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This project is dedicated to Almighty God for his protection, kindness, strength over my life throughout the period and also to my --- for his financial support and moral care towards me.Also to my mentor --- for her academic advice she often gives to me. May Almighty God shield them from the peril of this world and bless their entire endeavour Amen.

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The use of computers world over has changed the way we do many things. The incorporation of computer in teaching and learning has proved to be a worthwhile experiences. This study sought to establish the availability and utilization of computers for teaching and learning computers Studies in selected secondary school in Otukpo Local Government, Benue State. The objectives of this research were: (1) To investigate the availability and accessibility of general purpose of computer to teachers and learners of computer Studies in selected juniour Secondary Schools in Otukpo Local Government Area of Benue State. (ii) To Ascertain the ways in which teachers and learner use computer facilities for teaching and learning purpose in computer Studies (iii) To explore the main benefit of using computers in teaching and learning of computer Studies in selected juniour Secondary Schools in Otukpo Local Government Area of Benue State. (iv) To investigate the challenges that the teachers and students of computer studies  experience in relation to the use of computers for teaching and learning respectively. The study was significant because its findings can be used to help teachers, students and teacher training institution to improve the availability, accessibility and use of computers in education and eventually help in achieving Nigerian’s economic blue print vision 2030. This study was carried out with independent variable of teachers and learners characteristics, computer as a teaching/learning resource and teaching strategy. The dependent variable were: imported teaching environment, class participation and imported performance in exams. This research. Was a descriptive study. The target population was made up of Ten (10) computer Studies teacher in Ten Public junior Secondary Schools and 90 computer Studies learners respectively. The researcher used descriptive sampling in order to ensure all kinds of school were represented. Data was collected using questionnaire and observation then analyzed using percentages. The study found that both teacher and learners have a positive attitude towards the use of computers in the teaching and learning of computer studies. The most pressing challenges were: Low literacy levels, lack of time within teaching time and a fact that teacher were not taught how to use the computer as a teaching resources.
          The study concludes that there is willingness to use computer to teach but patience is required as the positive precedes the implementation of teaching resources such as the computers. One of the recommendation of this study is that the Government at all levels and the parent Teacher Association (PTA) should stand up to help the school by providing computers and other necessary facilities for the use of the schools.                 

TABLE OF CONTENTS
COVER PAGE
TITLE PAGE
APPROVAL PAGE
DEDICATION
ACKNOWELDGEMENT
ABSTRACT
CHAPTER ONE
INTRODUCTION
1.1       BACKGROUND OF THE PROJECT

1. PROBLEM STATEMENT
2. PURPOSE OF THE PROJECT
3. RESEARCH QUESTIONS
4. SCOPE OF THE STUDY
5. SIGNIFICANCE OF THE STUDY
6. DELIMITATION OFTHESTUDY
7. LIMITATION OFTHESTUDY
8. OPERATIONAL DEFINITION OF TERMS

CHAPTER TWO
LITERATURE REVIEW

1. INTRODUCTION

CONCEPTOFICT

ICTINEDUCATIONSYSTEM

HISTORICAL BACKGROUND OF COMPUTERS IN SCHOOLS

AVAILABILITY OF COMPUTERS TO TEACHERS AND LEARNERS OF COMPUTER STUDIES IN SCHOOLS

COMPUTER STUDIES TEACHERS AND LEARNERS ATTITUDES TOWARDS THE USE OF COMPUTERS IN SCHOOLS

THE GENERAL BENEFITS OF USING COMPUTERS IN TEACHING AND LEARNING

CHALLENGES EXPERIENCED IN THE USE OF COMPUTERS IN TEACHING AND LEARNING

IMPORTANCEOFICTINEDUCATION

THENEEDOFAVAILABILITYANDUTILIZATIONOFICTFACILITIESINTEACHINGANDLEARNING PROCESSINCLASSROOM BYTEACHERS

TRENDSONTHEUSEOF ICTINEDUCATIONALSYSTEMOFDEVELOPEDCOUNTRIES

FACTORSINFLUENCINGTHEUSEOF ICTATSECONDARYSCHOOLS

THEORETICAL REVIEW

EMPERICAL REVIEWS ON AVAILABILITY AND UTILIZATION OF COMPUTERS IN TEACHINGS AND LEARNING OF COMPUTER STUDIES IN SECONDARY SCHOOLS

SUMMARY OF THE LITERATURE

CHAPTER THREE
METHODOLOGY

1. INTRODUCTION
2. RESEARCH DESIGN
3. POPULATION, SAMPLE AND SAMPLING TECHNIQUES
4. INSTRUMENTATION
5. METHOD FOR DATA COLLECTION
6. METHOD OF DATA ANALYSIS

CHAPTER FOUR
4.0       DATA ANALYSIS AND DISCUSSION OF FINDINGS
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

1. CONCLUSION
2. RECOMMENDATION

REFERENCES
APPENDICE

 

 

CHAPTER ONE
1.0                                                  INTRODUCTION
1.1     Background to the Study
The role played with the use of computer in teaching learning processes cannot be over emphasized due to its effectiveness in teaching context, in which computer studies as a subject in schools also enjoyed. Twoli, Maundu, Muindi, Kuo and Kithinji (2007) lamented that, computer is useful as teaching resources but cannot replace the teacher. Today, computer is seen as one of such resource. However, a lot depends on the availability and utilization of computers facilities in the classroom.
Shue (2009) in Kiane (2014) said that computers were introduced in American schools in 1965 and were mostly used for administrative purpose. Molnar (1997) described that computers were not widely accepted in American schools during the 1950s and 1960s because it was difficult and expensive to house the huge machines that they were during that period of time. However, Apple II computes found wide spread acceptance in education around the year 1983 and that no modern public or private schools could exist in the United States of America without a computer instructions in the 90s (Murdock &Desburg, 2004).
The assumption that computer technology has become an essential part of the basic school curriculum was summed up in the report of the United States. Department of Education (2006) which referred to computers in the classroom as “the new basic of American education”, and to the internet as “the blackboard of the future”. Preparing young people for the future goes beyond the issue of getting them ready to work; they also need new skills as computer technology continues to be woven into their daily lives. Lara &Whitter (2006) explained that using computer technology improves students’ learning process.
Ivers (2003) opined that beginning and experienced teachers can benefit from the role that computers play in teaching and learning; beginning teachers can access a wealth of teaching resources and learning opportunities via the internet as well as collaborate online with other teachers. Experienced teachers have these same benefits, as well as the opportunity to share their expertise with others. To this, Ivers (2003) further confirmed the situation in Kenya; that many veteran teachers have had to learn how to use computers on their own. Many teachers agree that the use of computer technology enhances teaching and learning (Wabuyele, 2006).
While the use of Computer Based Instructions (CBI) is important in most developed world schools, it is still a dilemma that poses a great challenges to the majority of teachers in Nigeria with regards to their perception and the roles they should play as they cope with this new technology. Advances in modern computer technology have changed the way we do many things including the way we learn, study and communicate and what goes on in the classroom today is impacted upon by the computer technology and will likely affect the skills that today’s children learn in schools and the way they are taught to function in the world (Kashorda, Waema, Omosa&Kyalo, 2007).
Kiarie (2014) posited that computers have been used at the university level in Kenya to teach computer Studies related courses such as computer programing, installation and others. In Nigeria, Fakeye (2010) said that beginning and experienced teachers can benefit from the role that computers play, beginning teachers can access a wealth of teaching resources while old teachers can share their knowledge with those who seek it. Fakeye (2010) also outlines the fact that Nigerian government conducted a pilot project of integrating computers in Sixty Secondary Schools and colleges with reasonable success, although access to computer resources was the biggest barrier in both rural and urban areas.
From researcher’s perspective, at the junior secondary schools level, it is not very clear whether computer Studies teachers use computers where they are available to them. It is obvious though that some teachers of computer Studies may be using computers even if it is only for the preparation of examinations and other social purposes. Keeping in view all of the variables discussed by different other researchers, this study is particularly knee on establishing whether computers were available at the secondary school level and verify whether they were used by computer Studies teachers and their learners during teaching and learning process in OtukpoLocal Government junior Secondary Schools of Benue State.
1.2                                          Statement of the Problem
Usefulness of computers during teaching and learning process make the work of teachers easier as it helps in demystifying complex concepts in different subjects. Computers help students learn better by enhancing their learning environment and increasing learning resources. Availability of computers to computer Studies teachers is the first stage in the successful adoption of computers in teaching the subject in junior secondary schools (Kiarie, 2014). This is because teachers can only be competent and interested users of computers facilities as teaching tools if they are available and easily accessible. Teachers will not adopt computer technologies into their instructional tasks if computers are not available in the first place.
Reid and Rushton (1985) in Kiarie (2014) concluded that, there are many challenges that hinder the process of using computers in the classroom. However, when effectively used, computers have a dramatic effect on teachers and learners. But where computers are not used effectively, they do not add value to teaching and learning.
The impact of computer in the teaching of computer Studies in selected juniour Secondary Schools in Otukpo Local Government Area of Benue Stateis not clear. Hence, this study find out the extent of computer availability and utilization to teachers and learners in computer Studies in selected juniour Secondary Schools in Otukpo Local Government Area of Benue State.
1.3                                              Purpose of the Study
The primary purpose of this study was to find out the extent of availability and utilization of computers facilities in teaching and learning of computers Studies computer Studies in selected juniour Secondary Schools in Otukpo Local Government Area of Benue State.
Specifically, the study sought to determine the followings:
1.       Investigate the availability and accessibility of general purpose computers to teachers and learners of computer Studies.
2.       Ascertain the ways in which teachers and learners use computers for teaching and learning purposes in computer Studies.
3.       Explore the main benefits of using computers in teaching and learning of computer Studies.
4.       Investigate the challenges that teachers and learners experience when using computers facilities for teaching and learning of computer Studies.
5. Toexaminetheextenttowhich ICTfacilitiesareusedby teachersandstudentsinsecondaryschools of in Otukpo Local Government Area of Benue State.
6. ToassesstheavailabilityofICTfacilitiesforteachingpurposeinsecondaryschoolsofOtukpo Local Government Area of Benue State
1.4              Research Questions
In the course of this investigation, responses were sought from the respondents to the following research questions.
1.       How available and utilization are computers to the teachers and learners of Ccomputer Studies in junior Secondary Schools in Otukpo Local Government Area of Benue State?
2.       For what purposes if any do computer Studies teachers and learners in Public Secondary Schools in Otukpo Local Government Area of Benue State use computers in their teaching and learning?
3.       What are the main benefits of making use of computers in teaching and learning of computer Studies in junior Secondary Schools in Otukpo Local Government Area of Benue State?
4.       What challenges faced by teachers and learners of computer Studies in their effort to use computers for teaching and learning in junior Secondary Schools in Otukpo Local Government Area of Benue State?
1.4     Scope of the Study
The study focused on availability and utilization of computers in teaching and learning of computer Studies in junior Secondary Schools in Otukpo Local Government Area of Benue State.
The scope of this study was limited to fifteen junior Secondary Schools in Otukpo Local Government Area of Benue State. 10 public secondary school were sampled out of fifteen public secondary schools in Otukpo Local Government Area. 100 respondents were selected which comprised of one (1) computer Studies teacher each from the school amounting to 10 teachers and 90 students from all the schools (Male = 35 and Female = 55). The researcher used availability and utilization of computers in Teaching and Learning of computer Studies Questionnaire (AUCTLBSQ) to elicit information from the respondents (teachers and students). Descriptive statistics of frequency counts and percentage was use to analyse respondents responses.
1.5     Significance of the Study
It is hoped that the findings of this study would be useful to teacher educators as it will help them understand the ways that influence teachers’ perceptions towards using computers as a means for effective development of teacher training curriculum that would prepare teachers to face challenges in information age. It will also help the computer Studies teachers to realize the instructional possibilities afforded by computer technology. This findings would provide tip offs for computer Studies teachers to realize that preparing students for the future goes far beyond the issue of getting them ready to work theoretically but they need the practice that comes with exposure provided by the computer technology. It was expected that the government and its relevant agencies like the Ministry of Education to justify the need to devote more resources in the national budget to computers and other related technologies such as smart boards in the classrooms because these are included in science and technologies, as this would then improve availability and use of computers for all teachers including those teaching computer Studies. The research findings hoped to trigger financial support either by the government and or its development partners as well as investors towards research on a wider scope to establish the availability and use of computers for teaching and learning. This could be beneficial to researchers, computer Studies teachers and teacher training institutions and in the long run to the education policy maker in Nigeria.

1.6                                                    DELIMITATION OFTHESTUDY

As it is mentioned earlier, the main objective of this research was to assessthe provision andutilization ofICT facilities in selected junior secondary schools of Otukpo Local Government Area of Benue State.To make thestudymore manageable and feasible, it was delimited to assessingthe availability and utilization ofsuch ICTfacilitiesas,desktopandlaptop computers,internetaccess,projectors,printers,photocopy,duplication,fax,andscanningmachines,educationalsoftwares,television,computer accessories for maintenance, computer laboratory for both teachers and students, andother related school based information and communicationtechnologies in secondary and preparatory schools inOtukpo Local Government Area of Benue State.
1.7                                                     LIMITATION OFTHESTUDY

It is obvious that research work can benot totally freefrom limitation. To this end, somelimitations were also observed when conducting this study. One apparent limitation was lack ofrecent and relevant literature on the topic, especially on Nigeria context. Most of the recentliterature that was accessible from western countries, which was not always relevant to the localsituation in   Nigeria. As the findings of this study were based on Likert-type questions, it didnot allow participants to construct their own responses or allow the researcher to probe foradditional insight. The findings of the study were also limited by the accuracy and perception ofthe participants; and it is assumed most teachers are responded honestly and interpreted theinstrumentasintended.Anotherlimitationwasmostofsecondaryschoolprincipals,viceprincipals, teachers were busy and had no enough time to respond to questionnaires. Some ofthem who have enough time were also reluctant to fill in and return the questionnaire as per therequired time. In spite of these short comings, however, it was attempted to make the study ascomplete as possible.
1.8                                  OPERATION DEFINITION OF TERMS
ICT:Referstoallformsoftechnologiessuchasinternet,computers,websites,telephonesmobiles,wirelessdevices,networks,hardware,softwareandtelecommunicationequipment.
ICT Facilities: Are a technological devices used to processing, analyzing, synthesizing,sharingdifferentkindsof information and information processing activitiesand toolsthatare necessarytoimprove teachingandlearningprocess.
Types of ICT materials: Thoseincludes any communication device or application,encompassing: computers, LCD projectors, printers, photocopy machines,duplication,fax, and scanning machines,radio, television, cellular phones,hardware and software,satellite systems, as well as video conferencing internet access andotherfacilities thatensuresstudent’slearning.
Amount of ICT materials: Are the quantity or number of ICT materials andthat arefoundinthe schoolstoenhance teachingandlearningprocess.

UtilizationofICTmaterials:ReferstousingdifferenttypesofICTfacilitiesinclassroom and in different educational settings for the purpose of teaching and learningprocess.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
          This chapter examined the summary, conclusion and recommendations made from the findings of this study. The findings of this study prepared the basis for the recommendation made so as to provide solutions to making computers available for use to teach and learn computer Studies in Public junior Secondary Schools in Otukpo Local Government Area of Benue State. Suggestions made for further studies provided pathways to follow for other researchers to help bridge the gap in this study.
5.1 Summary
          This study found out the availability and utilization of computers in teaching and learning of computer Studies in Public Secondary Schools in Otukpo Local Government Area of Benue State. Descriptive research of survey type was used. The population for this study consists of all teachers and students of computer Studies in the whole of junior secondary schools in Otukpo Local Government Area of Benue State. The scope for this study was limited to 10 public schools out of 15 in Otukpo Local Government Area. Out of 15 computer Studies teachers in all the secondary schools sampled, 10 respondents were proportionally selected, representing (67%) and out of 250 computer Studies Students from the 10 sampled public schools, 90 students were proportionally selected, representing (36%). The instrument used to collect data by the researcher ‘Availability and utilization of computes in teaching and learning business Studies Questionnaire (AUCTLBSQ). Relevant literatures were reviewed in this study. Descriptive statistics of frequency counts and percentage was used to analyse demographic data and respondents responses.

5.2 Conclusion
Based on the findings of this study, the study concludes as follows:
On availability and utilization of computers, there was not enough available computers for use in teaching and learning of computer Studies in schools, and this does not help the teachers and students to break out the walls of the classroom to share and have access to all the wonderful information and experience that is now possible.
On the purpose use of computers, there is no any computers in use for the teaching and learning of computer Studies in Schools. Because, there is lack and inadequate supply of computers in the schools and this does not help to improve the teaching and learning of computer Studies in Schools.
On benefits of computers, the teachers and students would enjoy such a class environment when computers are used during teaching and learning computer Studies and this will improve the teachers and students motivation.
On the challenges; there were challenges of teachers and students prepardness, lack of internet facilities, inadequate supply of computers, hardware and software costs, and lack of e-learning content which affect the need for teachers and students to update their knowledge on computer Studies.

5.3 Recommendations
Sequel to the findings of this study, the following recommendations were made:
i.        Government and the P.T.A should stand up to schools by providing computers and other necessary facilities for the use of the schools.
ii.       Teachers need to be trained to know the purpose uses of computer as they will in turn teach their students.
iii.      Teachers and students must see computer as a way of making teaching and learning more practical and use them judiciously.
iv.      Teachers and students needs to be ready to update their knowledge on the use of internet/ computers and the government should take up the responsibility of directly funding the initial acquisition of computers and find a way of minimizing all the listed challenges.

5.4 Suggestions for Further Studies
The following are the suggested areas for further studies:
1.       Similar study could be conducted using more than 10 Local Government Area of the state.
2.       A replication of this study in all subjects in Nigerian education system.
3.       A comparative study of rural schools versus urban schools on the application of computers in teaching and learning.

 

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