Abstract: The study was designed to investigate computer literacy and effective teaching among science teachers in secondary schools in Abak Local Government Area. Three research hypotheses were formulated to guide the study using a survey research design. The population of the study consisted of all the Science teachers in Abak Local Government Area. Sample size of 20 science teachers were chosen for the study Area. A questionnaire titled; computer literacy and science teaching among science teachers questionnaire (CLASTSTQ) was adopted to obtain data for the study. Data collected were analyzed using Pearson Product Moment Correlation Coefficient (PPMC).
Findings show that computer assisted instruction (CAI) has a significant relationship with teaching effectiveness among science teachers in secondary schools. Also the findings revealed that the Web-Based Instruction (WBI) has a significant relationship with the teaching effectiveness among science teachers in secondary schools. Finally, gender difference significantly relate to teaching effectiveness among science teachers in secondary schools. It was recommended among others that in-service training, seminars, workshops and conferences be organized by the government and professional bodies such as Teachers Registration Council of Nigeria (TRCN), Nigeria Union of Teachers (NUT), computer institutes, etc. on computer literacy programme for teachers.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
During the last decades, the government and other agencies have invested heavily in the integration of computer in education, believing that the use of these will enable teachers and students to access the necessary information for meaningful learning.
Also, it is believed that, the use of computers will impart positively in teaching methodology, research and developments, information technology and other related areas. Hence, the integrations of computer into the teaching and learning process in Nigerian Institutions (Nursery, Primary, Post-primary and tertiary) is a welcomed development towards improvement and advancement of education in line with the global standard.
Akeem (2006), noted that the integration of computer and ICT in school system help students to learn independently, be updated with the school information and stand a better chance to obtain better academic achievement. Since the world itself is technologically inclined. He added that the use of computers will help teachers in preparing the lesson content, assist in curriculum design and stand a chance of delivering their lessons to the students in a more effective and encapsulating manner.
Abolade and Yusuf (2005) also asserted that the use of information and communication technology is an essential tool in any educational system. It has the potential of being used to meet the needs of individual students, promote equality of educational opportunities; offer high quality learning materials, increase self efficacy and independence of learning among students, and improve teachers’ professional development in the area of lesson delivering and competency.
Adebayo (2008) asserted that, the function of teaching in education process is considered paramount especially when we consider teaching and learning process as the acquisition of knowledge and skills by individual to enable him/her become useful member of the society. He went further to say that the comprehensive knowledge of computer makes the teacher to stand a chance of promoting effective teaching, organizing lesson content to suit individual needs and help in the actualization of educational objectives.
Computer literacy is the knowledge and ability to efficiently use of computer. It is also the level to which someone can use the computer and its application in solving specific problems. It involves being able to operate the computer efficiently without and aid and manipulate the software associated with it (Terry 2004) in Nwafor (2015).
Nkem (2006), opined that computer literacy is the skill and knowledge an individual posses which enable him to perform certain functions in any given process, using the computer.
Computer literacy is of great importance in education. Its application in classroom instruction has transformed teaching and learning. The skill and knowledge of computer has improved learning outcome and information sharing.
According to Wart (2008), computer literacy may be described as follows:
1. The ability to control and program a computer for personal, academic and professional goals;
2. The ability to use a variety of computer software applications within a personal, academic and professional context;
3. The ability to understand growing economic, social and psychological impacts that computers are having on groups and individual;
4. The ability to make use of ideas from the world of computer programming and computer application as part of an individual’s strategies for retrieving information, communicating and problem solving.
He concluded that the need for computer literacy cannot be underestimated since its main objective is to facilitate faster and better comprehension and appreciation of the subject matter in such a way as to obtain the maximum possible output from the teaching and learning process.
Nwachukwu (2005) opined that with the changes in the forms, formats, and expressions of information, have witnessed new media technology. It is therefore of paramount importance for teachers to adapt themselves to new roles and skills technologically in order to cope with the impending changes.
1.2 Statement of the Problem There has been a great improvement in the rate of computer usage. However, this improvement has not been so much felt in the area of academics. Most teachers and students know how to operate computers, but its contribution to learning and teaching process has not been strongly felt, which is why the study is being conducted; to investigate the impact of computer literacy in teaching.
One of the major points of the Nigerian philosophy of education is the building of a just and egalitarian society and a land bright and full of opportunities for all citizens (FRN, 2014). This implies the provision of materials and facilities to the teachers and students for meaningful learning. It becomes necessary for teachers to acquaint themselves with computer technology to help students study to their full potential.
Idowu (2001) asserted that teachers are the primary agents of the educational innovation. Therefore, computer literacy among secondary school teachers should be seen as an invaluable pre-requisite that would help facilitate the teaching and learning procedure in this modern age of information explosion.
Computer literacy is of great importance in education, but it is faced with numerous problem ranging from lack of funds for the purchase of the computer and its accessories, lack of resource personnels, non-utilization of the computers for the teaching and learning process and teachers’ unwillingness to familiarize themselves with the technologies. It was on this background that the researcher was interested in ascertaining the relationship between computer literacy and effective teaching among science teachers in secondary schools in Abak Local Government Area.
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