A SURVEY OF IMPEDIMENTS TO IMPLEMENTATION OF THE COMPUTER SCIENCE EDUCATION (CSE) PROGRAMME IN COLLEGES OF EDUCATION IN BENUE STATE

TERHEMEN ORAGANDE

Department of Computer Science Education,
College of Education Katsina-Ala, Benue State.
Email: [email protected]

ABSTRACT

The purpose of this study was to investigate the impediments to implementation of the Computer science education (CSE) programme in Colleges of Education in Benue state. Six research questions guided the study. A survey research design was employed for the study. The population consisted of all the 23lecturers from the three Colleges of Education in the state. A random sample of 18respondents was drawn from the population. An instrument entitled impediments to implementation of computer science education (CSE) programme in Colleges of Education in Benue state was administered on the respondents while data collected were analysed using simple percentages. The results indicated that lack of well-equipped computer laboratories, lack of sufficient academic staff, lack of laboratory technologists, lack of laboratory instructors and lack of suitable standby generators constitute the impediments to implementation of the CSE programme in the state’s Colleges of Education. The researcher suggested the urgent recruitment of all the needed academic staff, laboratory technologists, and laboratory instructors as ways of changing the scenario to guarantee the effective implementation of this programme in Colleges of Education in Benue state. The researcher also urged the affected institutions to liaise with Tertiary Education trust fund (TETFund) to equip their computer laboratories as well as provide suitable standby generators for effective implementation of this programme in their institutions.

Keywords: Computer Science Education, Impediments, Implementation

INTRODUCTION

            Computer science education (CSE) is concerned with the teaching and learning of computer science (Sentance,2016). The computer science education programme was introduced in Nigerian colleges of education to train teachers who on graduation would be employed to teach computer studies in secondary schools. The decision to introduce this programme in these teacher institutes followed the introduction of computer education in Nigerian secondary schools in 1987 and the formulation of the national policy on computer education and computer literacy in 1988 (Jegede & Owolabi,2003). With the development of the national computer curriculum by the Nigerian Educational Research and Development Council (NERDC) in 2002 and its integration into the primary school curriculum, the computer science education programme in colleges of education became even more relevant (Adefunke, Ayodele & Olufemi, 2014).

Computer education was introduced into Nigerian primary and secondary schools to make school children computer literate so that they can appreciate and use computers in different aspects of life and in future employment. Computer literacy connotes the ability to use computers and related technologies efficiently (LaPlant, 2014). Computer literacy also refers to the comfort level someone has with using computer programs and other applications that are associated with computers (Urbano, 2013). The precise definition of computer literacy vary from group to group but computer literacy often connotes a little more than the ability to use specific applications such as Microsoft Word, Microsoft Excel, Microsoft Internet Explorer, Google Chrome etc. for certain well-defined simple tasks. Computer literacy is a very important skill all need to possess in the modern world. Employers want all their workers to have basic computer skills as organizations are becoming increasingly dependent on computers. Computer literacy also has an impact on learners. Research has shown that computer literacy has a positive impact on students’ academic performance (Oseghale &John, 2014).

In order to promote computer education and computer literacy in our primary and secondary schools, an effective implementation of computer science education programme in our teacher institutes is essential. The introduction of computer science education programme in Nigerian Colleges of education was therefore a welcome development however, the implementation of this programme in these institutes is faced with many problems. Several studies including that of Isyaku (2016) and that of Martins and Omeneke (2016) have shown that the computer science education programme in Nigerian Colleges of education is faced with lots of implementation problems. Isyaku (2016) carried out an assessment of the implementation of computer science education programme in Colleges of Education in Kano and Jigawa states in order to establish the impediments to implementation of the programme in these institutions. The findings showed that inadequate provision of facilities and equipment, inadequate manpower and funds and inappropriate teaching methodologies were the major impediments. Martins and Omeneke (2018) in a paper entitled ‘’Current Status and Problems Facing the Implementation of Computer Education in Nigeria’’ observed that computer education has not been well implemented in Nigerian tertiary institutions. He pointed out that most tertiary institutions have computer science programmes but emphasis is on theory rather than practical denying learners the computer skills needed in the work place. He mentioned the impediments to implementation of computer education in Nigeria to include mismanagement of huge resources, lack of infrastructural facilities, shortage of qualified personnel, cost of acquiring hardware and software, training and instructional emphasis on theory rather than practical and dearth of research on computer education.

It is sad but important to state at this point that the problems of implementation of computer science education programme in Colleges of Education in Nigeria have impacted on the problems of implementation of computer education in both primary and secondary schools in the nation as reported in literature. Bamidele and Bakare (2015) investigated the impediments to implementation of computer science education curriculum in public secondary schools in Osun State, Nigeria, the findings revealed that there has been low implementation of the computer science curriculum. The findings further revealed that lack of facilities and the poor attitude of stake holders accounted for the low implementation the computer science education curriculum. In a paper entitled ‘’Computer Science Education in the Universal Basic education: Problems and Prospects’’, Haruna (2014) identified poor implementation and management strategy, inadequate supply of electricity, inadequate schools and classrooms, problem of setting up and management of computer laboratory in our primary and Junior secondary schools, lack of adequate and well trained computer science teachers and lack of motivation as the major impediments to implementation of computer education in Nigerian primary and junior secondary schools. Jegede and Owolabi (2003).investigated computer education in Nigerian schools to ascertain the gaps between policy pronouncements and practice. The findings revealed that there is a wide gap between policy pronouncement on computer education and practice. Arikpo and Odinko (2019) evaluated the implementation of computer studies curriculum in upper basic level of education in Cross-River State , Nigeria, the findings revealed that inadequate facilities, lack of incentive from government, shortage of qualified teachers, lack of finance to maintain computer laboratory and power failure are the factors militating against effective implementation of computer studies curriculum at this level of education.

The above findings have shown that the problems of implementing computer education in Nigerian primary and secondary schools are many and varied. The findings also suggest that the problems of implementing computer science education programme in colleges of education in the country may have impacted on the problems of implementing computer education in primary and secondary schools in the country. There is thus every need to investigate the impediments to implementation of computer science education programme in Colleges of Education in every state of the federation so that remedial measures can be taken to enhance its implementation to promote computer education and computer literacy in the nation’s primary and secondary schools. The impediments to implementation of computer science education in Colleges of Education in Kano and Jigawa states calls for a similar investigation in Benue state to ascertain the impediments to implementation of computer science education in her Colleges of Education.

Benue state has three colleges of education that have been accredited by the National Commission for Colleges of Education (NCCE) to offer computer science education programme namely; College of Education Katsina-Ala, College of Education Oju and Luga College of Education Gboko. While there no previous research reports on the impediments to implementation of this programme in the state’s Colleges of Education, there are reported cases of many graduates of CSE from these institutions who do not possess computer skills. These are indices of poor implementation of the programme in her teacher institutes. In order to promote computer education and computer literacy among students in primary and secondary schools in the state, efforts must be made to investigate and identify the various impediments to effective implementation of the computer science education programme in Colleges of education in the state so that urgent measures can be taken to correct the ugly trend and hence this research.

The purpose of this study therefore is to establish the various impediments to implementation of the computer science education programme in Colleges of Education in Benue state. The research would attempt to answer the following questions: Has the CSE programme been effectively implemented in Colleges of Education in Benue state? Is lack of well-equipped computer laboratory an impediment to implementation of CSE programme in Colleges of Education in Benue state? Is lack sufficient academic staff an impediment to implementation of the CSE programme in Colleges of Education in Benue state? Is lack of laboratory technologists an impediment to implementation of CSE programme in Colleges of Education in Benue state? Is lack of laboratory instructors an impediment to implementation of CSE programme in Colleges of Education in Benue state? Is lack of suitable standby generators an impediment to implementation of CSE programme in Colleges of Education in Benue state?

This research would be beneficial to Benue state government, students in both primary and secondary schools in the state and College management of the individual institutions. To the government, this research would open her eyes to realize that its policy on computer education has not been achieved partly because of the poor implementation of the CSE programme in her Colleges of Education. This would prompt her to act swiftly so that the CSE programme is effectively implemented in these institutions. Students in primary and secondary school in Benue state stand to gain from the findings of this research. On identifying and addressing these impediments, computer education would be boosted in their schools and they would get the required computer literacy which is a necessary skill in the modern world. The findings of the research would also help College managements of the different Colleges of Education in the state to take deliberate steps so that CSE programme in their institutions is effectively implemented.

Method

A survey research design was employed for the study. A survey research is a form of descriptive research which involves the use of standardized questionnaires or interviews to collect data about people and their preferences, thoughts, and behaviours in a systematic manner. In this research design, large or small samples are usually drawn from a population in order to examine the characteristics of the entire population (Akem,2008). Besides in this design, the characteristics of a population are usually studied without manipulating or controlling it.

The study was carried out in Colleges of Education in Benue state which have been accredited by NCCE to run the CSE programme namely; College of Education Katsina-Ala, College of Education Oju and Luga College of Education Gboko. The population consisted of all the 23 computer science lecturers in the three Colleges of Education in the state. A random sampling technique was a

dopted for the research because all the lecturers in CSE Departments of the institutions under study were experienced and had equal probability of been selected as none was below the rank of Lecturer-1. A random sample of 78.2% corresponding to 18 lecturers was drawn from the population. A large sample was adopted because the population was small and to enhance the accuracy of the results.

The instrument used for data collection was the researcher’s self-structured questionnaire titled: impediments to implementation of CSE programme in Colleges of Education in Benue state. The instrument consisted of eight questions measured on nominal scale. The instrument was validated in both face content by two experts from College of Education Katsina-Ala: one in Computer Science Education and the other in measurement and evaluation before it was administered to the respondents for data collection. The data collected were analysed using simple percentages.

RESULTS

Research Question One: Has the Computer Science Education programme been effectively implemented in Colleges of Education in Benue State?

To answer this research question responses of the respondents on item3 of the questionnaire were analysed using simple percentages as shown in Table1.

Table 1: Responses on Implementation of CSE in Colleges of Education in Benue state

Responses on this item as seen in Table 1 clearly show that only 1 out of 18 respondents representing 5.55% said the CSE programme has been effectively implemented in Colleges of Education in Benue state. In contrast 17 out 18 respondents representing 94.45% said that the CSE programme has not been effectively implemented in Colleges of Education in Benue state. These results clearly indicate that the CSE programme has not been effectively implemented in Colleges of Education in Benue state.

Research Question Two: Is lack of well-equipped computer laboratory an impediment to effective implementation of CSE programme in Colleges of Education in Benue state?

To answer this research question the responses of the respondents on item 4 of the questionnaire were analysed using simple percentages as presented in the Table 2.

Table 2: Responses on Lack of Well-Equipped Computer Laboratory

On this item of the questionnaire,15 out of 18 respondents representing 83.33% said lack of well-equipped computer laboratory is an impediment to effective implementation of CSE in Colleges of Education in Benue state. In contrast, only 3 out 18 respondents representing 16.67% said lack of well-equipped computer laboratory is not an impediment to implementation to CSE programme in Colleges of Education in Benue state. The results of this analysis indicate that lack of well-equipped computer laboratory is an impediment to effective implementation of CSE programme in Colleges of Education in Benue state.

Research Question Three: Is lack of sufficient academic staff an impediment to effective implementation of the CSE programme in Colleges of Education in Benue state?

To answer this question the responses of respondents on item 5 were analysed using simple percentages as shown in Table 3.

Table 3: Responses on Lack of Sufficient Academic Staff

A close look at the responses on this item of the questionnaire as seen in Table 3 reveal that 12 out of 18 respondents representing66.67% said lack of sufficient academic staff is an impediment to effective implementation of CSE programme in Colleges of Education in Benue state. In contrast 6 out of 18 respondents representing 33.33% said lack of academic staff is not an impediment to effective implementation of CSE programme in Colleges of Education in the state. The results of this analysis show that lack of sufficient academic staff is an impediment to effective implementation of CSE programme in Colleges of Education in Benue state.

Research Question Four: Is lack of laboratory technologists an impediment to implementation of CSE programme in Colleges of Education in Benue state?

To answer this research question, the responses of the respondents on item 6 were analysed using simple percentages as presented in Table 4.

Table 4: Responses on Lack of Laboratory Technologists

Data obtained on this item of the questionnaire as analysed on Table 4 shows that 14 out of 18 respondents representing 77.78% said lack of laboratory technologists is an impediment to implementation of CSE programme in Colleges of Education in Benue state. In contrast 4 out of 18 respondents representing 22.22% said lack of laboratory technologists is not an impediment to implementation of CSE programme in Colleges of Education in Benue state. The results of this analysis indicate that lack of laboratory technologists is an impediment to effective implementation of the CSE programme in Colleges of Education in Benue state.

Research Question Five: Is lack of computer laboratory instructors an impediment to implementation of CSE programme in Colleges of Education in Benue state?

To answer this question, the responses respondents on item 7 were analysed as presented in Table 5.

Table 5: Responses on Lack of Computer Laboratory Instructors

Responses on this item of the questionnaire show that 16 out of 18 respondents representing 88.89% said lack of laboratory instructors is an impediment to implementation of CSE programme in Colleges of Education in Benue state while 2 out of 18 respondents representing 11.11% said lack of computer laboratory instructors is not an impediment to implementation of CSE programme in Colleges of Education in Benue state. The results show that lack of laboratory instructors constitute an impediment to implementation of CSE programme in Colleges of Education in the state.

Research Question Six: Is lack of a suitable standby generator an impediment to effective implementation of CSE programme in Colleges of Education in Benue state?

To answer this question the responses of the respondents on item 8 of the questionnaire were analysed using simple percentages as presented in Table 6.

Table 6: Responses on Lack of Suitable Standby generators

A breakdown of the responses on this item of the questionnaire shows that 16 out of 18 respondents representing 88.89% said lack of suitable standby generators is an impediment to effective implementation of the CSE programme in Colleges of Education in Benue state. In contrast 2 out of 18 respondents representing 11.11% said lack of suitable standby generators is not an impediment to effective implementation of CSE programme in Colleges of Education in Benue state. The results indicate that lack of suitable standby generators is an impediment to effective implementation of CSE programme in colleges of Education in Benue state.

DISCUSSION

            The study sought to know if CSE programme has been effectively implemented in Colleges of Education in Benue state. The findings of the study have clearly revealed that the CSE programme has not been effectively implemented in these institutions. This is evident from the analysis on Table 1 in which94.45% of the respondents said the programme has not been effectively implemented in these institutions compared to the 5.45% of the respondents who said the programme has been effectively implemented in these institutions. On the whole, the findings showed that the CSE programme has not been implemented effectively in Colleges of Education in Benue state. 

The study then sought to know the various impediments to the implementation of the CSE programme in Colleges of Education in Benue state. Findings on this matter revealed five major impediments to implementation of the CSE programme in Colleges of Education in the state; lack of well-equipped computer laboratories, lack of sufficient academic staff, lack of laboratory technologists, lack of laboratory instructors and lack of suitable standby generators. This is evident from the analyses on Tables 2, 3,4, 5 and 6 respectively.

On the lack of well-equipped computer laboratories, it was observed that all the institutions under study had computer laboratories but the laboratories were not equipped with sufficient computers to handle practical classes. Essential hardware peripherals needed for practical lessons such as printers and scanners were also lacking in these laboratories. The shortage or lack of equipment is indeed an impediment to effective implementation of the CSE programme in these institutions as this scenario cannot guarantee the smooth conduct of practical activities which form one of the most important aspects of the CSE programme.

On the issue of lack of sufficient academic staff, the National Commission for Colleges of Education (NCCE) minimum standard document stipulates a minimum of eight academic staff to run a CSE department in a College of Education. Findings however revealed that two of the Colleges used for the study namely College of Education Katsina-Ala and Luga College of Education Gboko had less than the minimum requirement of lecturers. This is also an impediment to the implementation of the CSE programme as the shortage of academic staff has been affecting the teaching of computer science courses in these institutions.

Lack of laboratory technologists was also identified as an impediment to the effective implementation of the CSE programme in Colleges of Education in Benue state as shown in the analysis on Table 4. Laboratory technologists are very crucial to the effective implementation of the CSE programme because they handle practical aspects of computer science. The NCCE minimum standard document stipulates a minimum of two technologists for a CSE department in a College of Education. Further findings revealed that College of Education Katsina-Ala had no single computer laboratory technologist while Luga College of Education Gboko and College of Education Oju had one laboratory technologist each. This situation according to the lecturers has been hampering the conduct of practical activities in these institutions.

On the issue of lack of computer laboratory instructors, findings indicated that none of the institutions under study had laboratory instructors. Laboratory instructors usually assist laboratory technologists in the conduct of practical lessons. Their total absence therefore has been a great impediment to the implementation of the CSE programme in these institutions as the practical aspects of computer science has been suffering a setback.

Finally, lack suitable standby generators was identified as one of the impediments to implementation of CSE programme in Colleges of Education in Benue state as shown in the analysis on Table 6.Further findings on this matter revealed that incessant power outages from public power supply impacted negatively on the smooth conduct of practical classes. Although some of the Colleges of Education had standby generators in their CSE departments, their capacities were not sufficient to power more than eight desktop computers at a time thereby impeding the conduct of practical activities.

The findings of this research are similar to that of earlier studies on the subject matter such as that of Isyaku (2016), Martins and Omeneke (2016), Bamidele & Bakare (2015), Haruna (2014) and Arikpo & Odinko(2019) however while the present study focuses on the impediments to implementation of CSE programme in Colleges of Education in Benue state that of Isyaku (2016) focussed on the impediments to implementation of CSE programme in Colleges of Education in Kano and Jigawa states, that of Martins and Omeneke (2016), focussed on impediments to implementation of CSE programme at all levels of education in Nigeria. Some of the earlier studies such as that of Haruna (2014), Bamidele and Bakare (2015) and Arikpo and odinko (2019) concentrated on impediments to implementation of computer education at other levels of education resulting to other findings other than the ones identified in this study.

CONCLUSION

The CSE programme has not been effectively implemented in Colleges of Education in Benue state. The impediments to implementation of this programme in the state’s Colleges of Education include lack of well-equipped computer laboratory, lack of sufficient academic staff, lack computer laboratory technologists, lack of computer laboratory instructors and lack of suitable standby generators.

RECOMMENDATIONS

In order to change the present scenario and effectively implement the CSE programme in Colleges of Education in Benue state, the following recommendations are hereby made:

1. The Benue state government should as a matter of urgency recruit all the needed academic staff, laboratory technologists and laboratory instructors in line with the NCCE minimum standards to boost the effective implementation of CSE programme in these colleges.
2. Since College of Education Katsina-Ala and College of Education Oju are beneficiaries of Tertiary Education Trust Fund (TETFund), the management of these institutions should liaise with TETFund to equip their computer laboratories as well as provide suitable standby generators for smooth conduct of practical activities in the CSE departments of their Colleges.
3. The Benue state Ministry of Education should direct the proprietor of Luga College of Education Gboko to recruit all the needed academic staff, laboratory technologists and laboratory instructors in CSE department. He should also invest funds for the acquisition of all the equipment needed in the computer laboratory for smooth running of the CSE programme.

If these recommendations are implemented religiously, CSE would be effectively implemented in Colleges of Education in Benue state. This would ultimately result to the production of quality computer science teachers who would implement computer education and computer literacy in primary and secondary schools in the state.

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