THE CHALLENGE OF COMPUTER SCIENCE EDUCATION IN TERTIARY INSTITUTIONS
THE CHALLENGE OF COMPUTER SCIENCE EDUCATION IN TERTIARY INSTITUTIONS
The purpose of this research was to investigate the issue of computer science teaching and learning in tertiary institutions in Enugu State.
The discovery further established the nation of other researchers who believed that the use of teaching technique and appropriate use of teaching material improved teaching and learning of this course. Emnenalo was born in 1992.
The first and second chapters provide the study's background and a review of related literature, respectively. The research method and overall design of the study were provided in Chapter three.
The fourth chapter deals with data display and analysis. The educational implications of the study, recommendations, and summary were all included in Chapter 5 sources and Appendices.
1.1 THE STUDY'S BACKGROUND
Background knowledge from creation demonstrates that man has consistently sought to better and elevate the standard of his existence. The need to solve the issues given by his environments has demanded and moved the ever-increasing research.
As a result of this requirement, numerous inventions in nearly every sphere of human life have been made. One of the most obvious examples is the computer system. It is a tool designed specifically for computing difficulties. In most cases, it is a must-have tool. The skill to utilise a computer has become so crucial and necessary that there is no longer any need to teach it in our academic institutions.
The history of the modern computer may be traced back to the nineteenth century, when an English scientist named Charles Babbage constructed a program-controlled mechanical digital computer capable of performing a complete arithmetic unit in 1834 in England.
Babbage discovered the first generation of computers, which conduct operations in a predetermined order. Babbage employed cardboard holes punched into them to present all types of information to the machine.
The second generation of computers was based on punched card machines, which were used in the USN Census of 1890. The third generation of computer, known as UNIVAC, emerged in the 1990s, mostly for business use. Eckert and Mandy designed it, and IBM 360/370 series and many more are incorporated.
The late 1970s saw the introduction of well-known personal computers such as the Radio Shark and the Apell 11 113mpc, which may be considered as the fourth generation of computers.
The fifth generation of computer had an impact on the business world because it came with a lot of software. We have a computer with Intel chipsets 80286, 80486, and 80586. They moved at breakneck speed, funding their way into every office and organisation.
The Pentium technology is the most recent and sixth generation of computer. They are extremely fast; when computers first arrived in Nigeria,
Our colonial masters controlled the majority of the enterprises that could afford one. As a result, the trend was to buy foreign software products. The fact that the country had few software manufacturers did not assist matters. Computers were created and raised by armed forces before becoming popularised by the consumer market.
However, their higher value may turn out to be neither military nor commercial with the cold was recording. It is now clear that we are under the control of two or more overwhelming difficulties. Computers were first used to solve enormous Mathematical problems for which the military required solutions, such as explaining the Terrence, caused by atomic explosions.
Nowadays, work markets are more discriminating, favouring candidates with computer skills. Institutions are now incorporating computer science into their curricula to prepare students for the increased needs of the global job market.
The growing recognition of computer science's authentic and distinctive role in a country's social, economic, and political life led Nigeria to the introduction and adaptation of an education system.
Policy requiring the inclusion of computer science in the curriculum of numerous institutions of higher learning. Information processing, whether in business, education, or government, has become one of the world's major endeavours. Computers are indispensable in this effort, and students at all levels, particularly in tertiary institutions, want to learn not only what computers are, but also what computers can and cannot do.
Many of these students seek to learn how to utilise computers to solve problems and process information in order to help all such persons achieve their educational goals. Furthermore, realities and international competitiveness necessitate that business organisations become more effective and efficient through the creation of relevant and necessary resources and the acquisition of necessary skills.
To achieve the goals of this programme at all levels of education, it is necessary to hire teachers with sufficient educational qualifications, training, and financial resources in scientific and social science to develop skilled labour in the sector. As a result, the overall goal of introducing computer science is to
train people who will perhaps look to gainful career in the sphere of education, business, industries and also government functions. According to Garish (1997), it is regrettable that many Nigerians connect computer science with insanity. When one announces oneself as a computer scientist, one is frequently regarded as odd in society. Worse, students are frequently led to believe that computer science is a tough subject.
This has a negative psychological impact, particularly on starters in tertiary institutions, and they begin the course fearful, expecting total failure.
According to Garish, one of the problems slowing the advancement of computer studies in the country is that some students and even teachers link computer technology with lunacy and difficulties. Contributing According to John Peter (1999), it could also be due to a lack of confidence on the part of the pupils, usually as a result of missing certain steps in an argument or failing to master some piece of technique.
programming a given information. However, it must be admitted that failure leads to a loss of confidence.
1.2STATEMENTOF THE PROBLEM
This research is intended to determine whether there are unqualified teachers/lecturers in the department of computer science at our tertiary institution, as well as whether there are concerns with bad teaching methods and a lack of computer science laboratories.
A problem that requires investigation in this work is improper teaching restore equipment and an unconducive atmosphere for teaching and learning.
1.3 OBJECTIVE OF THE STUDY
The goal of this research is to look into the issues surrounding computer science teaching and learning in tertiary institutions.
– Whether or not teachers and students are having difficulty teaching and learning the course.
– The type of challenge encountered by teachers and pupils.
– The causes of these challenges encountered by teachers and students.
– Make a contribution that is relevant to teachers, students, researchers, and even the Ministry of Education.
1.4 IMPORTANCE OF THE STUDY
This research will be extremely useful to current and future policymakers in Nigeria's educational system in terms of planning and curriculum development.
The knowledge is enlightening, and it will be of great use to students, professors, and other scholars who are interested in this and other similar fields. The study's findings will assist administrators and students who are directly involved in this topic/project in resolving their issues.
1.5 OBJECTIVE OF THE STUDY
The research was limited to tertiary institutions in Enugu State, with a concentration on difficulties of computer science teaching and learning in academic institutions. However, it is believed that the findings and conclusions of this study will be applicable to other studies.
The country's tertiary institution. The inquiry was limited to computer science students.
QUESTION FOR RESEARCH
1. Are high school computer science teachers/lecturers qualified?
2. Are there well-equipped computer science laboratories for hands-on experience?
3. Do lecturers/teachers employ effective teaching methods?
4. Can students utilise laboratory equipment under the supervision of a lecturer?