in this area the opportunity to benefit from
the use of electronic equipment such as radio, television, video
recorders and computers. The few internet access available in
Aniocha and Oshimili Local Government Area in Delta state is
only made available when you subscribed. Inadequate Skilled
43
Personnel: Nigeria does not only lack information
infrastructure, it also lacked the human skills and knowledge
to fully integrate ICT into secondary education (Aduwa &
Iyamu, 2005). To teach computer studies (ICT) in secondary
schools, the need for locally trained workers to install,
maintain and support Computer Systems cannot be over
emphasized. There is acute shortage of trained personnel in
application software, operating systems, network
administration and local technicians to service and repair
computer facilities. Those who are designated to use
computers in Nigeria do not receive adequate training, at
worst, do not receive any training at all Okebukola (1997). In
Nigeria also, most secondary school teachers lack the skills to
fully utilize technology in curriculum implementation. Hence
the traditional chalk and duster approach still dominates in
secondary school pedagogy. Information transfer using ICT is
minimal or non-existence in secondary schools in Nigeria
(Anao, 2003). Secondary school teachers in Nigeria need to be
trained on educational technologies and the integration of
computers into classroom teaching. According to Carlson and
44
Firpo (2001), teachers need effective tools, techniques, and
assistance that can help them develop computer based
projects and activities especially designed to raise the level of
teaching in required subjects and improve student learning.
Inadequate Software: There is no doubt that the ultimate
power of technology is the content and the communication
(Salomon, 1989). Though, software developers and publishers
in the developed countries have been trying for long to develop
software and multimedia that have universal application, due
to the differences in education standards and requirements,
these products do not integrate into curriculum across
countries. Software that is appropriate and culturally suitable
to the Nigerian education system is in short supply (Aduwa &
Iyamu, 2005). There is a great discrepancy between relevant
software supply and demand in developing countries like
Nigeria. According to Salomon (1989), there are clear
indications from many countries that the supply of relevant
and appropriate software is a major bottleneck obstructing
wider application of the computer. According to Aduwa &
Iyamu (2005) even if Nigeria tries to approach this software
45
problem by producing software that would suit its educational
philosophies, there are two major problems to be encountered.
First, the cost of producing relevant software for the country’s
educational system is enormous. Second, there is shortage of
qualified computer software designers in the country. To
overcome this, people need to be trained in software design.
Limited Access to the Internet: In Nigeria there are few Internet
providers that provide internet gateway services to Nigerians.
Such Internet providers are made up of Nigerians who are in
partnership with foreign information and communication
companies. Many of these companies provide poor services to
customers who are often exploited and defrauded. The few
reputable companies, which render reliable services, charged
high fees thus limiting access to the use of the Internet. The
greatest technological challenge in Nigeria is how to establish
reliable cost for Internet connectivity. In a country where only
about half of the populace has personal computers, the few
reliable Internet providers who have invested huge sum of
money in the business have a very small clientele. They have
to charge some fees in order to recoup their investment in
46
reasonable time. Secondary schools in Aniocha and Oshimili
Local Government Area in Delta State are not given adequate
funds to provide furniture, requisite books, laboratories and
adequate classrooms let alone being given adequate funds for
high-tech equipment (computers) and Internet connectivity.
Again, due to the lack of adequate electricity supply,
secondary schools located in these areas have no access to the
Internet and are perpetually isolated and estranged from the
world’s information superhighway. Nigeria is lagging behind
other African countries such as Uganda, Senegal and South
Africa who are already helping secondary school students in
those countries to become better information users. For many
years, the Nigerian government had a monopolistic control of
telecom service, which does not allow for the competitive
environments that reduce telephone rates. Partridge (1996)
asserted that the penetration of internet hosts is five times
greater than in monopoly markets and that internet access in
countries with telecommunication competition enjoyed a
growth rate five times higher than the monopoly
environments. All that may change for Nigeria now as the
47
government had invited private participation in the telecom
industry and many investors are already in the Nigeria
markets but it will take many years to know their full impact
on Nigeria education system
48
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter deals with the methods and procedures employed
in carrying out this study. This is discussed under the
following sub-heading:
 Research design
 Area of the study
 Population of the study
 Sample and sampling techniques
 Instrument for data collection
 Validation of the instrument
 Administration of the instrument
 Method of data analysis.
49
Research Design:
The study adopted a survey research design aimed at finding
the extent of computer literacy among secondary school
science teacher in Aguata local government area.
The opinion of a randomly selected part of the population is
sought for and analyzed for the purpose of this study.
Areas of the study:
The study will be carried out in all the public secondary
schools in Aguata Local Government Area of Anambra state.
Population of the Study:
The population of the study comprises all the science teachers
in the public secondary schools in Aguata Local Government
Area of Anambra State.
50
Table 1: List of all the schools and population of their
science teachers.
S/N NAME OF Physics Chemistry Biology Mathematics Total

SCHOOLS Teachers Teachers Teachers Teachers
1. Aguata High 2 2 2 2 8
School Aguata
2. Christ the 3 1 2 2 8
Redeemer
College Amesi
3. Community 3 2 2 2 9
Secondary
school (BSS)
Ezinifite
Secondary
School (BSS)
Igboukwu
secondary
school
Aguluezechukwu
Secondary
school Akpo
secondary
school Usofia
Secondary
school
Ndiukwuenu
51
10. Community 1 2 2 2 7
Secondary
school
Nkpologwu
11. Community 2 1 2 3 8
Secondary
School, Oraeri
12. Community 1 2 2 2 7
Secondary
school Uga
13. Community 2 2 1 2 7
Secondary
school Umuchu
14 Community 2 1 2 2 7
secondary
school Achina
15 Ezinifiti High 1 2 2 2 7
school Ezinifite
(GSS)
16 St Peter College 3 3 2 2 10
Achina
17 Girls High 1 2 2 2 7
School Uga
18 Girls Secondary 2 1 2 2 7
School
Igboukwu
19 Government 1 2 2 2 7
Technical
College Umuchu
20 Pioneer 2 1 2 2 7
Secondary
School (GSS)
Umuchu
52
21 Uga Boys 2 1 2 2 7
Secondary
School Uga
22 Umuchu High 1 2 2 2 7
school Umuchu
23 Urban Girls 2 1 2 2 7
Secondary
School
Ekwulobia
Total 41 35 43 46 165
Sample and Sampling Techniques
There was no sampling because the sample size was small. All
The one hundred and sixty five (165) teachers were used as
sample of the study.
Instrument for Data Collection
The instrument for data collection is a questionnaire developed
by the researchers. Questionnaire items were constructed to
afford answer to the research questions formulated to guide
the study. The questionnaire consists of two sections; Section
A- personal data. Section B contains twenty (20) items
questionnaire that provide answers to the Research Questions.
53
The questionnaire was constructed on four point scale option
rated as follows;
Very High Extent VHE - 4 point
High Extent HE - 3 point
Low Extent LE - 2 point
Very Low Extent VLE - 1 point
Validation of the Instrument
The instrument was validated by three experts, two from
measurement and evaluation and one from Biology Education.
They made necessary corrections on the items and their input
were incorporated in the final draft of the instrument. The
final copy of the instrument after the validation was used for
data collection.
Method of Data Collection
Copies of the questionnaire were distributed to the one
hundred and sixty five science teachers by the researchers
and were collected back immediately to ensure 100% returns.
54
Method of Data Analysis
The data collected in the study were analyzed using mean and
standard deviation. The responses from the respondents were
compared, classified to the number of items in the
questionnaire for each research question.
Formula for calculating the mean:
Where X= Σfx
X = mean F = Frequency. X = Normal Value.
Σ = Summation
N = Total number of respondents = score of each respondent.
The nominal values assigned to the different scaling items
used are as follows,
VHE = 4, HE = 3, LE = 2 and VLE = 1
The mean of the nominal value was calculated as follows
Thus; X = 4+3+2+1 = 10
4 4
X = 2.5
55
Decision Rule
Any item with a mean score of 2.5 and above is accepted while
any item with a mean score below 2.5 is rejected.
56
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter shows the results as they were presented in
tables according to the Research Question.
Question 1: To what extent do secondary school science
teachers have knowledge of computer and its importance?
Table 2: Mean-Response Scores On The Extent Of
Secondary School Science Teachers Have Knowledge Of
Computer.
S/N ITEMS VHE HE LE VLE N X SD DECISION

4 3 2 1
1. Science teachers find 70 60 25 10 165 3.15 1.77 Accepted
basic computer
appreciation as an
important approach to
teaching and learning
2. Science teachers find it 50 58 35 22 165 2.87 1.69 Accepted
easy to use online live
class platforms
3. Science teachers find the 65 69 15 16 165 3.10 1.76 Accepted
usage of computer
application as complex
and cumbersome to
classroom experience
4. The knowledge of 80 67 8 10 165 3.32 1.82 Accepted
Computer and its usage
makes certain scientific
analysis easier for both
science teachers and
students
57
5. Some science teachers 50 75 22 18 165 2.95 1.72 Accepted
accept Computer assisted
instruction (CAI) as a very
important instrument for
classroom instruction.
6 The knowledge of 65 70 16 14 165 2.78 1.66 Accepted

computer assisted
instruction among science
teacher is beneficial for
teaching the 21st century
children.
Data from table 2 shows that all the items 1, 2, 3, 4, 5 and 6
had the mean values of 3.15, 2.87, 3.10, 2.95, 3.32 and 2.78
respectively. The value were up to 2.5 and above which was
interpreted as accepted, and therefore indicates that Science
teachers find basic computer appreciation as important
approach to teaching and learning, Science teachers find it
easy to use online live class platforms, Science teachers find
the usage of computer application as complex and
cumbersome to classroom experience, The knowledge of
Computer and its usage makes certain scientific analysis
easier for both teachers and students, some teachers accept
Computer assisted instruction (CAI) is seen as a very
important instrument for classroom instruction. The
58
knowledge of computer assisted instruction among science
teacher is beneficial for teaching the 21st century children.
Therefore some science teachers have knowledge of computer
and its importance in teaching and learning.
teachers have skills and computer application?
Table 3: Mean Response Scores on the Extent of
Secondary School Science Teachers Have Skills and
Computer Application

4 3 2 1
7 Most Science teachers use 80 64 8 13 165 3.2 1.8 Accepted
basic computer operations 7 1
to aid instruction.
8 Most Science teachers use 90 57 8 10 165 3.3 1.8 Accepted
Microsoft office application 7 3
which is essential to
teaching and learning.
9 Science teachers perform 60 77 15 13 165 3.1 1.7 Accepted

basic scientific analysis 2 6
with computers during
instruction.
10. Science teachers possess 85 60 8 12 165 3.3 1.8 Accepted
computer skills to create 2 2
graphic content relevant to
the class being taught.
11 Science teachers apply 75 67 9 14 165 3.2 1.8 Accepted
computer skills for 3 0
evaluation and recording of
59
Data from table 3 shows that high mean scores were obtained
for all the five listed items. Specifically, item 7, 8, 9, 10, and
11 had the mean values of 3.67, 3.37, 3.12, 3.32 and 3.23
respectively. The values were up to 2.5 and above which was
interpreted as accepted, and therefore indicates that; most
Science teachers use basic computer operations to aid
instruction, most Science teachers use Microsoft office
applications which is essential to teaching and learning,
Science teachers perform basic scientific analysis with
computers during instruction, Science teachers possess
computer skills to create graphic content relevant to the class
been taught, Science teachers apply computer skills for
evaluation and recording of classroom instruction. This
implies that science teachers have skills and computer
application.
Research Question 3: To what extent do sex have effect on
the degree of computer literacy among secondary school
science teachers?
60
Table 4: Mean Response Scores on the Extent Sex Have
Effect on the Degree of Computer Literacy among
Secondary School Science Teachers

4 3 2 1
12 Most Male science 75 67 9 9 165 3.2 1.8 Accepted
teachers are better 3 0
at computer usage
in classroom
encounter
13 Most Male science 25 25 80 35 165 2.2 1.5 Rejected
teacher find the use 4 0
of computer in the
classroom stressful
14 Most Female 30 55 60 20 165 2.5 1.6 Accepted
teachers shy away 7 0
from computer
usage during
instruction
15 Both male and 76 54 28 7 165 3.2 1.7 Accepted
female teacher 1 9
require proper
training to attain
proficiency in the
usage of Computer
Assisted Instruction
(CAI) in teaching
from items 12, 14, and 15 with the mean values of 3.23, 2.57
and 3.21 respectively which were interpreted as accepted
because the values were up to 2.5 and above while item 13
was interpreted as rejected because the mean value of 2.24
61
was below 2.5. This therefore indicates that most male science
teacher do not find the use of computer in the classroom
stressful, most female teachers shy away from computer usage
during instruction, both male and female teachers require
proper training to attain proficiency in the usage of Computer
Assisted Instruction (CAI) in teaching.
Research Question 4: To what extent do subject area of
specialization has an effect on the level of knowledge of
computer among secondary school science teachers?
Table 5: Mean Response Scores On The Extent Of Subject
Area Of Specialization Has An Effect On The Level Of
Knowledge Of Computer Among Secondary School Science
Teachers
S/ ITEMS VH HE LE VLE N X SD DECISION

N E 3 2 1
4
16 Biology teachers are good 70 50 26 19 165 3.0 1.7 Accepted
at using computer 3 4
because of its usage in
illustrating and showing
invisible parts of the body.
17 Chemistry teachers have 20 53 62 30 165 2.3 1.5 Rejected
good knowledge of 8 4
computer because of the
usage in the analysis of
complex molecules during
62
classroom practical and
instructions
18 Maths teachers possess 60 65 25 15 165 3.0 1.7 Accepted
the knowledge of 3 4
computer usage especially
in MS Excel although
computer is unavailable in
most secondary school
classrooms.
19 Physics teachers possess 50 35 50 30 165 2.6 1.6 Accepted
computer knowledge but 3 2
because of inadequate
computer and its
accessories for teachers,
learning and mastery of
its usage is impaired.
from items 16, 18, and 19 which had the mean values of 3.03,
3.03, and 2.63 respectively which were interpreted as accepted
because the values were up to 2.5 and above while item 17
was interpreted as rejected because it has the mean value of
2.38 which is below 2.5. This therefore indicates that Biology
teachers are good at using computer because of its usage in
illustrating and showing invisible parts of the body, Maths
teachers possess the knowledge of computer usage especially
in MS Excel although computer is unavailable in most
secondary school classrooms, Physics teachers possess
computer knowledge but because of inadequate computer and

63
its accessories for teachers, learning and mastery of its usage
is impaired. While item 18 with mean value of 2.38; Chemistry
teachers have good knowledge of computer because of the
usage in the analysis of complex molecules during classroom
practical and instructions was rejected.
Discussion of Findings
The research work was carried out to study the extent of
computer literacy among secondary school science teachers in
Aguata L.G.A. of Anambra state.
The findings of this work are summarized as follows:
1. The findings from table 2 indicates that Science teachers
find basic computer appreciation as important approach to
teaching and learning, Science teachers find it easy to use
online live class platforms, Science teachers find the usage
of computer application as complex and cumbersome to
classroom experience, The knowledge of Computer and its
usage makes certain scientific analysis easier for both
teachers and students, some teachers accept Computer
assisted instruction (CAI) is seen as a very important
64
instrument for classroom instruction. The knowledge of
computer assisted instruction among science teacher is
beneficial for teaching the 21st century children. Therefore
some science teachers have knowledge of computer and its
importance in teaching and learning.
2. The findings in table 3 indicates that; most Science teachers
use basic computer operations to aid instruction, most
Science teachers use Microsoft office applications which is
essential to teaching and learning, Science teachers perform
basic scientific analysis with computers during instruction,
Science teachers possess computer skills to create graphic
content relevant to the class been taught, Science teachers
apply computer skills for evaluation and recording of
classroom instruction. This implies that science teachers
have skills and computer application.
3. The findings in table 4 shows that most male science
teacher do not find the use of computer in the classroom
stressful, most female teachers shy away from computer
usage during instruction, both male and female teachers
65
require proper training to attain proficiency in the usage of
Computer Assisted Instruction (CAI) in teaching.
4. The findings in table 5 revealed that that Biology teachers
are good at using computer because of its usage in
illustrating and showing invisible parts of the body, Maths
teachers possess the knowledge of computer usage
especially in MS Excel although computer is unavailable in
most secondary school classrooms, Physics teachers
possess computer knowledge but because of inadequate
computer and its accessories for teachers, learning and
mastery of its usage is impaired.
66
CHAPTER FIVE
DISCUSSION OF RESULTS
This chapter is discussed under the following sub-headings:
 Discussion of findings,
 Implications of the study,
 Recommendations,
 Limitations of the Study,
 Suggestions for Further Studies,
 Conclusion.
Discussion of Findings
The main purpose of the study was to investigate the
extent of computer literacy possessed by secondary school
science teachers in Aguata Local Government Area of Anambra
State. The findings of the study were presented and discussed
according to the research questions.
67
Firstly, research question one sought to find the extent of
knowledge of computer and its importance possessed by
secondary school science teachers revealed that science
teachers found basic computer appreciation as important to
teaching and learning.
In the course of investigating on the extent of secondary
school science teachers’ knowledge of computer and it’s
importance, the response in the questionnaire indicates
Science teachers find basic computer appreciation are
important to teaching, Science teachers find it easy to use
online live class platforms, Science teachers find the usage of
educational application complex and cumbersome to
classroom experience, The knowledge of Computer and its
usage makes certain scientific analysis easier for both
teachers and students, Computer Assisted Instruction (CAI) is
often seen as unimportant by science teachers, The knowledge
of Computer Assisted Instruction among science teacher is
beneficial for teaching the 21st century child. This agree with
Okolo (2007) that computer has assumed unimaginable
dimensions; it is used as a guild to the learner through a

68
course of instruction at videos displaying unit in such a
manner that will facilitate the understanding of the subject
matter. It helps to speed up the students learning process. He
further commented on computer having other applications in
education in area like W.A.E.C. N.E.C.O. J.A.M.B and so on
which make use of computer in marking multiple-choice
examination papers.
The findings in research question two as well revealed
that Science teachers can perform basic computer operations
to aid instruction, it is also very clear that science teachers
can grapple Microsoft office products essential to teaching and
learning, most of them therefore perform basic scientific
analysis with computers during instruction because they were
equipped with the back knowledge of computer, they also
possess computer skills to create graphic content relevant to
the class been taught, science teachers find computer skills
very useful for evaluation and recording of classroom
instruction. Oluyide (2008) corroborates this view when he
defined “computer science teacher” as those teachers that
69
have basic knowledge of the concept, terminology and
operation that relate to general computer use.
Research question three showed that Male science
teachers are better at computer usage in classroom encounter
research over the years has shown that males dominate in the
use of computers compared to women even when given equal
access Evans (2014), male science teacher doesn't find the use
of computer in the classroom stressful. Female teacher shy
away from computer usage during instruction Oluyide (2014)
opined that traditionally, girls tend to be interested in
computer but use them less often in their spare time and have
more negative attitude towards computers, Both male and
female teacher are equally good at using computer in the
teaching-learning encounter, also male and female teacher
require proper training to attain proficiency in the usage of
Computer Assisted Instruction (CAI ) .
Consequently, the findings in research question four
indicates that Biology teachers are good at using computer
because of its usage in illustrating and showing invisible parts
70
of the body, and Chemistry teachers have good knowledge of
computer because of the usage in the analysis of complex
molecules during classroom practical and instructions,
Mathematics teachers possess the knowledge of computer
usage especially in MS Excel although computer is unavailable
in most secondary school classrooms, Physics teachers lack
computer knowledge because of poor facilities for teacher
learning and mastery of its usage. ). These findings agree with
earlier findings of Phillips and Moss (1993) and the findings of
Jegede, Okebukola and Ajewole (1992) which are directly on
biology. Similarly, the findings agree with the studies of Ajelabi
(1998) on social studies, Egunjobi, (2002) in geography,
(Udousoro, 2000) in mathematics, and Okoro, and Etukudo,
(2001) in chemistry, conducted in Nigeria which confirmed
that CAI has been effective in enhancing students’
performance in other subjects than the conventional
71
Implications of the Findings
As a result of the findings from the study, several different
aspects of the study can be changed to improve student
achievement or further study results. Other researchers can
look to conduct the study on a larger population for
generalization purposes. Based on the findings, a more
generalized population could provide for better results for
student achievement in comparison to the current study. Also,
the students did benefit from the supplemental instruction
provided in both classes; therefore, the use of the CAI as a
supplement for the students should prove to be a benefit by
allowing the classroom to be more student-centered. The
researcher will continue to utilize CAI in the classroom to
improve student achievement. The additional supplemental
instruction can be used in the researcher’s future classes to
allow for the students to work at their own pace and skill
levels.
The researcher in future classes will require the additional
supplemental instruction as regular graded assignments.
72
Based on the students’ responses to the short answer
questions, the researcher feels that requiring the CAI be
graded with all regular graded assignments rather than as
extra credit will hold the students accountable for excelling at
the CAI and make it more of a priority in comparison to how it
was perceived in the study. The CAI grades will affect the
students’ grades similar to all other assignments within the
class; thus, the students should apply more effort to insure
that all aspects of the CAI get completed.
Recommendation
Based on the findings of this study, the following
recommendations were made:
1. Teachers should use the knoeledge of computer in the
teaching and learning process to improve the learning of
science subjects.
2. In-service training, seminars, workshops and conferences
should be organized by the government and professional
bodies like Teachers Registration Council of Nigeria (TRCN),
Nigerian Union of Teachers (NUT), computer institutes,
73
Science Teachers Association of Nigeria (STAN) on computer
literacy programmes.
3. Government, host communities and Parents Teacher’s
Associations should provide the teachers with computers
and ICT centers in secondary schools for effective job
delivery.
4. Incentives should be given to teachers to enhance the
knowledge in the use of computer in education through soft
loans.
Conclusion
Based on the findings of this study, the following conclusions
were made:
- The computer literacy level among secondary school
teachers in Aguata L.G.A of Anambra state however, was
observed that majority of the teachers are computer
literates.
- Although the majority of science teachers are computer
literate but the impact of computer literacy among the
science teachers is very low. However, it was observed that

74
the teachers were computer literates but most did not use
the computer knowledge in the teaching process because of
inadequate provision of computers in secondary schools in
Anambra state.
- It was observed that majority of factors are responsible for
the failure of the computer literacy programme among
teachers in secondary schools in Anambra State
Limitations of the study
The study is a reflection of the opinion and perception of
the science teachers while the students who are also
stakeholders in the concept are left behind. It would have been
more broadminded if the opinion of the students were also
considered.
Suggestions for Further Studies
It is the opinion of the researchers that further studies should
be carried out in the following areas:
1. Causes of students’ inadequate knowledge in the usage of
computer to tackle science subjects in secondary schools.
75
2. The Problems of Science teachers in the usage of
Computer in classroom instruction ( with teachers
population)
3. The causes of students' poor performance in science
subjects in secondary schools (students’ population).
76
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84
APPENDIX I
QUESTIONNAIRE
School of Sciences,
Department of Computer Biology,
Federal College of Education
(Technical,)
P. M. B. 0189, Umunze,
Orumba South Local Government
Area,
Anambra State.
28th September, 2020
Dear Respondents,
We are final year students of the above named College. We are

carrying out a research on: ‘The Extent Of Computer
Literacy Among Secondary School Science Teachers In
Aguata Local Government Area Of Anambra State.’’
Please, kindly respond to the items in this questionnaire to

enable us complete this research. Your responses will be
treated as confidential and will be used for the purpose of this
research only.
Thanks for your anticipated co-operation.
Yours faithfully,
_______________
Okagwu Chinaza Gloria
Nnatuanya Joy Oluom
Eze Loveth Ukamaka
Anyaora Ifechukwu Cynthia
(For The Researchers.)
85
SECTION A:
Personal Data
Name of School____________________________________
Year of experience: Below 2 years
2-5 years 5-10 years
Above 10 years
Please tick (√) where necessary as the case may be.
Section A
Gender of respondent
A Male ( )
B Female ( )
Age distribution of respondents
15-20 ( )
21-30 ( )
31-40 ( )
41-50 ( ) 51 and above ( )
Educational qualification off respondents
NCE/OND ( )
HND/BSC/B.ED ( )
PGD/MSC ( )
PHD ( )
Others……………………………….
86
SECTION B:
Tick √ on the option that best suits your opinion
VHE _______ Very High Extent
HE _______ High Extent
LE _______ Low Extent
VLE _______ Very Low Extent
Question 1: To what extent does secondary school science

teachers have knowledge of computer and its importance?
S/N Items VHE HE LE VLE
1 Science teachers find basic computer

appreciation as unimportant to teaching
2 Science teachers find it easy to use online live

class platforms
3 Science teachers find the usage of educational

application complex and cumbersome to
classroom experience
4 The knowledge of Computer and its usage

makes certain scientific analysis easier for both
teachers and students
5 Some teachers accept Computer assisted

instruction (CAI) as a seen a very important
instrument for classroom instruction.
6 The knowledge of computer assisted instruction

among science teacher is beneficial for teaching
the 21st century child.
87
teachers have skills and computer application?
7 Science teachers can perform basic

computer operations to aid
instruction.
8 Science teachers can grapple

Microsoft office products essential
to teaching and learning
9 Science teachers perform basic

scientific analysis with computers
during instruction
10 Science teachers possess computer

skills to create graphic content
relevant to the class been taught.
11 Science teachers find computer

skills very useful for evaluation and
recording of classroom instruction.
Research Question 3: To what extent does sex have effect on

the degree of computer literacy among secondary school
science teachers?
S/N ITEMS VHE HE LE VLE
12 Male science teachers are better at computer usage

in classroom encounter
13 Male science teacher find the use of computer in

the classroom stressful
14 Female teacher shy away from computer usage

during instruction
Both male and female teacher are equally good at

1
88
using computer in the teaching-learning encounter
5
Both male and female teacher require proper

1
6
training to attain proficiency in the usage of
Computer Assisted Instruction (CAI) in teaching
Research Question 4: To what extent do subject area of

specialization has an effect on the level of knowledge of
computer among secondary school science teachers?
17 Biology teachers are good at using

computer because of its usage in
illustrating and showing invisible parts
of the body.
18 Chemistry teachers have good

knowledge of computer because of the
usage in the analysis of complex
molecules during classroom practical
and instructions
19 Mathematics teachers in secondary

possess little knowledge of computer
usage because of its unavailability in
classroom
20 Physics teachers lack computer

knowledge because of poor facilities for
teacher learning and mastery of its
usage
89
APPENDIX II
List of all the schools and population of their science

teachers.
S/N NAME OF SCHOOLS Physics Chemistry Biology Geography Total
Teachers Teachers Teachers Teachers
1. Aguata High School Aguata 2 2 2 2 8
3. Christ the Redeemer College 3 2 2 1 8

Amesi
4. Community Secondary school 3 2 2 2 9

(BSS) Ezinifite
5. Community Secondary School 2 3 2 1 8

(BSS) Igboukwu
6. Community secondary school 2 2 2 1 7

Aguluezechukwu

Akpo
8. Community secondary school 2 2 2 2 8

Usofia

Ndiukwuenu

Nkpologwu
11. Community Secondary School, 2 3 2 1 8

Oraeri

Uga

Umuchu
14 Community secondary school 2 2 2 1 7

Achina
90
15 Ezinifiti High school Ezinifite 2 2 2 1 7
(GSS)
16 St Peter College Achina 3 3 2 2 10
17 Girls High School Uga 2 2 2 1 7
18 Girls Secondary School 2 2 2 1 7

Igboukwu
19 Government Technical College 2 2 2 2 8

Umuchu
20 Pioneer Secondary School 2 2 2 1 7

(GSS) Umuchu
21 Uga Boys Secondary School 2 2 2 1 7

Uga
22 Umuchu High school Umuchu 2 2 2 1 7
23 Urban Girls Secondary School 2 2 2 1 7

Ekwulobia
Total 47 47 44 27 165
91

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CHAPTER ONE

Science is defined as a system of acquiring knowledge based

on the scientific process or method in order to organize a body

of knowledge gained through research. Science is a continuous

effort to discover and increase knowledge through research.

Scientists make observations, record measureable data related

to their observations, and analyze the information at hand to

construct theoretical explanations of the phenomenon

According to Iloanusi (2008) the term “computer” is an

electronic device that is capable of accepting, storing and

processing data with great speed and to give out information

as output. Another text by Nwosu (2001) defined “computer” a

device or machine that accept data, process data, and stores

data and produce result. Nnebe (2007) sees the world

“computer” as a device or machine that under program control

performs asthmatic and logical operation without human

is a very fast electronic processing machine that has strong

capabilities, which can perform either in numbers and

symbols. Information can be stored and retained, the common

feature in all the definition is that the computer is machine

that receives input treats and releases them required to note

some. It is also necessary to note some important of

computer as enumerated by Okolo (2007) He said that

computer has assumed unimaginable dimensions, it is used

as a guild to the learner through a course of institution at

videos displaying unit in such a manner that will facilitate the

understanding of the subject matter. It helps to speed up the

students learning process. He further commented on computer

having other applications in education in area like W.A.E.C.

N.E.C.O. J.A.M.B so on. They make use of computer in

marking multiple-choice examination papers.

From the contribution of Iloanusi (2008) computer are useful

for storing information about crimes, criminals and suspects.

He said it could be very useful in crime detection and

prevention. Such system can be interfaced with photograph

small storage space. Information storage and retrieval are

speeded up and computer records an easily be up-dated as the

need arises. In these researchers point of “view” the impacts of

computer in virtually every sphere of human endeavor are

enormous, from the interaction we had with P.H.B. Bank

manager (2010), we found out that computers plays a vital role

in bank for keeping all the data and information of customers

and equally used for operation of automatic teller machine

(A.T.M). These researchers also had a chat with the doctor of

railway crossing hospital (2010), we further found out that

computer plays a tremendous role in health care delving,

doctors used computer for diagnosis, perform surgical

procedures and keep up with rapid changes in medicine. In

fact the importance of computer in our society cannot be over-

A science teacher not only helps answer questions, they

inspire their students to seek out the answers for themselves.

A science education includes subjects such as chemistry,

on the physical sciences. Through lab experiments, field trips,

mixed media materials and computer research, you’ll have the

opportunity to encourage students to explore the natural

world around them and learn new and evolving scientific

theories. ncreasingly, nations need a skilled, knowledgeable

workforce and a citizenry equipped to function in a complex