ABSTRACT

This study was conducted to examine the challenges facing the use of ICT in teaching computer studies in public secondary schools in Awka South Local Government Area. The study was guided by two research questions. The study adopted a descriptive survey design. Population of the study comprises 1,533 public senior secondary two students (SS2) and 43 teachers from the 18 public secondary schools in Awka South L.G.A. Through simple random sampling, 180 students and 20 teachers were selected as sample size for this study. Instrument for data collection was a 24-item structured questionnaire validated by two experts. The reliability of the instrument was determined using Cronbach Alpha which yielded a coefficient value of 0.76. The data analyses using mean scores. The findings revealed that the challenges facing the use of ICT in teaching computer studies in public secondary schools in Awka South L.G.A include lack of internet access, inadequate electricity supply, and lack of funding by the government. It was also found that lack of technical support for the available ICT facilities and inadequate security measures to safeguard the ICT facilities are among the challenges to the use of ICT in teaching of computer studies. The findings of this study also revealed that the solutions to the challenges facing the use of ICT in teaching of computer studies in public secondary schools in Awka South Local Government Area includes proper maintenance and repairs of ICT facilities, regular in-service training for computer teachers, monitoring ICT usage in schools by the government. Based on these findings, it was recommended that the government should provide budgetary allocation for the provision of ICT facilities, the school administrators should ensure the safety of the available ICT facilities by providing adequate security measures, internet service providers should provide free internet access to schools to enable them to utilize the available ICT facilities.

Research Data Availability Statement

The data that support the findings of this study are uploaded along with the manuscript.

Keywords: Teaching, Education, Computer, Secondary School, Anambra, Nigeria, Students

CHAPTER ONE

INTRODUCTION

Background of Study 

One of the fundamental rights of every human being is education. Education prepares  the individual for challenges in life. Consequently, Guijar (2010) opined that education does  not only deliver information, but for developing the complete personality of a child. In  Nigeria there are three levels of education; primary, secondary and tertiary level. Secondary  education is the level between primary and tertiary education. It prepares students to be  productive members of the society (Jegede2013). In developed countries, secondary schools  are seen as a gateway to providing not only an educated citizenry but also a capable  workforce. 

According to the World Bank in Etim (2016), secondary education is now being  recognized as the cornerstone of the educational system in the 21st century. Secondary school  is said to be the foundation for national development. It is the centre for producing resources  necessary for socio economic, scientific development needed for advancement of any nation  all over the world. It therefore means that quality secondary education is indispensable in  creating a bright future for individuals and nations alike especially through science, Science  is the study of the physical and natural world through observations and experiments. Science  is all around us. The food we enjoy, water we drink, and clothes we wear are all based in  science. Studying the atmosphere gives us a glimpse into astronomy, another branch of  science. 

Science is everywhere and is one of the most important subjects of study in our world (Guenther, 2018). The study of science subjects also helps the students to grasp essential science concepts, to understand the nature of science, and to enhance student’s scientific  literacy. Through science education students are helped to realise the relevance of science  and technology to their lives, and this will encourage them to continue their science study in  school, or beyond school. Some of the science subjects offered in secondary school include;  chemistry, mathematics, physics, biology and computer studies. 

Computer studies deals with the study of computer systems, and its application in  solving the problems of everyday living (Anaehobi, 2020). It also builds a strong foundation  for students who wish to further their studies and training in specialized areas of science.  Computer studies are relevant for all students because it incorporates a broad range of  transferable problem-solving skills and techniques including logical thinking, creative  design, synthesis, and evaluation. Students acquire the required skills and knowledge to  handle technology by studying computer studies so as to integrate to the different dimensions  of life in the 21st century. Studying computer studies makes it possible to handle different  breakdowns in the hardware or software of the computer to ensure that there is a continuous  flow of daily operation. 

Further, Computer studies provide a basis for effective information, communication and  technology progress in the community. Information and communication technology (ICT)  has become an important source of innovation and improvement of efficiency for many  sectors across the globe. In the education sector, particularly, the application of ICT has  become a critical part of the learning process for students both outside and in the classroom  setting. The use of ICT creates a powerful learning environment and it transforms the learning  and teaching process in which students deal with knowledge in an active, self-directed and  constructive way. ICT is not just regarded as a tool, which can be added to or used as a replacement of existing teaching methods. ICT is seen as an important instrument to support  new ways of teaching and learning. It should be used to develop students' skills. 

When students are engaged in active and experiential learning, they tend to retain  knowledge for longer periods and also develop key skills needed for functional living in his  or her contemporary society. This important issue made Centre for Information Technology  and Development, (CITAD) (Vanguard, 2021) to call on the government to implement  computer studies fully in secondary schools’ curriculums in order to increase computer  literacy among the students in the country, also provide Information and Communications  Technology, (ICT) facilities in the laboratories and schools to aid the teaching of the subject  in the schools. (Vanguard 2021). 

Furthermore, technology should be used as a tool to support educational objectives such  as skills searching and assessing information, cooperation, communication and problem  solving which are important for the preparation of children for the knowledge of society. 

In fact, innovative use of ICT can facilitate students centred learning (Drent, 2005),  Hence every classroom should use learning technologies to enhance their student learning in  every subject especially computer studies because it can engage the thinking, decision  making and reasoning behaviour of students. The study of computer studies in school is  therefore, aimed at helping the students cope with modern technological development, equip  them with knowledge and competencies or skills of programme and administrative  management as well as, improve the learning process of students and educators. 

Notwithstanding the policy of the government, it is still noted that there is a wide  disparity between policy pronouncements and policy implementations in Nigeria. This is  evident today in the level of computer literacy among secondary students and their achievement in external examinations like West Africa senior secondary school certificate  examination council (WASSCE) years of the poor achievement. The poor achievement and  level of computer literacy among students according to Chukwuere and Onyebukwa, (2017),  could be as a result of non-availability or non-usage of ICT in teaching and learning of  computer studies in schools. These could be also influenced by some other factors. 

No wonder, Ololube (2013) observed that in many African countries where the use of  ICT infrastructure is obtainable, usage of ICT infrastructure is inadequate as a result of poor  electricity supply that will power the ICT equipment and telecommunication facilities.  Adomi and kpangban (2010) reported that electricity failure has been a persisted problem  militating against ICT use in Nigeria. These make some schools with ICT facilities unable to  use them regularly. 

Though, an examination of research study done on ICT implementation in schools show  that there are two main factors that affect teachers’ uptake of ICT. These are manipulative  and non-manipulative school and teacher factors. Study by Igwe(2012) on factors influencing  the use of ICT in teaching and learning computer studies in Ohaukwu Local Government  Area of Ebonyi State indicate that both home and school environment factors influence use  of ICT in learning and teaching computer studies in Ohaukwu Local Government Area.  However, the researchers are unaware about the factors or challenges facing ICT usage in  Public Secondary School as it concerns Awka South Local Government Area. This gap led  the researchers to embark on this study in order to find out the challenges facing public  secondary school students from using ICT for learning and the possible solutions.

Statement of the Problem 

The researchers observed that there is poor or no usage of ICT in teaching and learning  of computer studies in most public secondary schools in Anambra state. Even in some  universities where students are supposed to learn with computers, there are little or no ICT  facilities for learning. That has been a source of worry to the researchers. When interviews  were held with some schools, researchers found out that the ugly incidence is faced or caused  by certain challenges which has attracted the concern of the researchers. The problem of this  study is therefore to find out those challenges facing the use of ICT in teaching and learning  of computer studies in public secondary schools in Awka South Local Government Area. 

Purpose of the study 

The aim of the study is to investigate the Challenges facing Public Secondary School  Students from using ICT in Learning in Anambra State. 

Specifically, the study sought to: 

1. To investigate the challenges facing the use of ICT in teaching and learning of  computer studies in public secondary schools. 

2. To suggest the possible solutions to the challenges facing the use of ICT in teaching  and learning of computer studies. 

Significance of Study 

The findings of the study will be of immense benefit to computer teachers, Government,  curriculum planners, policy makers and future researchers.

Theoretically, the study will point out and discuss the challenges that face use of ICT in  teaching and learning in secondary school, also how they affect students negatively. Thus, readers who have interest in ICT will find the work useful to increase their knowledge about  ICT. 

To teachers, the knowledge from the study may serve as a guide for overcoming  challenges that teacher’s face while using ICT to facilitate teaching in secondary schools. 

To curriculum planners, it will assist them to know the level of adequate ICT facilities  to be made available in school for proper teaching and learning of computer studies. The  finding of the study also would make the government realise the urgency of building and  equipping computer laboratories for effective teaching and learning of computer studies in  schools. 

The study may indicate the capacity building gaps which may be useful in formulating  a framework to empower ICT in the secondary school curriculum. 

This study would add great knowledge to existing literature in computer education and  educations in general thereby serve as materials to future researchers. It therefore forms the  basis for further research work by future researchers on this issue. 

Scope of Study 

The study looked at Public Secondary School in Awka South Local Government Area  to find the challenges facing use of ICT tools in teaching and learning in the classroom among  school teachers in public schools, and the possible solutions to remedy the challenges facing  public secondary school students from using ICT for Learning in public secondary schools  in Awka South Local Government Area. 

Research Questions

The study came up with research questions so as to be able to ascertain the above stated  objectives. The specific research questions for the study are stated below as follows: 

1. What are the challenges facing the use of ICT in teaching and learning of computer  studies in public secondary schools? 

2. What are the possible solutions to the challenges facing the use of ICT in teaching and  learning of computer studies? 

CHAPTER TWO 

LITERATURE REVIEW 

The review of literature for this study is arranged under the following sub-headings.

Conceptual Framework  

- The meaning of information and communication technology (ICT). 

- The meaning of Learning 

 - The meaning of Teaching 

 - ICT in Education System 

Theoretical Framework 

- Downes and Siemens’ Connectivism Learning Theories

- Constructivism theory 

Theoretical Study 

- ICT in Education system 

 - Importance of ICT in Education 

 - The Need of Availability and Utilization of ICT Facilities in learning  

- ICT Skills Needed by Teachers 

 - Benefits of ICT to Secondary School Leaders 

 - Factors Influencing the Use of ICT at Secondary Schools 

- Policy and strategies of ICT in Education  

 - Challenges in using ICT in Teaching and Learning 

Empirical Studies 

Summary of Literature Review

Conceptual framework 

ICT 

According to Singh (2015), Information and Communication (ICT) can be defined as a  collection of technical devices and resources which are used to transmit, store and manage  information; however, the utilisation of ICT in the instructive process has been partitioned into  two general classifications: ICT for education and ICT in education. ICT for education  suggests the development of ICT particularly for teaching and learning purposes and ICT in  education includes the adoption of general parts of ICT in the instructional process Okoro and  Ekpo, (2016). ICT in education, the emergence of ICT has transformed the existence and  activities of contemporary man particularly in the setting of globalization. Evey and Emmanuel  (2010). 

Learning 

Learning is the key process and is necessary for all educational processes. It pervades  everything we do that learning plays an important role in the language we speak, our customs and beliefs. it involves ways of doing things in an individual attempt to overcome obstacles or  to adjust to new situations. It is a progressive change in behaviour effectively to the demands  made upon him, thus learning is change in behaviour. Learning can be considered as change  that is permanent in nature because change is brought into students by a teacher through  techniques like developing specific skills, changing some attitudes, or understanding specific  scientific law operating behind a learning environment (Goar, N. S., Buwah, J. S., &Duktur,  S. L, 2021). 

Teaching 

Teaching is a set of events, outside the learners which are designed to support the  internal process of learning. Teaching (Instruction) is outside the learner. Learning is internal  to learners. You cannot motivate others if you are not self-motivated. Motives are not seen,  but Behaviours are seen. Is learning a motive or behaviour? Learning is both a motive and  behaviour but only behaviour is seen, learning is internal, performance is external. Sumardi,  L., Rohman, A., &Wahyudiati, D. (2020) defines teaching as an art of inducing students to  behave in ways that are assumed to lead to learning, including an attempt to induce students  to behave. What Schlechty meant by teaching being ‘an art’ is that the teacher must create  situations to facilitate learning and then motivate learners to have interest in what is being  transmitted to them. 

Deppeler, J., Loreman, T., & Smith, R. (2015) sees teaching as the process of carrying  out activities that experience has shown to be effective in getting students to learn. He goes on  to say that teaching is that which results in learning – learning is the responsibility of the  teacher and that if students do not learn, it is the fault of the teacher. He capped his statements on teaching by stating that teaching is undertaking certain ethical tasks or activities, the  intention of which is to induce learning. 

ICT in Education System 

Nowadays the education system all over the world has certainly been affected positively  by the influence of information and communication technology ICT. According to Chiroma,  H., Abdulhamid, S. I. M., Abdul—Salaam, Y. G., Usman, A. M., &Maigari, T. U. (2011),  information and communication technology has the potentials to accelerate, enrich, and  deepen skill; to motivate and engage students in learning to help relate school experiences to  work practises; to help create economic viability for tomorrow’s workers, contribute to radical  changes in school; to strengthen teaching and to provide opportunities for connection between  the school and the world. When we are looking at the role of education in nation building and  the population explosion in the secondary schools today, the use of ICT in the teaching learning process becomes imperative. Because the utilisation of ICT by teachers will enhance  effective teaching (Abdul-Salaam et al, 2011). 

Such issues like good course organisation, effective class management, content creation,  self-assessment, self-study collaborative learning, task-oriented activities, and effective  communication between the actors of teaching learning process and research activities will be  enhanced by the use of ICT based technology (Olajubu, E. A., Afolabi, B. S., &Ajayi, A. O,  2009). They posited that, with the aid of ICT, teachers can take students beyond traditional  limits, ensure their adequate participation in teaching and learning process and create vital  environments to experiment and explore. This new development is a strong indication that the  era of teachers without ICT skills are gone (Ajayi et al, 2009). They also added that, any classroom teacher with adequate and professional skills in ICT utilisation will definitely have  his students perform better in classroom learning (Ajayi et al, 2009). 

Theoretical Framework  

Downes and Siemens’ Connectivism Learning Theories. 

Connectivism, a learning theory for the digital age, was developed by George Siemens  and Stephen Downes in 2009 based on their analysis of the limitation of behaviourism,  cognitivism and constructivism to explain the effect technology has on how we live, how we  communicate, and how we learn. Connectivism also addresses the challenges that many  corporations face on knowledge management activity. Knowledge that resides in a database  needs to be connected with the right people in the right context in order to be classified as  learning. Information flow within an organization is an important element in organizational  effectiveness. 

Connectivism is relevant to the study in that it can be applied to management and  leadership in the school system. The ability to manage available resources in the school for  optimal education achievement of desired educational outcomes is a significant challenge.  Realizing that complete knowledge cannot exist in the mind of one person requires a different  approach to creating an overview. Furthermore, diverse teams of varying viewpoints are  critical structures for completely exploring ideas. Innovation is also an additional challenge. 

Most of the revolutionary ideas of today existed as a fringe element. An organization's ability  to foster, nurture, and synthesize the impacts of varying views of information is critical to  knowledge economy survival. 

2.3 Theoretical study 

The Need of Availability and Utilization of ICT Facilities in Teaching and Learning  Process in Classroom by Teachers 

There is some evidence that ICT can be an effective tool in supporting the learning  process in the classroom. However, its introduction into schools does not by itself improve the  quality of education or raise students’ attainment (Hennessy 2010). Effectively introducing  technology into schools is also largely dependent upon the availability and accessibility of ICT  resources (e.g., hardware, software and communications infrastructure). Clearly if technology  cannot be accessed by the teacher, as in so many educational settings in Sub Saharan African  countries, then it will not be used. These are predominantly ICT illiteracy and confidence  among teachers, and education of subject teachers to assist them in integrating ICT into  learning areas (Hennessy 2010). 

There are various types of ICT facilities that can be used in the teaching learning process  in schools. These are; radio, television, computers, overhead projectors, optical fibres, fax  machines, CD-ROMs, Internet, electronic notice board, slides, digital multimedia, video/VCD  machine and so on. It is most common that such facilities are not sufficiently provided for  teaching – learning process in many secondary schools in developing countries. Fakeye (2010) in Nigeria points out that most of the schools covered in his study do not have computers,  hence are not connected to the internet. He has also added that those who have computers do  not use them for teaching but solely for administrative purposes. In another study Adomi & Kpangban (2010) indicated that lack of adequate search skills and of access points in the  schools were reported as forces inhibiting the use of the internet by secondary school teachers. 

The study to explore factors that influence classroom use of ICT in Sub-Saharan Africa,  was noted that, introducing technology into schools is largely dependent upon the availability  and accessibility of ICT resources (Hennessy, Harrison & Wamakote 2010). It was observed  that schools are increasingly being equipped with computers for teaching, learning and  administrative purposes; connectivity is improving and students enthusiastic about using  computers for learning despite lack of equipment available. They also noted that there are two  main reasons why teachers use ICT. First, teachers feel that their own use of computers  benefits the learners, and second, teachers feel learners benefit from using the computers  themselves (Hennesy et.al, 2010). 

In recent times, there has been extraordinary advocacy both nationally and  internationally for the use of ICT in instructional and learning process Okoro and Ekpo,  (2016). The educational field has been influenced by ICT, which has explicitly influenced  instructional process and research. Davis and Tearle, (2014) as cited in Yusuf, (2015) believe  that ICT has the strength to speed up, improve and extend aptitude reforms as it has the  capacity to boost teaching by inspiring and engaging learners, and help schools reform by  assisting schools in understanding financial and functional practises. Ashley (2016) reiterates  that technology helps educators in preparing students for the real world setting and stresses  that as our countries turn out to be progressively more technology dependent, it becomes significantly more essential that to be good citizens, students must figure out how to be well  informed about ICT. The utilisation of ICT in teaching is a pertinent and practical method for  providing education to learners that will enrich them with the required abilities with regards  to the world of work. It offers a totally new and advanced learning environment for learners;  consequently, they acquire various aptitude sets in order to be fruitful and successful. Critical  thinking, research and appraisal aptitudes are developing significantly as learners have  expanding dimensions of information from a number of sources to deal with. The  incorporation of ICT in instructional process is believed as a medium in which a number of  methodologies and pedagogical theories might be implemented; however, ICT as a teaching  aid is more difficult and multifaceted as it needs positive attitude from the educators, Salehi  (2012). 

ICT in schools gives a chance to instructors to change their practices by furnishing them  with enhanced educational content and more powerful educating and learning techniques. ICT  enhances the instructional process through the arrangement of interactive instructive materials  that increase learner inspiration and encourage easy attainment of fundamental  aptitudes. Utilization of different multimedia tools such as Television, recordings, videos and  computer applications provides a more challenging and attractive learning atmosphere for  learners of any age Haddad and Jurich, (2014). 

Furthermore, it enlarges the flexibility of communicating education with the aim that  learners can get information on every occasion and from anyplace. It may affect the  methodologies through which the learners are educated and how they learn, as the instructional  processes are learner driven and they will therefore be prepared for effective learning and the  quality of learning will be improved Moore and Kearsley, (2013). One more advantage of introducing ICT in schools is that the learners who do not have accessibility at homes may  have the opportunity to utilize them in schools. It can be utilized as a learning device to give  instructions to enhance the students' learning and retention Aslan and Dogdu, (2013). This  technology motivates and conveys dynamism to the classroom and reduces time in learning.  ICT can upgrade the nature of instruction by intensifying learner inspiration and instructor  training, which are the establishments of higher order thinking aptitudes Aslan and Dogdu, (2013). 

Basically, ICT has changed the learning behaviour where it has entered the classrooms  to be a part of the educating and learning process Agrahari and Singh, (2013). It is considered  to be the most effective medium of mass communication, which has altered the instructional  process in many ways. Poulter and Basford (2013), states that ICT is an instructing device and  its potential for enhancing the quality and principles of students‟ education is noteworthy. The  ICT program is more viable than the conventional teaching approach. Therefore, be prepared  for effective learning and the quality of learning will be improved Moore and Kearsley, (2013).  One more advantage of introducing ICT in schools is that the learners who do not have  accessibility at homes may have the opportunity to utilize them in schools. It can be utilised as  a learning device to give instructions to enhance the students' learning and retention Aslan and  Dogdu, (2013). This technology motivates and conveys dynamism to the classroom and  reduces time in learning. It is considered to be the most effective medium of mass  communication, which has altered the instructional process in many ways. Poulter and Basford  (2013), states that ICT is an instructing device and its potential for enhancing the quality and  principles of students‟ education is noteworthy. The ICT program is more viable than the  conventional teaching approach in terms of students‟ achievement scores.

According to Ajayi (2008), the use of ICT facilities involves various methods which  include systematised feedback system, computer-based operation/network, video  conferencing and audio conferencing, internet/ worldwide websites and computer assisted  instruction. It must however be stressed that the effective use of the various methods of the  ICT in teaching learning depends on the availability of these facilities and teachers’  competence in using them. 

Teachers need to be supported to get the most from using ICT in classrooms. The  implementing technological solutions need to ensure that they are context-specific, and  adapted to local needs and conditions. It is also imperative that ICT programs are sustainable  or effective by ensuring that the technologies embedded within them meet the demands of  users in appropriate ways. There is a clear difference between teachers who choose ICT  resources to enhance understanding of a particular topic, and those who choose resources  merely to present students work in a new way without any direct application to the topic. 

ICT Skills Needed by Teachers 

The literature describes different kinds of skills teachers should have required to  integrate ICT in new student-centred learning approaches. According to Wamakote, (2010)  the successful integration of ICT into the classroom depends on the ability of teachers to  structure their learning environments in non-traditional ways, merging technology with new  pedagogies. This requires a very different set of classroom management skills to be developed, together with innovative ways of using technology to enhance learning and encourage  technology literacy, knowledge deepening and knowledge creation (Wamakote, 2010). 

According to Wamakote (2010), the teacher development program has a crucial  component for ICT skills needed by teachers. It ideally coordinates teachers’ sophisticated  professional skills with the pervasive use of technology. This in turn supports students who  are creating knowledge products, and who are engaged in planning and managing their own  learning goals in a school that is a continuously improving, learning organisation (Watamote,  2010). However, identifying which competencies each teacher needs to acquire is far from  simple, as this depends very much on the circumstances of their particular school. Personal  teaching styles also play a major role. Again, “one size fits all” does not usually work (Davis,  2009). 

The United Nations Educational, Scientific and Cultural Organisation (UNESCO) ICT  competency standards for teachers go further, describing three approaches: technological  literacy, knowledge deepening, and knowledge creation. These approaches are seen as part of  a development continuum, and each approach has different implications for education reform  and improvement, plus different implications for changes in the components of the education  system: Pedagogy, teacher practice and professional development, curriculum and assessment,  and school organisation and administration (UNESCO, 2008). 

Benefits of ICT to Secondary School Leaders 

Today’s secondary schools without any doubt require leaders who can interpret  appropriately and favourably disposed to the knowledge of ICT so as to ensure their effective  job performance. According to (Omotay, 2012), the place of ICT in secondary school administration therefore cannot be overemphasized considering the problems of over enrolment of students, shortage of instructional materials and human resources, inadequate  infrastructural facilities coupled with poor funding of secondary education which appear to be  militating against effective secondary school administration. They added that, the level of  principals’ ICT awareness in secondary school administration in developing nations was low,  many of the principals seem not to have the basic knowledge of ICT facilities such as  computers and internet. Olaleye (2010), also portrayed in their study that, as the world  changes, information and knowledge change rapidly. Learning processes as well as the  management of schools also have to change. 

Administrative functions in schools are becoming increasingly complex in terms of  increasing number of students and teachers or other administrative staff, society's demands to  education, economic, political, social, technological and other related factors. This complexity  requires the use of powerful administrative tools such as computers and other ICT tools,  resulting in better communication, efficient operations and better personal and community  services in educational settings. According to Olaleye, (2010), the evolution of the computer  and its capability to handle diverse kinds of problems has facilitated the mounting challenges  created by the staggering development in secondary school. They are also emphasised that,  the knowledge of ICT by school administrators is necessary in the areas of budgeting,  collection of student data, recording of results and effective keeping of school records,  different data processing and programming such as data on staff, teaching and learning etc,  also be done though the effective use of ICT in schools (Olaleye, 2010). Consequently, the  educational planners and administrators need to have adequate and accurate data of student  enrolment, school personnel i.e., academic and non-academic staff and school records for effective planning and management of schools. One cannot overestimate the utilisation of ICT  in everyday activities of the school (Olaleye, 2010). 

Aboderin (2009) encompasses ICT as the broad fields of information and  communications by means of computer and telecommunication; tools that are being  increasingly used for organization or personal information processing in all sectors of economy  and the society as a whole. According to Uwadia (2009), ICT serves as a tool for increased  productivity and effective decision making. For instance, the knowledge of ICT can be  explored by the secondary school administrators to ensure teachers effective delivery of services, effective communication, effective maintenance of sound students record system and  maintaining academic planning record system among others. 

Factors Influencing the Use of ICT at Secondary Schools 

 Many research results clearly showed that there are many factors and barriers that affect  the use of technology in the education process in general and classroom in particular.  Hennessy, (2010) identified a range of physical and cultural factors that affect ICT use by  teachers, including lack of reliable access to electricity, limited technology infrastructure  (especially internet access, bandwidth, hardware and software provision), language of  instruction and available software; geographical factors such as country size, terrain and  communications; demographic factors such as population size, density and dispersion. They  also added that the issues of access are further exacerbated by extreme poverty, growing  prevalence of HIV/AIDS, and a lack of political will to alleviate the situation through proper  planning. In addition, they emphasised that educational factors including levels of teachers'  own education and literacy rates, and access to professional development play an important role. Psychological factors of a teacher's own belief and attitudes to ICT and pedagogical  innovation are primary barriers (Hennessy, 2010). 

Indeed, many studies indicated that, it is teachers’ attitudes, expertise, lack of autonomy  and lack of knowledge to evaluate the use and role of ICT in learning (or technophobia in  teachers) that are the prominent factors hindering teachers’ readiness and confidence in using  ICT support. There is also a general inadequacy of learning resources, course curricula and  other learning materials that incorporate ICT use (Hennessy, 2010). 

It is also identified that school administrators offer very little structural support and few  incentives to use the technology effectively in the classroom. Too often the curriculum in  developing countries is rigid and overloaded, leaving little time for innovative classroom  practises (Hennessy, 2010). They also added that national policies need to make more  commitment to helping teachers effectively integrate computers and internet technologies into  the classroom by aligning curricula, exams, and incentives with the educational outcomes that  they hope to gain. In the end, computers by themselves bring very little to the learning process  – they are only tools for learning (Hennessy, 2010). 

Balanskat (2010) portrayed that there are a variety of boundaries, such as, the lack of  ICT skills that could limit teachers in using ICT tools. Also, there is reluctance in many  teachers towards the use of ICT. Many of them did not want to increase their personal burden  for reasons of old age and lack of desire to displace conventional methods, as well as a fear of  wasting time by using technical means. They also point out the lack of incentives and  encouragement from those responsible for the promotion of ICT. In particular, a lack of  interest and disregard of infrastructure requirements of ICT from decision-makers.

Accordingly, they may feel isolated and somewhat despondent. Furthermore, there may  well be a lack of motivation and encouragement from school managers and Ministries,  impacting on a teacher’s confidence in trying out new ideas in their classroom (Balanskat,  2010). 

Policy and strategies of ICT in Education 

The Ministry of education stated that, during the implementation of ESDP IV, quality  improvement strategies will address several complementary challenges. Against this  background, quality improvement strategies under ESDP IV for primary and secondary  education will consist of five components: the development of teachers and leaders;  curriculum, textbooks and assessment; planning of school improvement and of resource use  by schools; the use of Information and Communications Technology (ICT); the improvement  of school infrastructure and facilities (Ministry of Education, 2010). 

The government will continue the expansion of ICT use in education in order to improve  the quality of teaching and learning. For such quality improvement to occur, it is necessary to  go beyond the provision of more ICT infrastructure (Ministry of Education, 2010). According  to the ministry of education, strategies will therefore cover three main areas to improve the  linkage between ICT and quality (Ministry of Education, 2010). 

1. It is the intention to develop and implement a technology responsive ICT national  curriculum for primary, secondary and higher education as well as for other educational  institutions. New TV programs will be prepared in line with the revised curriculum.

2. A second area of great importance concerns teacher training and awareness raising.  Efforts will be continued to reinforce the skills of teachers to use ICT efficiently and a  program will be developed to train a critical mass of computer literacy teachers. 

3. Finally, further work will need to be done to expand access of schools to ICT  infrastructure to allow more students and teachers to benefit from the more widely  available global information sources. 

These will help the development of an e-learning culture among students and teachers. In this  regard, the national school net project needs to be further expanded. At the same time, high capacity content servers will be installed in more secondary schools (MoE, 2010). The  educational television programs will be broadcasted through 12 satellite channels. Problems  of maintenance may occur and therefore the technical capacity in maintenance of ICT  equipment at regional level will be expanded (MOE, 2010). 

Empirical Studies 

Isukpa, M. E. (2014) carried out a study for enhancing the teaching and learning of  computers studies in secondary schools in Ebonyi state. The study adopted a survey research  design. Four research questions were formulated to guide the study. The sample of the study  consists of 190 junior secondary (JSS2) computer students and computer teachers (100  students and 90 teachers) drawn from the three selected local governments in Ohaukwu  education zone 1 of Ebonyi state using simple random sampling. The computer test was  validated by two expert reviewers who rated the item. A 33-item questionnaire was  formulated and administered to 190 respondents, which include computer teachers and  computer students from eighteen secondary schools in the three zones of the state. Frequency and simple means used were for data analysis. The result of the study revealed that  appropriate methodology, adequate facilities, employment of qualified teachers, instructional  materials are needed to develop problem solving skills to boost students' learning abilities in  teaching and learning of computers in secondary schools. This is very much related to this  work in that both works identified methodology and training of teachers as a strategy for  improving or enhancing teaching and learning of computers studies in secondary schools.  However, this study has similarities with the present works but differs in scope and area. 

Bukaliya & Mubika (2011) carried out a study on the Implications for Computer  Education in Zimbabwean Secondary Schools, this study examined the ICT competences of  rural and urban day secondary school teachers in Chegutu District, Mashonaland West  Region. The study looked into the training and literacy levels of computer usage by the  practitioners with a view to find out the areas of strengths and weaknesses in ICT usage.  Upon identifying weaknesses, the study aimed at providing recommendations for  improvement. One hundred and twenty out of 320 secondary school teachers participated in  the study by providing data which was sought through the use of questionnaires and a  competence practical test. The instruments required information on ICT training background,  competence and literacy level of the educators. Results reveal that the majority of the teachers  were computer illiterate because they were not exposed to ICT training or the practical hands on experience. A significant number had no formal ICT qualifications. A few, however, had  a diploma in computers while none had a degree. Results from the practical test given indicate  that the majority of the respondents were not able to use the basic software in computers for  lesson delivery.

Further indications are that teachers lack the necessary skills and knowledge of  computers. In terms of applicability of the packages, teachers' weak knowledge levels show  that their competence in ICTs for classroom use still lags behind. Challenges to ICT competence were identified as lack of adequate computer hardware, limited knowledge on  how to make full use of ICTs in the classrooms and limited understanding on how to integrate  ICTs into the teaching processes. To counter the effects of challenges, schools should  fundraise in order to purchase computers. Staff development in ICTs should also be  undertaken. All stakeholders should take part in mobilizing resources for ICT resource  centres. Teacher training institutions should offer ICT training to student teachers during  their residential courses. This is very much related to this work in that both works identified  methodology and training of teachers as a strategy for improving or enhancing teaching and  learning of computers studies in secondary schools. However, this study has similarities with  the present works but differs in scope and Area. 

Aboderin & Olukayode Solomon (2014) did case study research on Factors Militating  against the Implementation of Computer Education in Secondary Schools in Ondo State  South West, Nigeria. This study examined the quality and adequacy of the Computer Studies  teachers, the extent of the availability of the teaching resources used in teaching Computer  Studies as the determinants of the implementation of Computer Education. A total of seventy two (72) respondents formed the sample size of the study. Multi-stage sampling technique  was used to select the sample for the study. 75% of the sampled population were from the  private secondary schools while 25% belonged to the public secondary schools. Meanwhile,  8.3% of the public schools investigated do not offer Computer Studies. Computer Teachers  Quality and Adequacy Questionnaire (CTQAQ) and Teaching Resources Checklist (TRC) were used for data collection. The result revealed that 62.9% of Computer Studies teachers  are qualified to teach the subject and it is of note that 54.5% of the subject teachers teach  another subject along with Computer Studies. 

Considering the teaching resources, 61.1% of the sampled schools have desktop  Computers and 50.0% make use of laptop Computers. The findings of this study revealed  that there is a significant improvement in the implementation of Computer Education  curriculum in Osun State secondary schools and this is based on availability of manpower  and teaching resources that are relatively available. The study therefore concluded that, for  the state to realise its objective of building a critical mass of ICT professionals and ICT  knowledgeable workforce that can effectively drive state development objectives, whilst  being globally competitive. Adequate attention should be given to Computer education at the  secondary schools in the state. This is very much related to this work in that both works identified methodology and more attention should be paid by monitoring the learning  activities in schools by the government. However, this study has similarities with the present  works but differs in scope and Area. 

Salem Al-Mamary (2020) also carried out a study which aims to examine the factors  affecting the use of ICT in teaching from the perspective of Yemeni teaching. This study also  proposes a model that considers crucial factors that may affect technology use in education.  The researchers use the questionnaire to collect primary data and analyse the collected data  by using SmartPLS software. A total of 120 teachers from two public and two private schools  from Yemen participated in this study. Findings show that easy access to the ICT  infrastructure, availability of support from technical support teams, time availability, and  training for technology use are important factors that impact teachers' technology use in Yemen. This study adds to the existing literature by identifying factors accurately based on  the tested model.  

The model proposed in this study may assist the government in determining the factors  influencing ICT usage and in exerting efforts into reducing or overcoming the challenges in  technology use in teaching amongst schools and teachers. Studies on the most important  factors for the successful ICT usage in the education sector in the Yemeni context are few.  Nonetheless, this study identifies the important factors for the successful application of ICT  in education in Yemen. 

This is very much related to this work in that both works identified availability of  support from technical support teams and easy access to ICT facilities for improving or  enhancing teaching and learning of computers studies in secondary schools. However, this  study has similarities with the present works but differs in scope and Area. 

Summary of Related Literature 

This study dwelt on the Challenges facing the use of ICT in teaching of computer studies  in public secondary schools in Awka South Local Government Area. It was discussed under  the following sub-heading: Conceptual Framework, Theoretical Framework, Theoretical  Studies and Empirical Studies. Literature related to this study was reviewed such as Concept  of ICT, ICT in Education System, and Importance of ICT in Education. 

Theoretical framework of this study hinged on Downes and Siemens connectivism  learning theories which explain the effect technology has on how we live, how we  communicate, and how we learn. Theoretical studies reviewed The Need of Availability and  Utilization of ICT Facilities in Teaching and Learning Process in Classroom by Teachers, ICT Skills Needed by Teachers, Benefits of ICT to Secondary School Leaders, Education in  Nigeria, Factors Influencing the Use of ICT in Secondary Schools, and Challenges in using  ICT in Teaching and Learning. 

The study looked at some of the challenges that public secondary students face using  ICT which are; inadequate funding, lack of internet access, schools with limited ICT  facilities, lack of effective training, limited time, and lack of teachers’ competency. These  challenges need urgent attention if we are to make improvement in our education sector  especially in our public schools and that calls for this study. 

In Empirical studies, literature relevant to the present study was reviewed taking  cognizance of the tenets of the research. The literature reviewed above outlined some  challenges that prevent usage of ICT in teaching and learning in Ondo, researchers decided  to find out if the same challenges or factors will also affect use of ICT in this area. Also, no  research of this type from the knowledge of the researchers seems to have been carried out  in Awka South Local Government Area. In order to fill this gap, the researchers deemed it  necessary to carry out this research. 

CHAPTER THREE 

METHOD 

This chapter is focused on the procedures adopted by the researchers for data collection  and analysis, in order to answer the research questions. This chapter is organised under the  following sub-headings: - Design of Study, Area of study, Population of Study, Sample and  sampling techniques, Instrument for data collection, Method of data collection, Validation of  instrument, Reliability of the Instrument, Method of data analysis.

Research Design 

This study adopted a survey research design, According to Nworgu (2015), a survey  design is one in which a group of people is studied by collecting and analyzing data from  only a few people or items considered to be representatives of the entire group. The design  is appropriate for the study because opinions of the students will be used to identify the  challenges facing the use of ICT in teaching and learning of computer studies in public  secondary schools in Awka south local government area. 

Area of study 

The study was carried out in Awka South in Anambra State. It is one of the five Awka  education zones. Awka south local government area is made up of nine towns, namely,  Amawbia, Awka, Ezinato, Isiagu, Mbaukwu ,Nibo, Nise, Okpuno and Umuamalu. There are  three major streets that span this area, which are the Zik Avenue, works road and Arthur Eze  Avenue. In the past, the people of Awka South LGA were well known for blacksmithing.  Today, they are respected among the Igbo people of Nigeria for their technical and business  skills. The reason for carrying out this investigation in Awka south is because this kind of  study has not been conducted in the area. This therefore made the area suitable for the study. 

Population of study

The population of the study comprises 1,533 public senior secondary two students (SS2)  and 43 teachers from the 18 public secondary schools in Awka South (Source: Ministry of  Education, Awka). The reason for selecting the SS2 students is because students in SS2 are  not in exam class, and they have chosen whether to study science or arts. (Source: Ministry  of Education, Awka). 

Sample and sampling Techniques 

The sample for the study consists of 180 students and 20 teachers. The technique for  selection of samples for this study was a multi stage sampling technique. In stage one, a  simple random sampling technique, specifically a balloting method, was used to select 5  schools from the Local government area. Among the five selected schools, the researchers  used a purposive sampling approach to select SS2 students and teachers. The researchers  further used simple random sampling to select classes used for the study. 

Instrument for Data Collection 

The researchers made use of structured questionnaires as the instruments for data  collection. The questionnaire was developed by the researchers based on the information  gathered from the review of related literature. The questionnaire was made up of two sections  A and B. A concerns the respondents’ personal data. Section B was divided into four parts  which consists of 21 items. 

The students and teacher were expected to give their responses on a four-point (4 – 1)  rating scale which ranged from Strongly Agree (SA) - 4 point, Agree (A) - 3point, Disagree  (D) – 2 point and Strongly Disagree (SD) – 1 point.

Validation of Instrument 

The designed questionnaire was validated with regard to its relevance to the purpose of  this study by the supervisor and three other experts in the field of science education in the  Faculty of Education, Nnamdi Azikiwe University Awka. 

The validators were requested to examine the items, language of construction and  ascertain the extent to which the language was clear and items suitable at purpose for which  they were intended. Items that were not in-line with the research items were discarded and  replaced with suitable items with the help of validators. The replacement of valuable items  improved the questionnaire. 

Reliability of the Instrument 

In testing for reliability, a test-retest method was used; this is because the instrument  was multiple rated. A pilot test was carried out in a secondary school in Njikoka Local  Government Area that was not part of the study area. Twenty questionnaires were  administered. The data collected was analysed to ascertain the reliability coefficient using  the Cronbach Alpha. A reliability index of 0.76 was obtained which attest that the instrument  was reliable.

Method of Data Collection 

The questionnaires used for collection of data were delivered by the researchers. The  researchers adopted a “return on the spot” procedure to avoid loss of the questionnaire. The  instrument was distributed and retrieved immediately with the help of the teachers to ensure  absolute return rate of the instruments. 

Method of Data Analysis 

Descriptive statistics which include the mean and standard deviation were used to  answer and describe the data for twenty-one (21) questionnaire items. The response options  as contained in the questionnaire using four-point like scale were weighted as follows: 

Strongly Agree (SA) = 4 

Agree (A) = 3 

Disagree (D) = 2 

Strongly Disagree (SD) = 1 

The cut-off point was determined by finding the mean of the nominal values assigned to the  option using this formula 

X = Σfx 

 N 

Where x = mean of the sample 

 Σ = Summation sign

 F = Frequency 

 X = Nominal values 

 N = Total number of items. 

Therefore, the cut-off point which is considered as the minimum score in any item obtained  in a research question determined by adding the nominal values together and dividing by the  total number of the nominal values as shown 

= 4 + 3 + 2 + 1 =10 

Mean = 2.5 

Decision Rule 

 A mean score of 2.5 and above in a four-point Likert scale was considered accepted  while any item with mean score below 2.5 was considered rejected. 

CHAPTER FOUR 

RESULTS 

This chapter presents the results of the analysis of data collected for the study. The data  were interpreted using tables and were organized and analyzed according to research  questions addressed by the study.

Research Question One: What are the challenges facing the use of ICT in teaching and  learning of computer studies in public secondary schools? 

Table I: Responses on the challenges facing the use of ICT in teaching of computer studies.

Results presented in table I show that the respondents accepted that all the factors in item No  1, 2, 3, 4, 5, 6, 7,10, 11, & 12 are the challenges facing the use of ICT in teaching and learning  of computer studies in public secondary schools. This was clearly indicated from their  respective mean scores which are above the criterion of acceptance level fixed at 2.5 and  above. The only challenges disagreed with were item No 8 and 9 which stated that there are  enough computers in the school laboratory and there is constant electric power supply in the  laboratory. Both had a mean score of 2.1. This shows that even the available ICT facilities  are not effectively used in teaching and learning of computer studies, since, there are limited  computers and lack of constant electric power supply in the school laboratory. 

Research Question Two: What are the possible solutions to the challenges facing the use of  ICT in teaching and learning of computer studies? 

Table II: Responses on the solutions to the challenges facing the use of ICT in teaching and  learning of computer studies

35 

From the above table II, the results clearly indicate that the respondents agreed on the  possible solutions to the challenges facing the use of ICT in teaching and learning of  computer studies. From the item statement No.22 which states that internet service providers  should grant schools free internet access for browsing have a mean score of 3.9, which is the  highest mean score from the table. While Items No. 21 and 24 which states providing enough  security and monitoring ICT usage had the lowest mean scores 2.9, which is equally above  the criterion mean of 2.5. 

Summary of findings  

The findings of this Research revealed that there are several factors that face the use of  ICT in teaching and learning of computer studies in public secondary schools. These include  economic factors like Inadequate funding from the Government for procurement of ICT  facilities, the equipment related factors such as lack of electricity, Human and Administrative  factor like lack of technical expert in the school that can deal with maintenance issues and  resolving problems are also inadequate preparation on the part Federal and State government  in terms of planning and execution of ICT project. 

The study also identified the possible solutions to the challenges facing the use of ICT  in teaching and learning of computer studies includes; government to provide enough funding  for the procurement of ICT facilities, internet service providers should grant free internet  access to schools to enable the use the available ICT facilities, schools to provide proper security measures to safeguard the ICT facilities, and the government to ensure continuous  in-service training for ICT teachers. 

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATION 

This chapter discusses the result of the findings under the following sub-headings  discussion of findings, conclusion, and implication of the study, recommendation, and  suggestion for further study. 

Discussion of Findings 

The Challenges Facing the use of ICT in Teaching and Learning of Computer Studies  in Public Secondary Schools 

From the table I, Findings of research question 1 revealed the challenges facing the use  of ICT in teaching and learning of computer studies in public secondary schools include: lack  of internet access, limited knowledge about ICT, inadequate supply of electricity, lack of  funding by the government, irregular maintenance of ICT facilities and lack of technical  expert. This gives credence to the findings of Hadi Salehi (2012) who identified little access  to internet and unstable power supply as challenges that prevent the using of ICT in  Education. 

Also, the result of this finding is in agreement with the study made by Jacob and Dahir  (2021), they noted some challenges that affect public school students from using ICT for  learning to include: inadequate funding of ICT programme, inadequate ICT facilities, poor  internet services and high cost of ICT facilities. The findings of this study correspond to the  study made by Jegede and Deborah (2019), they found out the challenges facing the  administration of ICT infrastructural facilities in public schools in Nigeria to include;  shortage of ICT manpower, poor policy implementation, poor network services and poor ICT  literacy. 

Additionally, the findings of this study are consistent with those of Shadreck (2015) that  unavailability of infrastructure, lack of ICT competence, lack of in-service training and technical support are the teachers’ perceived challenges that prevent science teachers from  using ICT in the classroom for teaching. 

The Possible Solutions to the Challenges Facing the Use of ICT in Teaching and  Learning of Computer Studies 

From Table II, Findings from research question 2 revealed that the possible solutions to  the challenges facing the use of ICT in Teaching and Learning of Computer Studies includes;  Government to provide funding to schools for computer procurement, provision of technical  support by the government to schools, Provision of enough power supply, internet service  providers to grant free internet access to schools, monitoring ICT usage in schools by the  government and providing adequate security for the available ICT facilities. The solutions  are in agreement with the findings of Ogunode Niyi (2020), he noted that the way forward to  the challenges preventing students from using ICT for in Learning in Nigeria includes; the  internet services providers to improve on the quality of services, the students and lecturers to  be trained on computer literacy, a policy that allows students and lecturers own a laptop or  computer, the government to provide enough for procurement of ICT facilities by schools,  and also the government to reduce the cost of ICT facilities in the country. 

Equally, this solution is in consonance with the findings of Ogunode (2021) who  through his study determined that the way forward for ICT usage in schools in Nigeria  involves; the government to ensure stable power supply, the government to ensure constant  internet services, the government to organize constant training for teachers, and the  government to provide schools in the country with adequate ICT facilities. 

Furthermore, the solutions as obtained from this study gave credence to the findings of  Njagi Njoka (2020), who suggested that the way forward to the challenges facing ICT  integration in public secondary schools include; continuous in-service training of teachers, upgrade of ICT software, adequate security measures for ICT facilities in schools, and  deliberate budgetary provisions by the government. 

Conclusion 

This research explored the challenges facing the use of ICT in teaching and learning of  computer studies in public secondary schools in Awka South Local Government Area. The  intention was to understand the impact these challenges have on teaching and learning. The  findings indicate the relevance of ICT resources in the classroom and the negative  implications of the lack thereof. The challenges facing the use of ICT frustrate the hopes and  aspirations of learners and prevent them from enjoying the benefits associated with the  introduction of ICT facilities into the classroom. The prevailing circumstances in public  secondary schools indicate that the federal and state government needs to review its ICT integration plans and policies concerning how it identifies and attends to challenges faced by  public secondary schools. 

 We, therefore, recommend that the federal and state government should revamp its  monitoring and evaluation mechanisms to identify and resolve challenges related to ICT  availability and usage in public secondary schools. Our perception is that such an approach  will contribute to ensuring that existing resources do not remain unused or underutilized, or  become stolen due to security concerns. Such occurrences would mean a major setback in  the Government's endeavors to ensure that all children receive a quality education, in an era  where technology is increasingly becoming a teaching and learning mode of choice.  

Since the Government may not have enough capability to assist all schools in all  dimensions, we also recommend that schools collaborate, through partnerships with  communities, to ensure safer public secondary schools. The vandalism and theft of ICT  equipment in public secondary schools during the lockdown caused by COVID-19 are due to porous security in schools with technological resources, thus validating the need for  security measures as suggested. More research on ICT-related challenges around the country  is needed to provide a holistic picture of the problem to provide more data for government  action going forward. 

EDUCATIONAL IMPLICATION 

The findings from this study have generated some educational implications that teaching  and learning approaches in Computer studies should change from teacher-based instruction  to learner-based learning. In order to achieve these teachers, need to be trained formally on  how to apply ICT facilities in the teaching and learning of Computer studies, not only this  formal training but also need to sustain on-going training to help them integrate ICT into  their teaching and learning of Computer studies. Here ongoing training implies workshop  seminar, symposia (that is, in service training). 

The positive attitudes of both educators and learners towards the impact of ICT  resources in teaching and learning make it apt to argue that having a computer laboratory that  continuously functions has the potential to increase learner educational aspirations,  motivation and the desire to learn Denoon-Stevens & Ramaila (2018). Unfortunately, the  lack of ICT resources and other related factors cripples the zeal of using technology in the  classroom. Similarly, Comi, Argentin, Gui, Origo, and Pagani (2017) noted that the level of  learner motivation and a potentially positive change in perceptions towards learning depends  on teachers’ ability to integrate ICT in classroom spaces. Such effectiveness, in the view of  Steiner and Mendelovitch (2017, p. 1259), occurs when educators use ICT resources to  promote higher-order thinking through the usage of the necessary applications appropriate  for teaching specific subjects.

For Hegedus and Moreno-Armella (2020), the introduction of new software and  hardware technologies presents an added advantage in teaching and learning in specific  subjects, including Computer studies. This reiterates the important role ICT plays in a  teaching and learning environment. 

Recommendations 

Based on the findings of the study, researchers recommend the following;  

1. Government should provide budgetary allocation for the provision of ICT facilities.  2. Internet service providers should provide free internet access to schools to enable them  to utilize the available ICT facilities. 

3. The school administrators should ensure the safety of the available ICT facilities by  providing adequate security measures. 

Limitation of the study 

The time frame for this study was limited, thus, the researchers found it difficult to cover  all the school in the area. 

Suggestion for Further Study 

The researchers suggest the following; 

1. The challenges facing integration of ICT in co-educational schools in Awka South  Local Government Area. 

2. The challenges facing the usage of information and communication technology in  tertiary institutions in Anambra State.

Summary of the Study 

The summary of this research revealed that there are several factors that affects the use of  ICT in teaching and learning of computer studies in public secondary schools in Nigeria, it  was found that there are several challenges that hinder the effective use of ICT in this  context. These challenges include a lack of access to ICT infrastructure, such as computers  and the internet, as well as a lack of trained teachers who are able to effectively incorporate  ICT into their teaching. Additionally, there is a lack of adequate funding for ICT in schools,  which limits the ability to purchase and maintain necessary equipment. 

To address these challenges, the study recommends several possible solutions. These include  providing teacher training programs to help teachers learn how to effectively integrate ICT  into their teaching, increasing funding for ICT in schools to improve access to equipment  and technology, and implementing policies and programs to promote the use of ICT in  education. Additionally, the study suggests that there should be a focus on building the  necessary infrastructure, such as internet connectivity, to support the use of ICT in teaching  and learning. Overall, addressing these challenges will require a concerted effort from both  government and education stakeholders to ensure the successful integration of ICT into the  teaching and learning of computer studies in Nigeria's public secondary schools.

REFERENCES 

Adewopo. (2015). Role of the Court in the Interpretation and Development of Intellectual  Property Law. The Nigerian Experience. The Gravitas Review of Business & Property  Law, 6(1). 

Adomi, E. E., & Kpangban, E. (2010). Application of ICTs in Nigerian secondary schools.  Library philosophy and practice, 1. 

Al‐Mamary, Y. H. S. (2020). Examining the factors affecting the use of ICT in teaching in  Yemeni schools. Journal of Public Affairs, e2330. 

Bukaliya, R., & Mubika, A. K. (2011). Teacher competence in ICT: implications for  computer education in Zimbabwean secondary schools. International Journal of  Social Sciences & Education, 1(4). 

Chiroma, H., Abdulhamid, S. I. M., Abdul—Salaam, Y. G., Usman, A. M., & Maigari, T. U.  (2011). Academic community cyber cafés Perpetration point for cybercrimes in  Nigeria.

Chukwuere, & Onyeukwu. (2017). Influence Of Information Communication and  Technology on Social Life and Academic Performance of Students in Imo State  University. https://projectgate.com.ng. 

Deppeler, J., Loreman, T., & Smith, R. (2015). Teaching and learning for all. In Inclusive  pedagogy across the curriculum. Emerald Group Publishing Limited. 

Esharenana, A., & Kpangban, E. (2010). Application of ICTs in Nigerian Secondary Schools. 

Evey, C. K., Emmanuel, O. O., Joseph, A., Denis, U., & Asinde, F. A. (2010). The need for  ICT in secondary schools’ curriculum in Nigeria. Nigerian Journal of Teacher  Education and Teaching, 8(2), 183-192. 

Goar, N. S., Buwah, J. S., & Duktur, S. L. (2021). Challenges Of Teaching and Learning  Entrepreneurship in Business Education in Nigeria. Nigerian Journal of Business  Education (NIGJBED), 8(1), 79-85. 

Gujjar, Khan, & Ramza. (2010). A study to evaluate the availability and utilisation of  physical and instructional facilities in secondary schools in Bajaur Agency. 

Hashim, A.-S., & Kutbi. (2015). Perceptions of Social Media Impact on Social Behaviour of  Students. A Comparison between Arts and Science Faculty. 

Hennessy, S., Harrison, D., & Wamakote, L. (2010). Teacher factors influencing classroom  use of ICT in Sub-Saharan Africa. Itupale online journal of African studies, 2(1), 39- 54. 

Isukpa, M. E. (2014). Effect of role play method on students’ academic achievement and  interest in Christian Religious Studies in senior secondary schools in Ebonyi central  education zone of Ebonyi State, Nigeria (Doctoral dissertation, University of Nigeria  Nsukka). 

Jegede. (2013). Challenges of sustainability and urban development: A Case of Ado-Ekiti,  Ekiti State, Nigeria. 1, 22-29. 

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the  past. International Review of Research in Open and Distributed Learning, 9(3), 1-13. 

Okoro, C. O., & Ekpo, E. E. (2016). Effects of Information and Communication Technology  (ICT) application on academic achievement of students in Christian religious studies  in Cross River State. International Journal of Interdisciplinary Research Method, 3(2),  14-24. 

Olajubu, E. A., Afolabi, B. S., & Ajayi, A. O. (2009). A customised e-shopping system for  SMEs in developing countries: Cases from the sub-Saharan Desert of Africa.  International Journal on Advances in ICT for Emerging Regions (ICTer), 2(2). 

Ololube. (2013). The problem and approaches to educational planning In Nigeria: a  theoretical observation. Mediterranean journal of social science, 4, 12.

Onifade, O. Factors Influencing Computer Education Curriculum Implementation in  Nigerian Junior Secondary Schools. International Journal of Educational  Researchers, 9(3), 1-8. 

Onwugbonu, B. B. C., Singh, T. K. R., & Fook, F. S. (2015). Need for ICT integration for  effective instructional delivery in Nigerian colleges of education. Journal of Education  and Practice, 6(3), 51-56. 

Salehi, H., & Salehi, Z. (2012). Challenges for using ICT in education: teachers' insights.  International Journal of e-Education, e-Business, e-Management and e-Learning,  2(1), 40. 

Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL Teachers' Perceptions on Using ICT in Their  Teaching: To Use or to Reject. Teaching English with Technology, 15(4), 29-43. 

Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). Does the Teaching and Learning Process  in Primary Schools Correspond to the Characteristics of the 21st Century Learning.  International Journal of Instruction, 13(3), 357-370. 

Vanguard. (2021). Information and communication for Development. 

APPENDIX A 

LETTER OF INTRODUCTION 

Department of Science Education 

(Computer Science Education) 

Faculty of Education, 

University of Nnamdi Azikiwe, 

Awka. 

Dear Respondents, 

We are students of the above information undertaking a research work on the Challenges  Facing the Use of ICT in Teaching of Computer Studies in Public Secondary Schools Awka  Local Government Area. 

We will be very grateful if you could fill these questionnaires as reasonable as possible. Be  assured that any information you provide will be used solely for the purpose of this study.

Thank you for anticipated cooperation. 

Yours Faithfully. 

Davidson Chukwunedum 

Ezeh Chuks Gaius. 

APPENDIX B 

QUESTIONNAIRE 

INSTRUCTIONS 

The questionnaire is divided into two sections, A and B. Section A is about your personal  information. Section B contains questions meant for this study. 

Section A 

Name of school……………………………………………………………….. Section B: Read through the statements, and for each, tick () on the answer that appeals to  you. 

Note: (SA) Strongly Agree. 

 (A) Agree. 

 (D) Disagree. 

 (SD) Strongly disagree. 

The challenges facing the use of ICT in teaching and learning of computer studies in public  secondary schools

The possible solutions to the challenges facing the use of ICT in teaching and learning of  computer studies