Browsing by Author "Akinola, Opeyemi Mosobalaje."

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    Assessment of secondary schools preparedness for computer programming in Ondo state, Nigeria
    (Department of Educational Technology and Library Studies, Obafemi Awolowo University, Ile-Ife, Nigeria., 2024) Akinola, Opeyemi Mosobalaje.
    This study assessed available programming facilities (software and hardware resources) in secondary schools in Ondo State, Nigeria. It also examined the challenges faced by Computer Science teachers in integrating programming education into the curriculum, and evaluated the awareness of secondary school administrators, teachers, and students regarding programming education in the secondary schools. These were with a view to determining the preparedness of secondary schools for computer programming in Ondo State, Nigeria. The study employed a descriptive research design to assess the preparedness of secondary schools for programming education in Ondo State, Nigeria. The target population included all students, Computer Science teachers, and educational administrators across the state's three Senatorial Districts: Ondo Central, Ondo North, and Ondo South. Multistage sampling procedure was employed: Six local government areas (LGAs) were selected randomly from the three Senatorial Districts, and two secondary schools with adequate programming resources were chosen from each LGA, making a total of 12 schools. From each selected school, one educational administrator and one ICT/Computer teacher were included, along with 20 students selected via convenience sampling, resulting in a total sample of 12 teachers, 12 administrators, and 240 students. Three questionnaires were adapted, the Educational Administrators' Preparedness for Programming Education (EAPPE), Questionnaire on the Teachers' Preparedness for Programming Education (TPPE), Questionnaire on the Students' Readiness for Programming Education (SRPE) were used to gather data from the samples. Data collected were analyzed using descriptive statistics to identify patterns and differences in preparedness levels among the participants. The instruments' validity was established through expert review, while reliability was confirmed with Cronbach's Alpha values exceeding 0.70 for all sections. The data collection process followed a systematic procedure, including obtaining necessary approvals, preparing questionnaires, and conducting surveys in person, ensuring confidentiality and integrity throughout. The result showed that 58.4% of the students, 58.3% of the teachers, and 41.7% of the administrators revealed that computer hardware resources were highly available. However, software resources were reported as highly available by only 52.9% of the students, compared to 33.3% of the teachers and 25.0% of the administrators, indicating a disparity in perceptions. 66.7% of the respondents agreed that there were challenges in securing funds needed to integrate programming into the curriculum while 33.3% disagreed, and 50% agreed that finding qualified teachers were part of the challenges of integrating programming education. 77.2% indicated lack of awareness and support from parents and communities, along with limited technology infrastructure, were significant challenges. Levels of awareness differed as 92.9% of administrators, 55.6% of teachers, and 74.2% of students reported being highly aware of the benefits and significance of educational programming. The results also called out the need in the focus region to ensure that all constituents programming education were made aware of the available constituents. Increasing the awareness of the provided resources and solving the outlined issues is fundamental in improving the circumstances of programming education in secondary schools in Ondo State. The study concluded that Secondary Schools in Ondo State, Nigeria were well prepared for the integration of computer programming into the curriculum. Alpha values exceeding 0.70 for all sections. The data collection process followed a systematic procedure, including obtaining necessary approvals, preparing questionnaires, and conducting surveys in person, ensuring confidentiality and integrity throughout. The result showed that 58.4% of the students, 58.3% of the teachers, and 41.7% of the administrators revealed that computer hardware resources were highly available. However, software resources were reported as highly available by only 52.9% of the students, compared to 33.3% of the teachers and 25.0% of the administrators, indicating a disparity in perceptions. 66.7% of the respondents agreed that there were challenges in securing funds needed to integrate programming into the curriculum while 33.3% disagreed, and 50% agreed that finding qualified teachers were part of the challenges of integrating programming education. 77.2% indicated lack of awareness and support from parents and communities, along with limited technology infrastructure, were significant challenges. Levels of awareness differed as 92.9% of administrators, 55.6% of teachers, and 74.2% of students reported being highly aware of the benefits and significance of educational programming. The results also called out the need in the focus region to ensure that all constituents programming education were made aware of the available constituents. Increasing the awareness of the provided resources and solving the outlined issues is fundamental in improving the circumstances of programming education in secondary schools in Ondo State. The study concluded that Secondary Schools in Ondo State, Nigeria were well prepared for the integration of computer programming into the curriculum.