THE USE OF MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE

Postgraduate

ABSTRACT

This project work has looked into the use of multimedia in teaching and learning of computer science, a case study of Oredo local government area. The research sample consisted of 70 students from secondary schools the schools were selected based on their location in the local government area. These include St. Mary dedication school, Oredo Girls collage, Immaculate conception college, Edo college, Itohan Girls grammar school, and Iguodala primary school.

The researcher finds out that, majority of the students have the knowledge of computer science, therefore the teacher as resource personnel should be computer literate to enable them carryout effective teaching.


BACKGROUND OF STUDY

A computer is an electronic device that can process data. Computer system is capable of accepting input data (unprocessed data), through an input device, store and processed the data and place processed data (information) on the out put device generally called output.

            Some people have always responded to as problem with some types of solutions. The birth of electronic multi media like computer is no exception when barter economy was replaced by monetary economy, the need for number, computation and the keeping of records, become apparent. As early as 300 B.C. number were in use in some parts of the world.

            The concept of number and counting is said to have been initiated or developed by Hardsman who after their animals, returned in the evening they could be accounted for. Later other simple methods such as sticks and stones were also used to count. The first real computations aid, abacus, was developed in China as early as 2600 B.C.. Abacus is still commonly used in the world today.


                               STATEMENT OF THE PROBLEM

In recognition of the significant role of ICT in the technology of the nation, the federal government through the federal ministry of education introduced multimedia students in unity schools. In 1990 (Borishade, 2000). The ministry did not stop there, it also organized annual holiday multimedia programme for secondary school students in collaboration with some oil companies with a view to making every Nigerian citizen literate. It provide some multimedia for the unity school and produce a syllabus for the secondary school multimedia (computer) studies. The national policy on education made provision for multi media (computer) education for junior and senior secondary schools as electives. After one decade of the introduction of the programme, very little result to have been achieved. No examination has been written on multi media (computer) education in JSCE. No wonder Jegede (2002) observed that our society is too slow in the uptake of ICT. Lack of qualified teachers in the area of ICT is a serious impediment to its implementation. Only a few universities in the country such as (OAU, RSUER, ESUT) out of the whole lot offer courses in either computer science or computer engineering. It is only OSUT that gives information and communication technology as a course. Most of the computer science STM teachers in our schools are not computer literates and as such are not able not reflect any respect of ICT in their teaching as they can not give what they do not have. Most of our secondary schools do not have enough multi media (computer) for any meaningful learning to take place, even the available computers do not function. Some multi media are not properly maintained due to lack of fund, lack of qualified technicians and poor maintenance culture which is a serious problem in this country.