Computer science education

This study investigates the impact of digital technology in teaching and learning computer science in secondary school. The study adopted the survey design on the basis of which data was sourced using questionnaire on a sample of 250 students in Benin Metropolis. The data was analysed using chi-square statistical tool. The result revealed that there is significant difference in the computer science teachers’ attitude towards the use of technology Tools. Secondly, the result shows that there is significant difference in the computer science students’ attitude towards the use of Technology Tools in learning. Similarly, the result indicated that there is no significant difference of self-efficacy in the use of Technology Tools in teaching of computer science. The result also shows that there is significant difference of self-efficacy in the use of Technology Tools in learning of computer science. The study recommends that since Technology Tools depends on power supply, the entire erratic power supply needs to be improved upon throughout the country. Also, school authority should improvise for alternative source of power supply such as generator set in case of power failure. More time should be allocated to the teaching of computer science on the time-table in our secondary schools so that there will be enough time for the teaching of computer science. Also, computer science teachers should not be too overwhelmed with too many assignments so that they will have time to plan technology enhanced classes. Teachers must be aware that for meaningful learning to take place, teacher- student interaction is an essential factor that must be strictly considered. It is therefore admonished that when integrating Technology Tools in computer science teaching, teachers should interact with the students while computer science teaching is going on.