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ASSESSMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) PROFICIENCY LEVEL OF COMPUTER SCIENCE TEACHERS IN SECONDARY SCHOOLS IN AGBANI EDUCATION ZONE OF ENUGU STATE.

ASSESSMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) PROFICIENCY LEVEL OF COMPUTER SCIENCE TEACHERS IN SECONDARY SCHOOLS IN AGBANI EDUCATION ZONE OF ENUGU STATE.

 

ABSTRACT.

This study investigated the ICT proficiency level of computer science teachers in Government owned secondary schools in Agbani Education Zone of Enugu state. The research was guided by four research questions and three hypotheses. Survey research design was adopted. Population of 39 computer science teachers, which is the total number of computer science teachers found within the 46 government owned secondary schools were studied. Two instruments were used and these were: A 67-item Teachers Self Assessment Form (TSAF) and an ICT practical skill Achievement Test (IPSAT). Results were analyzed using percentages, mean, standard deviation, t and z Test for unrelated/ Independent samples. The results from the data analyzed revealed that; these computer science teachers possess skills only in Microsoft word, World wide web and Window explorers, in other words they possess only three ICT skills out of the seven ICT skills tested. The ICT proficiency level of these computer science teachers is low. These computer science teachers apply ICT to a low extent in teaching and learning in their classroom. The male computer science teachers possess more ICT skills than the female computer science teachers. The ICT skills these computer science teachers claim they possessed were far below what they actually possessed. Gender had nothing to do with the proficiency level of these computer science teachers. This is because there was no significant difference in the ICT proficiency of the male and female computer science teachers. The educational implications were pointed out and the following recommendations among others were made: State, Federal Government and Education policy makers should devise, as well as adopt a viable curriculum that will guarantee the production of highly skilled and professional computer science teachers. Computer science teachers already in the field, should have a compulsory monthly and annual ICT training and re-training workshop organized for them.

 

TABLE OF CONTENTS

TITLE PAGE I

CERTIFICATION II

APPROVAL PAGE III

DEDICATION IV

ACKNOWLEDGEMENTS V

TABLE OF CONTENTS VII

LIST OF TABLES X

LIST OF APPENDICES XI

ABSTRACT X

 

CHAPTER ONE: INTRODUCTION 1

Background to the Study 1

Statement of the Problem 9

Purpose of the Study 10

Significance of the Study 10

Scope of the Study 12

Research Questions 13 Research Hypotheses 13

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE 15

Conceptual Framework 16

Concept of ICT. 16

ICT Proficiency, ICT Literacy, ICT Capacity 18 vii

ICT Proficiency Level 20

Computer Science Teacher 31

Theoretical Framework. 33

Robert Gagne’s Condition of Learning. 33

Posner’s Theory of Psychomotor Skill. 35

Simpson’s Psychomotor Domain 40

Bandura’s Theory of Social Cognitive 44

Theoretical Studies 46

Differences between IT and ICT 46

Differences Between ICT and ICTs 49

Relationship between Gender (sex) and Performances 51

Empirical Studies 52

ICT Proficiency of Students 52

Proficiency in Mathematics 55

ICT Proficiency of Computer Science teachers in other countries 57

Summary of Reviewed Literature 58

 

CHAPTER THREE: METHOD 60

Research Design 60

Area of the Study 60

Population of the Study 61

Sample and Sampling Techniques 61

Instrument for Data Collection 61 viii

Validation of the Instrument 63

Reliability of the Instrument 63

Method of Data Collection 64

Method of Data Analysis 65

 

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 66

Summary of the major findings 80

 

CHAPTER FIVE: DISCUSSION OF RESULTS,

CONCLUSION AND RECOMMENDATIONS 82

Discussion of Results 82

Conclusion 88

Implications of the Study 89

Recommendations 91

Limitations of the Study 92

Suggestion Further Research 92

Summary of the Study 93

REFERENCES 98

APPENDICES 105


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