APPTHE USE OF MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE

Undergraduate

INTRODUCTION

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 a problem with some types of solutions. The birth of electronic multimedia 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.

            In 1614 John Napier, a Scotish mathematician invented the Napier logarithm. In 1768, Galvanic became the first man to identify electro mechanical machine which is used to add stored data.  

In this age of information and communication technology (ICT) where the world seems to be reduced to a global hamlet, no country desire to be mapped out for the relevant hamlet. Information and communication technology is therefore an indispensable tool for global hamlet. In the context of this research, ICT focused on the enhancement of students’ performance of school subjects through the use of computer aided instruction in computer science. In that case, knowledge and skills acquisition are necessary as a fundamental of ICT. Science education in general and computer science in particular today, demand for teachers capable of teaching the new technology and helping students interpret and repackage information and provide information. Rich environment, for communication to use ICT in the learning environment, there is need for students to have access to multimedia like computer, fax machine, telephone and electronic mail etc. Experts however believe that the educational sector is suffering neglect towards effective access of information (Ofulure 1999). The new communication technology has no distance and boundary and time so that the remotest village in Nigeria has the possibility of trapping a global store of knowledge. This development makes it possible to receive vast amount of information from anywhere in the world in seeds. Although cultural compatibility and the high rate of purchase and maintenances multimedia like computer in developing countries may make the demand for multimedia (computer) in science classroom seems luxury. At the moment, this state of affair may not last for a very long period of time. The use of computer to facilitate learning of computer science within the formal learning and teaching situation will eventually enhance the acceptance of this versatile technology in the developing countries, which are normally dominated by the indigenous technology. All teachers are now expected to make use of ICT to support teaching and learning environment. A few feel uncomfortable if asked to teach in an ICT suite rather than their own laboratory that they will do anything they can do to avoid it or will leave the management of the lesson to the ICT technician or coordinator. Many feel that they could do a better job if the resource were more accessible for the lesson and the scheme of work. Being able to use ICT confidentially at home and as the teacher in charge of the lesson are two different things. Apart from the general classroom management issues, there can also be disconcerting technical differences. The extra demands of simply working on a network can provide a large confident benefit. Many staff and the school network security arrangement can make that aspect of using the internet in lesson require a little more planning. For example, it is useful to be able to write hyper link into a word document to make students directly to relevant website but those may need to work in advance with the ICT technical manager to make sure that useful websites are “book marked” or entered in “favorites” for resource centred organizations who packaged folders for easier access or data. Here, book marked sites with their favorites are directly chained or linked to desire web pages of choice.


STATEMENT OF THE PROBLEM

Teaching computer science in wuse zone 6, primary school students in Abuja using normal traditional method alleviate the following issues among the students and teachers;

1.      Lack of easy understanding among the students.

2.      Inadequate resource to learn the manual traditional method.

3.      Lack of ICT knowledge integration to the student as their fundamental basics.

4.      Lack of teaching motivation among the teachers.

5.       Poor practical demonstration and teaching.

     OBJECTIVE OF THE STUDY

          The major objectives of the project work are as follow:

1.  To develop a software (CAI) for teaching and learning of computer science component in primary schools.

2.  To evaluate the performance of students base on pervious method and new methods.

3. To reduce the teachers work load and make learning effectives.

1.     To encourage the use of ICT in teaching and learning in primary schools.