AN INVESTIGATION INTO THE LEVEL OF COMPUTER LITERACY AMONG THE SENIOR SECONDARY SCHOOL STUDENTS IN KEBBI STATE

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

The Information and Communication Technology (ICT) industry has completely seized control of the economy throughout the world. ICT is required for the majority of activities, if not all of them. The education industry is not left out of this as Information and Communication Technology (ICT) has improved the method of teaching and learning; it has made teaching and learning less difficult. This has not only improved the method of teaching and learning but it has also made the education industry more competitive. Teaching and learning with the assistance of information and communications technology has expanded beyond the confines of a traditional classroom to include studying from the convenience of one's own home (Yusuf, 2020). The digital gap between information rich societies and information poor societies has been closed thanks to recent advances in technology. ICT has the potentials of boosting relevance and quality of education in poor nations, according to Tinio (2019). Additionally, the area of education has been touched by ICT, which has undeniably altered teaching, learning, and research. The many advantages of ICT to the standard of education have been shown by the efforts of a great number of researchers (Yusuf, 2020).

The capacity to utilize computers to carry out a range of activities is referred to as computer literacy, and it is becoming more essential to the learning process (Osuji, 2020). The ability to use a broad variety of software programs on a computer for a variety of tasks is an essential component of computer literacy. According to Albirini (2019), computer literacy is the perception that educators have about their computer knowledge and abilities. Because the state governments in Nigeria were required to completely follow the National Policy on Computer Instruction in Nigeria's policy, they implemented computer literacy education in all secondary schools in Nigeria in the year 1997. This was done so that the policy could be fully implemented (Bada, Ajibade & Ojedokun, 2020, and Adomi & Kpangban, 2021). The reasons for this are as follows: to make the current generation appreciate the use of computers; to make both students and teachers appreciate the benefits of computers to the education sector; and to expose both students and teachers to an unlimited body of knowledge. In a similar vein, the National Policy on Information Technology was introduced by the Federal Government of Nigeria in an effort to fully implement the use of computers across schools. This was done as part of the government's bid to fully implement the use of computers across schools. Because such rules are in place, initiatives have been made to increase the use of information and communications technology (ICT) in both teaching and learning at all levels of education, from elementary to tertiary.

However, the situation in primary and secondary schools across the country has not really improved; we still see cases of most schools not having computer laboratories, and those schools that try to have computer laboratories do not have qualified teachers to teach in them, amongst other factors. The situation in primary and secondary schools across the country has not really improved. Even while some private schools are making an effort to offer a few computers for students to study on, computer education is extremely poor throughout the junior secondary school system.

According to the findings of an investigation that was carried out by Jegede and Owolabi (2019), when the Nigeria National Computer Policy of 1987 was compared with what is currently available across secondary schools in Nigeria, it was found that computer education is more commonly practiced in Federal unity schools and a few private schools. Since these schools are situated in metropolitan regions, it follows that a greater number of schools in urban areas provide computer instruction when compared to schools in rural areas. When compared to public schools, private secondary schools have greater access to computers and make greater use of them in the classroom as a learning and teaching tool, according to the findings of a study that was conducted by Osunwusi and Abifarin (2021) to determine the level of computer literacy. In light of the present situation of computer literacy in urban regions, there is a pressing need to investigate the degree of computer literacy among junior secondary school students in rural areas. This raises a number of concerns, including the following: "Is computer literacy taught in rural areas?" Is there a curriculum for computer science in junior secondary schools? The National Policy on Education in Nigeria, if there is one, is it being implemented at the schools that serve rural areas? In light of the fact that the purpose of this research is to investigate the degree of computer literacy among junior secondary school pupils, these questions provide a great deal of cause for worry. The Joint Admissions and Matriculation Board has just begun using computer-based tests, often known as CBTs, for its examinations. This is particularly important now that they have done so. In order to pass the test, one of the requirements is that the candidate must have a working knowledge of computers. Having a working knowledge of computers needs a solid foundation, such as having computer classes beginning in elementary school. Because of this, it is important for this research to evaluate the degree of computer literacy among the senior secondary school students in Kebbi state. A student who is taught computer in elementary and secondary school would not have any problems in JAMB's test.

1.2       Statement of Problem

Literacy in the use of computers has been one of the challenges facing the educational system in Nigeria, particularly in the state of Kebbi, especially when one considers the present state of technology. Due to the fact that the majority of schools do not provide any kind of computer education, the level of computer literacy in junior secondary schools throughout the nation is quite concerning. Schools that make an effort to educate students focus more on theory than on practice; there are no computers available to link theory with practice; schools that do have computers have a restricted number of them(Bada, Ajibade & Ojedokun, 2020).

In a similar vein, the shortage of qualified educators is another issue that is connected to the poor level of computer literacy among junior secondary school students. It is very uncommon for computer science professors, particularly those working in rural regions, to lack the necessary expertise. They are only competent in the most fundamental aspects of computers, and this knowledge by itself is not enough to provide them with the means to educate students thoroughly on computer literacy. These are only some of the issues that will have their own set of recommendations based on this research.

1.3. Objectives of the Study

The aim of this study is to  investigation the level of computer literacy among the senior secondary school students in kebbi state. Specifically, the study intends to:

i.          To examine computer literacy level among secondary school student.

ii.        To assess relationship between computer literacy and students academic performance.

iii.      To recommend ways of improving computer literacy among students in Kebbi  State.

1.4. Research Questions 

The following research questions were asked to guide the study

i.          What is the  computer literacy level among secondary school student?

ii.        Is there a relationship between computer literacy and students academic performance?

iii.      What are the recommended ways of improving computer literacy among students in Kebbi  State?

1.5       Significance of the Study

This research study aims to contribute both theoretically to the literature, and practically to the education sector of Nigeria, it shall seek to provide ordinary insight on area concerned with computer literacy, and explore the possibility of improving the level of computer literacy among the junior secondary school student in Kebbi State and Nigeria as a whole. It also aims to contribute to the extant literature on the level of computer literacy among the junior secondary school students in Kebbi  State. The study has the potential of encouraging the government and management of secondary schools to see the need for providing schools with computer facilities in order to improve the level of computer literacy in the country.  It will encourage even non-governmental organizations to contribute towards providing secondary schools with computers, computer text books and even internet services.

Finally, this study is significant to the academic community as it will contribute to the existing literature.

1.6       Scope of the Study

The study will examine computer literacy level among secondary school student. The study will also assess relationship between computer literacy and students academic performance. Lastly, the study will recommend ways of improving computer literacy among students in Kebbi  State. Hence this study will be delimited to Kebbi state.

1.7       Limitation of the Study

This study was constrained by a number of factors which are

Time: - This is the first limitation that affected the research study badly because carrying out the study requires time and one can’t afford to miss lecture and embark on a journey to the cost study.

Finance: - It is another limitation because the study requires enough funds to carry out the research and without the funds the study will not be fruition.

1.8       Definition of Terms

Level:A position on a scale of amount, quantity, extent, or quality.

Computer Literacy: Is the ability to use computers and related technology efficiently, with a range of skills covering levels from elementary use to programming and advanced problem solving.

REFERENCES

Adomi, E.E., and Kpangban, E.(2010).Application of ICTsin Nigerian Secondary Schools. Library Philosophy and practice.Retrieved online at www.mysitefeed.com/feed/3688on 8 January, 2013.

Albirini, A. (2004). An exploration of the factors associated with the attitudes of high school EFL teachers in Syria toward Information and Communication Technology. Doctoral dissertation, Ohio state university.

Bada, T.; Ajibade, A. & Ojedokun, O. (2009).Uses of computer and its relevance to teaching and learning in Nigerian educational system.Educational Research and Review.4(10), 443 -447.

Jegede, P. O. & Owolabi, J.A. (2003).Computer education in Nigerian secondary schools: gaps between policy and practice. Meridian: A Middle School Computer Technology Online Journal,8(1), accessed November, 5, 2014 from www.ncsu.edu/meridian/sum 2003/nigeria/2.html/

Osuji, U. S. A. (2010). An Assessment Of The Computer Literacy Level of Open And Distance Learning Students In Lagos State, Nigeria. Turkish Online Journal of Distance Education11 (4) 8

Osunwusi, A.O. and Abifarin, M. S. (2013). A comparative assessment of computer literacy of private and public secondary school students in Lagos State, Nigeria.Education a Research and Reviews.8(12), 881 -889.

Tinio, V.L. (2002). ICT in Education: UN Development Programme. Accessed November 12, 2014 from http:www.eprmers.org on December.

Yell, N., (2001). Teaching and learning with information and communication technologies (ICT) for numeracy in the early childhood and primary years of schooling. Australia: Department of Education, Training and Youth Affairs,

Yusuf, M.O. (2005). Information and communication education: Analyzing the Nigerian national policy for information technology. International Education Journal 6 (3), 316-321

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