CHAPTER ONE

INTRODUCTION

1.1. Background of the Study

Nigeria has realized the importance of functional education for the good and services of

mankind. This realization is evidenced in the National Policy on Education (Federal Republic of

Nigeria, 2004). Where it is emphasized that, the overall philosophy of education in Nigeria

among others should be directed to building a united, strong and self-reliant nation by

educational activities being geared towards scientific and technological progress. In the

developing world, educational policy are faced with a major task, how to create chances of

success for all children and their citizenry as a whole. It is essential to overcome the problem of

illiteracy, school failure and to improve the intellectual capacities of the students. Education is

the process of teaching, training and learning especially in school or colleges to improve

knowledge and develop skills.

Paulson-Ellis and White Church in (Eze 2002) stated that education is the imparting and

acquisition of knowledge designed to develop a broad range of abilities, knowledge and skills of

general application. Education is concomitant with life, this is because there is education in

virtually all facets of life, this is because there is education in virtually all facets of life,

onecontinues to learn as long as he lives.Okeke (2004) opined that, “available literature on

development of education attest to the fact that education has been influenced by great

thinkers, computer illiterate, law, forms of government, modes of social life. A renowned

Nigerian educationist and one time minister of education. Education is an aggregate of all the

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process by means of which a person develops abilities, attitudes and other forms of behavior of

positive value in the society in which he lives (Fafunwa 2004).

Computer education technically in schools has become one of the most fast growing and far

reaching developments in Nigeria (Okebukola and Ajewole, 2002). The transmission of

information and instruction are now bending towards Computer technology. According to

Okebukola (2002), the idea of using and studying computer in schools and its gradual

acceptance started in the late 1960 even though computers have been around much earlier.

Computer is conceived as a device or machine designed especially to perform calculations,

process data and store information which can be easily retrieved when required (Adamu and

Bello, 2002). To Anoh (2008), computer refers to a device for executing precisely stated rules

with accuracy, rapidity and with great reliability.

Shittu (2007), described computer as a machine used by human beings to solve problems. This

probably explains the role of computer in processing information for dealing with certain

problems confronting human kind. From the foregoing, it is obvious that computer is a device

or machine designed to help process information or data and for storing such information for

future use in dealing with problems of daily living. Computer education, on the other

hand,Okebukola (2002) described as the learning that can lead to computer literacy.

This implies that the aim of learning and teaching computer education is to make individual

develop the knowledge and skills of computer application or use. Computer education is a

learning process in which the individual is taken through the rudiments of using the computer

to store and process data/ information accurately and efficiently. The process seeks to equip

the individual with skills and knowledge that can make him/her use the computer effectively

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(Adamu and Bello, 2002). Anyone who is literate in computer or has received computer

education and instruction is expected to tell the computer what he wants it to do and, this

according to Adamu and Bello (2002), include the ability to understand what the computer

says. They add that to be literate in computer science amounts to been able to read, write and

speak the language of the computer. In modern world, the computer is being gradually applied

in all aspects of human endeavour. It has been stressed that the application of computer will

enhance effectiveness and efficiency in this rapidly growing and technologically changing world.

Computer education is being advocated because it is almost certain that computer literacy will

have as much impact on career opportunities in the fast growing information age (Adamu and

Bello, 2002). The relevance of computer education is therefore, hinged on its utility value.

Moreover, the National Policy on Education (NPE, 1981, revised in1988, 1991, 1998 and

2004) introduced the teaching of computer science in Nigerian schools. The inclusion of the

study of computer science in the school curriculum was aimed at providing opportunity for

every student to become computer literate. The study of computer science has an effect,

gained tremendous influence on the student and society. However, the use and study of

computers in Nigeria is recent when compared to other parts of the world where computers

have been in use in all facet of human endeavor including offices, schools, industries, research

centers, communication, hospitals to mention but a few.

The complex nature of present day school situation has made transmission of information and

instruction to students and the nature of learning and teaching in general more complex. This

has made the role of the teacher in promoting learning more challenging. The new role does

not just, involve mere transmission of information to students but also include looking at the

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problems associated with learning and instruction so that students can gain maximally from

teaching and learning process. Computers are now used where there is a lot of data to be

manipulated, where complex tasks must be managed or where there is need for real time

access to centralized information from arbitrary locations such as in education, telemedicine,

telecommunicating and in several other area (Emaikwe, 2012).

The study of computer in school is therefore, aimed at helping the students cope with modern

technological development, equip them knowledge and competencies or skills of programme

and administrative management as well as, improve the learning process. Students are

expected to master the skills of computer appreciation or application and not just what it is and

can do. Students are therefore, expected to be taught in such a way as not only to

conceptualize and understand the computer, but also to be able to effectively manage their

own learning, reinforce it and apply such knowledge or training in practical situation. This new

approach has made the teaching of computer science a little bit more complex and challenging.

1.2. Statement of the Problem

It has been observed that the teaching and learning computer science education in

schools has not been quite easy. Often time, people talk about inadequate equipment,

facilities, and computers instructional resources for learning and teaching exercise

(Okebukola, 2002). Adamu (2000) believed that teaching of science in general and

computer science in particular is beset with a number of problems despite that both

NCE and Degree Students are receiving lectures in the same environment, it is very

important to note that NCE students perform differently from Degree students. More

so, many believed that NCE students perform better than degree students both in

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 school because degree courses and contents are bulky than that of NCE. Adedigba

(2011) also opined that direct entry students perform better than the UTME students

while in university because of their background knowledge in NCE program.

1.3. Research Questions

1. What is the mean performance of computer science education students in NCE

program?

2. What is the mean performance of computer science education students in Degree

program?

3. What is the existence of correlation and its magnitude between the two performances?

4. What is the level of significance of the mean performance of the group?

1.4. Research Hypothesis

The following hypothesis were formulated and tested at 0.05 level of significance:

1. The difference in the performance of computer science education students at NCE and

Degree programs will not be significant.

2. There will be no different in the performance of computer students at NCE and Degree

programs.

1.5. Purpose of the Study

The main purpose of this study was to establish the relationship between the performance of

computer science Education students at NCE and Degree programs. Specifically, it was meant to

find out:

1. The mean performance of computer science Education students at NCE program.

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 2. The mean performance of computer science Education students at Degree programs.

3. The existence correlation and its magnitude between the two performances.

4. The level of significance of the mean performance of the group.

1.6. Significance of the Study

The significance of this study is based on correlation between the performance of

computer students at NCE and degree programs. The researcher believed that the conclusion of

this study has its benefits on the different stakeholders in the subject being taught.

Stakeholders include

Students: The students will achieve understanding on their case towards the subjects and given

them reference for self-assessment.

Lecturers: Being conscious of the circumstance of the student mind-set towards programming

subjects, the lecturers would be in a better position to recommend instructional strategies to

augment the spur of the students towards computer science.

Administration: The consequence of this study will help them in preparation, improvement and

boost of Computer Science Education program at both NCE and Degree program which is

consistent with the departments’ mission, vision and goal.

Researchers: The outcome of this study shall supply as baseline information for advance studies

in order to widen knowledge about this field of study.

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1.7. Scope and Delimitation of the Study

The scope of this study is primarily based on the correlation between the performance of

computer students at NCE and Degree programs in Federal College of Education (Technical)

Akoka Lagos.

1.8 . Operational Definitions of Terms

Correlation: Is degree and type of relationship between any two or more quantities (variables)

in which they vary together over a period. It is mutual relationship or connection between two

or more things.

Performance: is the accomplishment of a given task measured against preset known standards

of accuracy, completeness, cost, and speed.

Computer Science: Is the study of computers and algorithmic processes, including their

principles, their hardware and software designs, their implementation, and their impact on

society. It is also described as the study of computing, programming, and computation in

correspondence with computer systems.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter reviews relevant related literature for the study under the following sub headings:

1. Conceptual Framework.

2. Concept of Computer Science.

3. Overview of Mode of Admission into Nigeria Institutions and Students

4. Factors Affecting Student Performance

5. Summary of the literature review.

2.1. Conceptual Framework

Education is a vital investment for human and economic development for any nation. It

is a crucial sector in that, being a major investment in human capital development, it plays a

critical role in long-term productivity and growth both at micro and macro levels (Ipaye, 2004).

Education at all levels and in all its forms constitutes a vital tool for addressing virtually all

global problems. Education takes place as a learning process conducted in institutions of

learning referred to as Schools as well as institutions of higher learning (Universities,

Polytechnics and College) (Adeyemi, 2014). Among other indicators of development of a nation,

education has been found to be the basis upon which any nation advances. Hence the ultimate

venture that any country can make is to educate its people by equipping them with the right

skills, knowledge and attitude to the survival of its society. It is relevant therefore, that

institutions of learning at all levels consider the need to integrate into their educational

programed elements that would enhance knowledge, moral conduct, rationality and useful

practical skill for living. It is important that these should have some bearing effects on the lives

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of individuals who seek answers to the various problems of the society. Formal education in

Nigeria is facing extraordinary demands to prepare professionals for what is usually referred to

as the ‘‘knowledge society’’ (Ipaye, 2004).

Education is therefore very important to national economy, both as a significant

industry in its own right and as a source of trained and educated personnel for the rest of the

economy. Education in the countryside is increasing as a beneficial industry with the prime

objective of maximizing profit by delivering excellence education that produces well-educated,

skilled mannered students according to the needs of the vigorously growing market. In fact, an

increasing demand of skilled and qualified individuals in various fields is spectacularly increasing

each year, and among this is in the field of Computer science.

Though, attaining a degree in Bachelor of Science in Computer Science in education is

not an easy to pass through, because aside from the rigid computer laboratory exercises and

exhausting school requirements, a student needs to survive the world of binary numbers,

problem solving, syntaxes, algorithms, logic circuit, data structure, system analysis and design

and other problems which requires massive skills in programming. As such, a student in

Bachelor of Science in Computer Science is expected not only to have a good programming

capability but also the correct manner and commitment to learn (Rolando, 2017) Students

have dissimilar learning strategies that are reflected in different academic strengths,

weaknesses, skills, and wellbeing.

Colleges of Education and Universities should have priorities of having a good

teaching approach and material by giving better education to the students particularly

those students taking up computer-related courses. Regardless of the charisma of good

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instructors, amenities and financial support from their families still find problems in their

studies that affect their academic performance in their studies. The instructor, being the

best provider of knowledge to students, plays a very significant role in the learning

process with the method of teaching given.

This study depended heavily on the theory of correlation and regression analysis.

Correlation and regression analysis are related in the sense that both deal with relationships

among variables. The correlation coefficient according to Adedokun (2017) is a measure of

linear and degree of association between two variables. Values of the correlation coefficient

are always between -1 and +1. A correlation coefficient of +1 indicates that two variables are

perfectly related in a positive linear sense, a correlation coefficient of -1 indicates that two

variables are perfectly related in a negative linear sense, and a correlation coefficient of 0

indicates that there is no linear relationship between the two variables. For simple linear

regression, the sample correlation coefficient is the square root of the coefficient of

determination, with the sign of the correlation coefficient being the same as the sign of b1, the

coefficient of x1 in the estimated regression equation. Neither regression nor correlation

analysis can be interpreted as establishing cause-and-effect relationships. They can indicate

only how or to what extent variables are associated with each other. The correlation coefficient

measures only the degree of linear association between two variables. Any conclusions about a

cause-and-effect relationship must be based on the judgment of the analyst.

2.2. Concept of Computer Science

The earliest foundations of what would become computer science predate the

invention of the modern digital computer. Machines for calculating fixed numerical tasks such

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as the abacus have existed since antiquity, aiding in computations such as multiplication and

division. Further, algorithms for performing computations have existed since antiquity, even

before the development of sophisticated computing equipment. The power of computers

stems from their ability to represent our physical reality as a virtual world and their capacity to

follow instructions with which to manipulate that world. Ideas, images, and information can be

translated into bits of data and processed by computers to create apps, animations, or

autonomous cars. The variety of instructions that a computer can follow makes it an engine of

innovation that is limited only by our imagination. Remarkably, computers can even follow

instructions in the form of programming languages. More than just a tool, computers are a

readily accessible medium for creative and personal expression. In our digital age, computers

are both the paint and the paintbrush. Computer science education creates the artists.

Odera (2011) defined Computer science as the study of computers and computing concepts. It

includes hardware and software, as well as networking and the Internet. The hardware aspect

of computer science overlaps with electrical engineering. It covers the basic design of

computers and the way they work. A fundamental understanding of how a computer

"computes," or performs calculations, provides the foundation for comprehending more

advanced concepts. For example, understanding how a computer operates in binary allows you

to understand how computers add, subtract, and perform other operations. Learning about

logic gates enables you to make sense of processor architecture. (Ezema 2006).

The software side of computer science covers programming concepts as well as specific

programming languages. Programming concepts include functions, algorithms, and source code

design. Computer science also covers compilers, operating systems, and software applications.

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User-focused aspects of computer science include computer graphics and user interface design.

(Odera 2011). Guzdial and Soloway (2002) Observed that, since nearly all computers are now

connected to the Internet, the computer science umbrella covers Internet technologies as well.

This includes Internet protocols, telecommunications, and networking concepts. It also involves

practical applications, such as web design and network administration.

Adedigba (2011) defined Computer Science as the systematic study of the feasibility, structure,

expression, and mechanization of the methodical processes (or algorithms) that underlie the

acquisition, representation, processing, storage, communication of, and access to information,

whether such information is encoded in bits and bytes in a computer memory or transcribed in

genes and protein structures in a human cell. The fundamental question underlying all of

computing is: what computational processes can be efficiently automated and implemented?

To tackle this seemingly simple question, computer scientists work in many complementary

areas. They study the very nature of computing to determine which problems are (or are not)

computable. They compare various algorithms to determine if they provide a correct and

efficient solution to a concrete problem. They design programming languages to enable the

specification and expression of such algorithms. They design, evaluate, and build computer

systems that can efficiently execute such specifications. And, they apply such algorithms to

important application domains.

Soloway (2012) said computer science (lowercase) refers to the general study of computers,

Computer Science (capitalized) is an academic major offered at many colleges and universities.

Examples of Computer Science courses include:

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  Introduction to Computing.

 Fundamental Programming.

 Concepts, Data Structures.

 Analysis of Algorithms.

 Computing Theory.

Computer Science classes may also be specific to certain industries or topics. Examples include:

 Video Game Design.

 Computer Graphics.

 Database Systems.

 Networking Concepts.

Like other educational disciplines, Computer Science courses vary from beginner to

advanced. The number of a Computer Science course typically indicates the level of the class.

For example, an introductory class may be labeled CS 102, while an advanced class may be

labeled CS 431.

Sam Egbe and Omoniyi (2013) opined that Computer Science is not just about building

computers or writing computer programs! Computer Science is no more about building

computers and developing software than astronomy is about building telescopes, biology is

about building microscopes, and music is about building musical instruments! Computer

science is not about the tools we use to carry out computation. It is about how we use such

tools, and what we find out when we do. The solution of many computer science problems may

not even require the use of computers—just pencil and paper. As a matter of fact, problems in

computer science have been tackled decades before computers were even built. That said, the

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design and implementation of computing system hardware and software is replete with

formidable challenges and fundamental problems that keep computer scientists busy.

Computer Science is about building computers and writing computer programs, and much more

(Omoniyi 2013).

Computer scientists envision a world in which computing is pervasive and seamless. The

golden age of computing (and of computer scientists) has barely begun. Students choose to

major in computer science for a variety of reasons. Many of our students graduate to rewarding

computer-related careers in software engineering, system administration and management,

research and development in industrial and governmental laboratories. And, since computer

technology has transformed almost all disciplines, many of our graduates use their computer

science major (and the analytical skills it instills) to prepare them for a career in other

disciplines such as medicine, law, education, physical and life sciences, social sciences, and

humanities. Demand for graduates well-versed in computer science is high and is expected to

continue to grow as the information age comes of age. (Adekunle 2012)

Since Computer Science is about problem solving. Boran et al (2009) said that to be a

successful Computer Scientist, such must posses some qualities of a good computer scientist

such as a passion for finding elegant solutions, an ability to use mathematical analysis and

logical rigor to evaluate such solutions, creativity in modeling complex problems through the

use of abstractions, attention to details and hidden assumptions, an ability to recognize variants

of the same problem in different settings, and being able to retarget known efficient solutions

to problems in new settings.

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2.3. Overview of Mode of Admission into Nigeria Institutions and Students

Many persons seem to be perplexed as to what factors are actually responsible

for the performance of students in schools. This puzzled state has eventually led many to

attribute the abysmal fall in achievement to: poor condition of service for lecturers;

inadequate supply of facilities and equipment; lack of motivation; wrong method of

teaching and admission of incompetent candidates into institutions (Emaikwu&Nworgu,

2005).

Students at all levels of education have been awfully reported and acknowledged by

all and sundry in Nigeria. To catch a glimpse of evidence of the terrible fall in the standard

of performance in Nigeria, Agbo (2012) reported in the „Nation Newspaper‟ of 4th June

2012 thus: The ridiculous reduction in cutoff point for admission into Nigerian universities

is at variance with the standard of excellence already set by some universities. For Joint

Admission Matriculation Board (JAMB) to lower the cut-off mark to 180 out of 400,

which translates to a mere 45 per cent, is to assume that all the Nigerian universities

would stoop so low to woo failed students as their potential candidates for admission.

With this policy in place in Nigeria, the international community will see nothing good in

Nigerian university education which is now open to all – the good, the bad and the ugly.

Unless we go back to that noble system, more than 60 per cent of candidates admitted

into our universities will always be of poor quality and this will surely create problems

for their teachers who bear the brunt and pains of teaching “unteachable” student.

The public opinion about the appalling standard of performance of students graduating

from universities in Nigeria in the recent time has reached an alarming crescendo. More

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disturbing is the common observation that many graduates from universities are being

rejected by the labor market because of low academic competence.

Hitherto, the general untidiness in the uncoordinated system of admissions into

higher institutions and their attendant problems were sufficient causes for concern to all

and sundry in Nigeria. Despite the establishment of the JAMB which is Nigeria’s official

entrance examination board aimed at regulating admission process, some educationists

have argued that the incompetence of many university students after graduation is

precipitated by the selection procedure of JAMB which fails to control the number and

quality of candidates being admitted into the universities annually. This problem of

incompetency of university graduates in Nigeria has been partly blamed on the Board’s

system of admission. Presently there are three categories of students being admitted into

university undergraduate programs in Nigeria and they include those that pass through

the unified tertiary matriculation examination (UTME) conducted by Joint Admission and

Matriculation Board (JAMB), direct entry admission and those who pass through remedial

programme being run by individual university respectively. All the three groups have

varying academic experiences and hence the basis for differences in their modes of entry

into university.

There are variations in the ordinary level qualification of the remedial programme

students, ranging from no credit to four credit passes. Whereas the remedial students

with three or four credit level passes at the ordinary level lacked experience of the

university courses, the problem seem more complicated for the remedial students with

no credit level at all. Hence this could reflect in their academic achievement when

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admitted into the university programs. Hitherto, Direct Entry admission is Nigeria’s official

advanced entrance into universities by using certificates such as National Certificate in

Education (NCE), National Diploma and other Higher Certificates. One of the problems

associated with the direct entry mode was the non uniformity in the National Certificate

in Education, Ordinary National Diploma and Higher National Diploma holders, yet they

are all considered to have the same experience during admission and subsequent

departmental placement.

Mgbake (2006) stated that students‟ academic success is largely a function of the

amount of efforts put into study and not necessarily as a result of mode of entry into the

institution. Agada (2008) reported that students‟ study techniques and attitude to the

study of a particular course among other factors influence their academic performance.

Commenting on the attitude of students as a factor influencing academic performance he

stated that achievement of qualitative education and in fact success in all worthwhile

endeavors requires effort. He reported that students ought to put more efforts in their

academic activities which include concentration in their studies, frequent revision of work

already done and diligence in doing assignments.

There is a time for everything under the sun and hence the time that students

spend while in training in school is the time to work hard so as to achieve a better learning

outcome. Long (2005) found that there is no significant difference in the performance of

NCE students to that of degree students. Adeniyi (2004) reported that unified tertiary

matriculation examination candidates performed poorest in their university examination

and this is because they may be too young to face an expanded computer-based-

17
scientifically-oriented curriculum and that they could also have the problems of lack of

experience and tender age which affect their academic achievements. This he said, could

be due to poor linkage between what is being taught in the university and what was

known before entry into university from the secondary school level.

Ipaye (2004) reported that in degree examination, direct entry students performed better

than unified tertiary matriculation students and remedial students and reported that for

the five academic sessions studied there was no significant difference between the

cumulative grade point average of the three groups prior to their degree examinations.

Ojo (2005) reported that The most evidence of superiority of direct entry students is the

achievement criterion of degree completion rate. This indicates that the rate of students‟

wastage is more among remedial entrance students. Based on the inconsistency of

previous reports the scenario shows that performance may or may not be a function of

the mode of entry of students into the institutions.

2.4. Factors Affecting Student Performance

Academic performance has been severally defined in literature. Aremu (2000) defined

Academic performance as a process whereby students‟ educational activities are measured by

examination within the context of a Curriculum. Aremu (2001) views Academic performance as

being related to learning outcomes which are end products of academic investments. The

researcher opined that the concept of academic performance depends on the standard criteria

of measurement. Adegbite (2004) refers to this concept as the overall assessment of the

brilliance of an individual in a given task. This author was of the view that the input that has

been made into an individual’s intelligent quotient is manifested in his academic performance.

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To Aremu (2004) academic performance connotes students‟ scores resulting from their

responses to some set of learning task presented in a test or examination situation. It is also

viewed as the intellectual ability of pupils in their studies at school.

Aremu (2000) differentiated between good and bad academic performances. Good academic

performance is a performance that is creditably adjudged to be above average. It is a

performance that is greater than a ceiling or specified standard; while poor academic

performance is a performance adjudged by the examinee/testee and some significant others as

falling below an expected standard (Aremu 2000).In the same vein, Bakare (2001) described

poor academic performance as any performance that falls below a desired standard.

Numerous studies have examined the factors that influence academic performance in

primary and secondary education as well as at tertiary level, with the purpose of enhancing

learning at these stages and reducing drop-out rates. Understanding different parameters

which contribute to low or high achievement is a frequent topic. Personal characteristics have

been recognized by a number of studies as one of the factors affecting academic performance.

These include sex, age, ability, parenthood, housing expenditures, social background, time

spent on studies, time spent on paid work and motivation (Ezema 2006), states that gender is

important in explaining academic performance of students. Likewise, Agbo (2012) confirmed

gender of the students showed significant independent effect on CGPA. However other results

from different studies have showed no significant effect on academic performance with regard

to gender (Odeh, 2007; Bugge & Wıkan, 2013; Kyoshaba, 2009).

Other studies identified students’ attitude/interest in the course as one of the factors

which have got a profound effect on the academic achievement (Ali, 2013; Fenollar et al., 2007;

19
Mekonnen, 2014). Martha (2014) confirmed that students with strong work ethics (which are

influenced by attitude/interest) are strongly committed to their work, more dedicated, focused

and tends to perform better than their peers. Bakare (2001) categorized factors militating

against good academic performance into four principal areas which are: Causations resident in

the child such as; basic cognitive skills, physical and health factors, psycho-emotional factors,

lack of interest in school programme. Causations resident in the family such as: cognitive

stimulation/basic nutrition during the first two years, type of discipline at home; lack of role

model and finance. Causations resident in the school such as; school location and physical

building; interpersonal relationship among the school personnel.Causations resident in the

society such as; instability of educational policy, under-funding of educational sector,

leadership, and job loss.

Aremu and Sokan (2003) in Olajide et al (2015) submitted that the search for the causations of

poor academic achievement is in exhaustive and some of the factors put forward have to do

with the student. Such factors include motivational orientation, self esteem/ self efficacy,

teacher consultation, emotional problems, study habits and poor interpersonal relationships.

Ajala (2003) was of the opinion that students‟ academic performance is affected by factors

which includes individual and household characteristics such as; students‟ ability, motivation,

the quality of secondary education obtained and so on. This shows that the students‟ cognitive,

psychological, and emotional abilities are contributory factors determining academic

performance. Ajala and Iyiola (2003) reported that children from nuclear families perform

better in school than children from the polygamous families.

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 Prewitt (2001) as a result of a study conducted in Kenya revealed that families with a

high-socioeconomic status prepare their children for school more adequately than those with

low socio-economic status. Hence, children from the former background are motivated to learn

and consequently stand a better performance of succeeding in their studies. This view is

supported by (Danesty, 2002; & Akinade, 2010). They were unanimous in their submission that

the socio economic status of families has an impact on the children. The higher the

socioeconomic status of a family, the more positively children from such home are motivated,

hence the higher the likelihood of success in their academics.

Furthermore, Umar et al (2010) identified other personal issues influencing academic

achievement: Financial difficulties, physical illness, health problems, injury, use of alcohol or

other substance abuse, pressure, stress, tension and anxiety, loneliness, lack of emotional

control, can’t find meaning for anything, no motivation, and conflicts with social

obligations/activities. Social related factors have also been recognized by a number of studies

to have notable effects on academic performance ( Shaib, &Bada, 2010). University life can be

stressful, though it is without doubt one of the most memorable experiences in a student’s life.

It is characterized as a critical developmental period for both late adolescents and young adults.

Social factors such as romantic relationships, organizations and clubs (societies) (Umar et al.,

2010).social networks, sports activities among others have been found to have effects on

students’ academic performance. These factors have an effect on academic performance in

terms of time demanded and the psychological state they may cause. The problem is how one

handles a balance between the stressful academic achievement and social activities. Work

commitments, family orientated learning, situation characteristics like a supportive

21
environment, separation from home, family and friends, housing and roommate issues are

reported to have an impact on the academic performance (Umar et al 2010).

Institutions are engines for economic growth dedicated to developing skilled workforce

(Osaikhiuwu, 2014). The environment present at the institution, academic or non-academic has

got a bearing on the academic performance of students. If the institution provides an

accommodating and conducive environment, it is most likely to improve the performance of it’s

students otherwise the performance will be negatively affected. Institutional academic factors

that have been identified to affect performance include; physical facilities, institutional policy

on class attendance, Library facilities, enrollment percentages, availability and qualification of

institutional academic staff, teaching methods and the evaluation system (Ali, 2013; Haolader,

Ali, & Foysol, 2015; Haolader & Nickolaus, 2012).

The institutional variables such as unfavorable learning conditions, interrupted water

supply, poorly equipped library, overcrowded exam time table, incessant strike and closure of

school among other variables do not have any significant impact on students’ performance

(Osaikhiuwu, 2014). Romer (1993) as cited by Osiakhiuwu (2014), recognized the importance of

class attendance in enhancing students’ performance. He found that in his economics class,

students who attended class regularly made the highest grades. The geographical location of

the educational institutions also influence academic performance where by institutions located

in Urban areas record students with a higher academic performance than their rural

counterparts.

All the above literature reveals that many studies have been conducted on the factors

that affect students’ academic performance in general. Factors that have been pointed out are

22
generally concerned with the students’ personal characteristics, family social-economic

backgrounds, institutional issues, career related, social factors as well as high school

background (specialization and grade achieved). But the purpose of this study is to investigate

the correlation between the performance of Computer Science at NCE and degree programs in

Federal College of Education (Technical) Akoka, Lagos. Although some research has been

carried out to study the effect of high school background on academic performance, none has

been directed towards finding out whether NCE students perform better in their Degree

program in Computer Science Education.

2.5. Summary of the Literature Review

Literature has shown that quite a number of factors come into play pertaining the

performance of higher institution students. The power of computers stems from their ability to

represent our physical reality as a virtual world and their capacity to follow instructions with

which to manipulate that world. Ideas, images, and information can be translated into bits of

data and processed by computers to create apps, animations, or autonomous cars. Despite the

availability of computers in schools, the most significant aspect of computing has been held

back from most of our students: learning how to create with computers (i.e., computer

science). Instead of being passive consumers of computing technologies, students should

become active producers and creators.

Furthermore, performance of students and their academic achievement in teaching and

learning of computer science in schools has not been quite easy. Often time, people talk about

inadequate equipment, facilities, and computers instructional resources for learning and

teaching exercise. The slow pace of learning and application of computer had been attributed

23
to this. This presupposes that there are problems associated with the teaching and learning of

computer science education.

In conclusion, some of the factors that influence the performance are: Causations

resident in the child such as; basic cognitive skills, physical and health factors, psycho-emotional

factors, lack of interest in school programme. Causations resident in the family such as:

cognitive stimulation/basic nutrition during the first two years, type of discipline at home; lack

of role model and finance. Causations resident in the school such as; school location and

physical building; interpersonal relationship among the school personnel.Causations resident in

the society such as; instability of educational policy, under-funding of educational sector, and

leadership.

Finally, general untidiness in the uncoordinated system of admissions into higher

institutions and their attendant problems were sufficient causes for concern to all and

sundry in Nigeria. Despite the establishment of the JAMB which is Nigeria’s official

entrance examination board aimed at regulating admission process, some educationists

have argued that the incompetence of many university students after graduation is

precipitated by the selection procedure of JAMB which fails to control the number and

quality of candidates being admitted into the universities annually. This problem of

incompetency of university graduates in Nigeria has been partly blamed on the Board’s

system of admission. Some research has been carried out to study the effect of high school

background on academic performance, none has been directed towards finding out whether

NCE students perform better than UTME Students in Computer Science Education in University

program.

24
 CHAPTER THREE
METHODOLOGY

This section describes the methods used for this study. It is arranged under the
following subheadings; research designs, population, sampling and sampling techniques,
research instrument, validity and reliability of instrument, method of data collection and
method of data analysis.

3.1 Research Design

Correlational research design was adopted in this study. This is because the study the
researcher seeks to study the correlation between variables without the manipulation of any of
the two variables. The two variables involved include the performance of Computer Science
students At NCE and their performance during the degree programs.

3.2 Population of the study

The population for this study comprised of all Direct Entry Computer Science Education
students into Degree program of Federal College of Education (Technical) Akoka Lagos, in
affiliation to University of Benin, Benin City.

3.3 Sampling and Sampling Techniques

Out of all Direct Entry Students, only those that did NCE in Federal College of Education
(Technical) Akoka, Lagos were used, they were randomly selected from year three and year
four.

3.4 Research Instrument

Secondary data were collected and used for the study based on the existing records of the
population. The information was collected after the respondents had passed through the first
year in the degree program.

25
3.5 Validity of the Instrument
The achievement test used by the researcher was considered suitable to have high
content and construct validity because the result have passed through many experience
moderators before final result were pasted.

3.6 Reliability of the Instrument

It was not possible to trial test the achievement test used by the researcher. The
secondary resulted from it was used after moderation. External moderators moderated NCE
result before pasted, likewise there was external moderation of degree results from University
of Benin before the result was pasted. This made the instrument to be reliable.

3.7 Method of Data Collection

The two sets of data used (NCE and Degree results) were obtained directly from the
computer department through the HOD of computer science Education in the college after they
have been presented to the Academic Board of the college and made public to students. The
Head of Department was approached and willing released the results for the researcher
purpose.

3.8 Method of Data Analysis

The data collected were analyzed with statistical tools which include mean, standard
deviation, correlation and analysis of variance.

26
 CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter described and analyzed the data collected for the study. The presentation
and analysis were organized based on the research question formulated for the study.

Table 4.1: The existence of correlation and its magnitude between the two performances?

Students No. Mean R (correlation)

Degree 24 3.06

NCE 24 3.22 0.53

Table 1: Shows that the relationship between Degree performance and NCE performance is
positive and with 0.53 coefficient. This shows that the correlation coefficient is moderate which
means high scores in Degree result tends to be high score in NCE result. That is, increase in
Degree result brings about increase in NCE result.

Testing of hypothesis

HO1: There is no significant relationship between the Degree Result and NCE result of the
students.
Table 4.2
Students No. Mean R (correlation) P-value

Degree 24 3.06
0.53 0.0001
NCE 24 3.22

P < 0.05 HO rejected

27
The table shows that there is statistically significant positive relationship between the Degree
Result and NCE result of the students. The Pearson correlation coefficient is 0.53 which is more
than 0.05 the level of significance. Hence the null hypotheses is rejected, therefore there is
significant correlation between the Degree Result and NCE result of the students.

HO2: There is no significant difference between the mean performance of degree students and
NCE students in their result.
Table 4.3
Students No. Mean SD MD Df t-calc. P-value

Degree 24 3.06 0.75

0.16 46 -0.24 0.81
NCE 24 3.22 0.34

Key: SD; Standard Deviation, MD; mean difference, Df; Degree of freedom.

It can be read from Table III showing that the mean CGPA of 24 Degree students result is 3.06,
standard deviation is 0.75 and the mean CGPA of their NCE result is 3.22, standard deviation is
0.34.The mean different is 0.16 which is not significant t (46= - 0.24, p > 0 .05. Hence the null
hypothesis is retained therefore; there is no significant difference between the mean
performance of their degree and NCE results.

HO3 IV: There is no different in the performance of computer students at NCE and Degree
programs.
Table 4.4
Students No. Mean SD Df t-calc. t-crit. Remarks

Degree 24 3.06 0.75

46 -0.24 2.01 Accepted
NCE 24 3.22 0.34

28
The analyzed data presented in the above table revealed that the calculated t-value is -0.24
while it corresponding critical value is 2.01. Since the calculated value of -0.24 is lower than
critical value of 2.01 at 46 degree of freedom and 0.05 level of significance, the null hypotheses
is accepted. Therefore, there is no different in the performance of computer students during
NCE program and Degree program.

Discussion of Findings
The result of findings showed that there was moderate correlation between Degree
result and when they were in NCE. The Correlation coefficient is 0.53, this shows that high
scores in Degree result tends to be high score in NCE result. That is increase in Degree result
brings about increase in NCE result, also small change in degree result brings about little or no
change in NCE. Hypothesis one revealed that there is statistically significant positive
relationship between the Degree Result and NCE result of the students. The null hypotheses
was rejected, therefore, there is significant correlation between the Degree Result and NCE
result of the students. This shows that there is little or no changes in their Degree result
compare to their NCE.
Hypotheses two showed that the mean CGPA of students, the mean difference, standard
deviation and the degree of freedom which was 46 with calculated value of = - 0.24, with value
of 0.81 which was greater than the level of significance of 0.05 the result accepted the null
hypothesis and revealed that there was no significant difference between the mean
performance of Student’s degree and NCE results. Finally, the findings revealed that the
calculated t-value was -0.24 while it corresponding critical value is 2.01. Since the calculated
value of -0.24 is lower than critical value of 2.01 at 46 degree of freedom and 0.05 level of
Significance, the null hypotheses four was accepted which revealed that there was no different
in the performance of computer students during NCE program and Degree program.

29
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary
Variations in the academic performance among students at all levels of education are
one issue that has attracted the attention of many researchers across the globe. Different
studies have reported various reasons to explain this cause. Similarly in the same line, this study
was conducted to compare the academic performance of degree students’ performance to
their NCE performance on computer science education program in Federal College of Education
(Technical) Akoka Lagos, to find out whether there’s a significant difference between their
performance. Such that it can be determined whether their NCE background has any significant
on their performance in their degree program.

5.2 Conclusion
It cannot be fairly conclusive that the NCE background of students pursuing computer
science at degree level contributed to their performances in Degree program. Although there is
a significant relationship between their results, all sampled students used for this study have
NCE background but there is no significant difference on their performance despite that they
passed through NCE program. It was observed that performance of students was not based on
NCE background but their performances in most cases based on learning approach which
requires practical and collaboration as well as persuading the learner to think outside the box
and solve problem is much effective. The findings are not in support of Ipaye (2004), who
reported that direct entry students that is those with NCE background performed better in
their studies in degree program. Other studies identified students’ attitude/interest in the
course as one of the factors which have got a profound effect on the academic achievement
(Ali, 2013; Fenollar et al., 2007; Mekonnen, 2014). Martha (2014) confirmed that students with
strong work ethics (which are influenced by attitude/interest) are strongly committed to their
work, more dedicated, focused and tend to perform better than their peers. The findings finally

30
concluded that the computer students' performance in NCE program and degree program are
almost the same.

5.3 Recommendations
On the basis of the findings of this study, the following recommendations were made.
1. Since there was moderate coefficient correlation between students’ NCE performance
compare to their degree performance therefore, students should work harder to have
better result in their degree program.
2. Lecturers teaching computer science students need to be enjoined to improve on their
attendance and attitude so that degree students can advance in knowledge.
3. Degree students must try to think outside the box and engage in research work so to
expose themselves to opportunity that is not in the schools.
4. Degree students should not take their courses with levity hands because there are lots
of things to be learnt in their degree program.
5. Degree Students should try to work harder so that their final year result will be
encourage since they already have knowledge of most of the courses.

31
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PERFORMANCE OF COMPUTER SCIENCE EDUCATION STUDENTS
IN NCE AS A CORRELATE TO UNIVERSITY PERFORMANCE OF
COMPUTER SCIENCE EDUCATION PROGRAM

BY

BABARINDE ADESEYE NIYI

EDU1509416

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFUILMENT

FOR THE AWARD OF BACHELOR OF EDUCATION (B.ED) IN
COMPUTER SCIENCE EDUCATION
SCHOOL OF SCIENCE EDUCATION
UNIVERSITY OF BENIN

JULY, 2018

35