THE FACTORS AFFECTING ACADEMIC ACHIEVEMENT OF COMPUTER SCIENCE STUDENTS IN COMPUTER PROGRAMMING

ABSTRACT

This study examined the factors influencing the academic achievement of Computer Science students in computer programming. The research was conducted at the University of Benin, Benin City, in Edo State. The main aim was to identify students’ factors, parents’ factors, teachers’ factors, government factors, and administrative factors that affect the achievement of Computer Science students in computer programming. Based on the study’s objectives, the researcher developed corresponding research questions. A descriptive survey research design was employed. The population consisted of 2,331 students and teachers from the University of Benin, Benin City area of Edo State. The sample size was 341, determined using the Taro Yamane formula. Data were collected using a questionnaire, which was validated through face validity by experts in measurement and evaluation. The reliability coefficient obtained was 0.85 using the Pearson product moment correlation method. The findings revealed that students, parents, teachers, government, and administrative factors all influence the achievement of Computer Science students in computer programming. Consequently, recommendations were made, including that school administrators should allocate sufficient time for the teaching and learning of computer science, and parents should consistently support their children by providing the necessary materials required for studying computer programming.

CHAPTER ONE

INTRODUCTION

Background to the Study

Computers have become an increasingly integral part of daily life, and producing computer-literate graduates remains a major priority for modern universities. The computer serves as an essential tool across numerous fields, including business, industry, government, science, and education, influencing almost every aspect of human existence. It is applied in problem-solving, creating new challenges to address, and fulfilling humanity’s inquisitive nature.

According to Akeju (1995), the concept of the computer originated approximately 300 years ago with the invention of a machine that operated using mechanical power provided by the user. This machine remained in use until the late 1970s, after which electronic calculators made it obsolete. In 1642, Pascal developed the first machine capable of both addition and subtraction. Subsequently, more advanced technological devices emerged, leading to the current fourth and fifth generations of computers.

Computer science, as a field of study, is widely acknowledged as the foundation of technological progress in any society. Consequently, individuals benefit significantly from the introduction of computers and from gaining a clear understanding of their functions, both as students and as members of the broader society.

Increasing the number of competent computer programmers would enhance teachers’ dedication to delivering the fundamental knowledge that Computer Science students require to become proficient programmers.

Nations worldwide are classified as developed or developing largely based on their level of technological advancement. As noted, “Nigeria cannot increase her productivity in farms, industries, factories, schools, etc., without science and technology.”

During the 32nd ministerial council meeting of the National Council on Education, the Federal Government of Nigeria resolved to introduce computer education into the national university system. This policy was supported by the establishment of the National Committee on Computer Education, involving various bodies such as the Nigeria Educational Research Council (NERC), the Planning and Development Division of the Federal Ministry of Education, State Ministries of Education, representatives of faculties and institutions of education, among others.

According to the National Computer Policy (1998), the first objective is to ensure that the general public recognizes the impact of information and computer technology on contemporary society, understands the importance of its effective application, and grasps the technologies involved in processing, managing, and communicating information. The second objective is to equip Nigerians with the ability to use and program computers (the role of a programmer), develop software packages, understand computer architecture and operations, and appreciate the economic, social, and psychological effects of computers.

Regarding academic achievement or excellence, Tuckman (1975) stated that “achievement is used to label the observable manifestation of knowledge, skills, concepts, and understanding of ideas.” Thus, questions arise about what is happening to students who have taken and will continue to take examinations in computer programming. If achievement refers to the successful completion of tasks aligned with course objectives and examination syllabus requirements, what accounts for the variations in performance among Computer Science students? Achievement, therefore, represents the application of learning outcomes that culminate in mastery at the end of the instructional process.

Brunner (1997:98) noted that both research and anecdotal evidence confirm that student productivity or achievement in computer programming varies considerably. If the factors contributing to improved programming performance among Computer Science students are well understood, this knowledge would greatly benefit educational managers and lead to enhanced management practices.

The university comprises students from diverse family backgrounds, religious affiliations, and psychological profiles. As a result, students’ academic achievement is closely linked to how effectively they can utilize available resources.

In modern times, pursuing university education has become a common aspiration, driving many students to seek admission into higher institutions across various disciplines.

Statement of the Problem

Previous research has indicated that the factors perceived to influence student achievement are of significant concern to students, parents, teachers, the government, and other stakeholders. It has been observed that there has been a substantial decline in students’ academic performance in computer programming over the years. This decline may be linked to social factors (such as class attendance and assignment completion), psychological and environmental factors, and physical factors (including diet, exercise, and health), as well as the acquisition of appropriate learning skills.

Studies demonstrate how these elements directly impact the knowledge base, skill levels, and competencies of students who will continue to sit for examinations in computer programming.

The following factors adversely affect students’ achievement levels in computer programming:

- Lack of qualified teachers.

- The negative influence of the individual’s environment.

- Students’ attitudes toward computer programming.

- Lack of appropriate instructional materials.

- Lack of practical sessions.

Purpose of the Study

This study seeks to evaluate the factors affecting the academic achievement of Computer Science students in computer programming, with the University of Benin, Benin City, serving as the case study. Specifically, the study aims to identify:

1. Student factors influencing the achievement of Computer Science students in computer programming.

2. Parental factors influencing the achievement of Computer Science students in computer programming.

3. Teacher factors influencing the achievement of Computer Science students in computer programming.

4. Government factors influencing the achievement of Computer Science students in computer programming.

5. Administrative factors influencing the achievement of Computer Science students in computer programming.

Research Questions

Guided by the specific objectives, the researcher formulated the following research questions:

1. What are the student factors influencing the achievement of Computer Science students in computer programming?

2. What are the parental factors influencing the achievement of Computer Science students in computer programming?

3. What are the teacher factors influencing the achievement of Computer Science students in computer programming?

4. What are the government factors influencing the achievement of Computer Science students in computer programming?

5. What are the administrative factors influencing the achievement of Computer Science students in computer programming?

Scope of the Study

This study focuses on analyzing the factors that influence student achievement in the Computer Science course on computer programming at the University of Benin, Benin City. It is delimited to the University of Benin in Benin City, Edo State.

Significance of the Study

This research will benefit students, parents, curriculum developers, teachers, and the government.

Students and researchers interested in conducting similar studies will find this work valuable. Students will acquire relevant practical skills, becoming productive members of society. The study will also build students’ confidence as they contribute meaningfully to society and earn a living through the skills they have gained. Those who master these skills will become self-reliant and beneficial to themselves, the industrial sector, and society as a whole. Additionally, the study will help students develop into more strategic learners capable of taking greater responsibility for their own learning.

Curriculum developers will find the outcomes useful for reviewing the Computer Science syllabus in the future.

For the government, as the primary policymaker, the results will support planning and decision-making processes. The study will aid in policy formulation, implementation, evaluation, and reform. It will inform the government about effective strategies for enhancing the teaching and learning of computer science in the school system, encouraging the adoption of such strategies through grants and aid to schools.

For Computer Science teachers, the study will highlight appropriate teaching strategies that can improve instructional effectiveness. It is expected that teachers will implement these strategies, thereby enhancing the overall teaching and learning process.

67 PAGES