Programming Skills Possessed By Computer Education Students In Federal College Of Education (Technical) Asaba, Delta State For Self-Employment

Abstract

This study was carried out to assess the programming skills possessed by computer education students in Federal College of Education (Technical) Asaba, Delta State for self-employment. The study adopted a descriptive survey design. The population of the study comprised 260 students in Computer Education Department of the Federal College of Education (Technical) Asaba, Delta State. The sample size for the study is 130   students randomly selected to represent the entire population. The instrument used for data collection is a structured questionnaire, which was structured by the researcher and validated by two experts, one in School of Science Education of Federal College of Education (Technical) Asaba and one expert in Measurement and Evaluation of the same institution for face and content validation. One hundred and thirty (130) copies of the validated questionnaire items were administered on the selected students in Computer Education Department of Federal College of Education (Technical) Asaba, Delta State by the researcher with the help of 3 research assistants and 118 copies were retrieved and analyzed using mean statistics. On the basis of the analysis, it was found among others that basic, C, C++, Java, Visual Basic, and FORTRAN programming languages are taught to the students for self-employment, computer education students are not skillful in the programming languages taught for self-employment, lecturers’ method of teaching, students’ attitude, absence of practical, classroom environment and lack of instructional materials affect the acquisition of programming skills by computer education students. On the basis of the findings, the study recommended that lecturers should use methods that will motivate the students to learn programming languages effectively, classroom environment should be made conducive to improve students’ acquisition of programming skills and the college management should provide necessary materials for effective acquisition of programming skills by the students.

CHAPTER ONE

INTRODUCTION

Background to the Study

Science education is the teaching and learning of science, such as school children, college students, or adults within the general public. The field of science education includes work in science content, science process (the scientific method), some social science, and some teaching pedagogy (Justin, 2016).

Science education aims at producing scientists for national development as well as individuals who will be self-reliant and competent in their specialization. According to Hornby (2017) science education trains students who will be able to demonstrate knowledge, skills and attitudes that are sufficiently required to perform a given task. It is a functional ability to apply to practical situation the essential principles and techniques of a particular subject matter or field. Science gives complete and ability training intended to prepare students for various occupations.

If the individual is well trained in science education with the necessary skills needed, especially in the use of computer, then the person can possess necessary skills for self-employment (Justin, 2014).

Computer Science Education is an interdisciplinary field: it is of course about the teaching and learning of computer science but it’s also about all the areas that impact on computer science – philosophy, psychology, linguistics, natural sciences, and programming – and how they intersect with the theory and practice of education (Roy, 2015).

Computer science education or computing education is the science and art of teaching and learning of computer science computing and computational thinking. As a subdiscipline of pedagogy it also addresses the wider impact of computer science in society through its intersection with philosophy, psychology, linguistics, natural sciences, and programming. In comparison to science education and programming education, computer science education is a much younger field. In the history of computing, digital computers were only built from around the 1940s – although computation has been around for centuries since the invention of analog computers. Computer education means gaining basic knowledge and skills to operate computers in order to perform desired jobs. Computer Education not only involves basic knowledge about computer, computer education extends to various branches of study in various fields and sectors. Computer Education is a broad term but it generally there are two concepts used in education; with computer and about computer. The definition of computer education actually depends on time we are speaking of. In the past, computer used the languages which were too complex for everyone to understand; only specific people having specific qualification could be educated about and in computer. But, as the technology has evolved, their application and reach has widened due to simplicity they provide to general people and sophisticated operations they can perform. As the human civilization further advances in technology, more and more ubiquitous use of computers is bound to be certain.

Programming has been one of the highest advancing technology in this era, which computer science education students must possess. Dennis (2015) pointed out that anyone connected with programming needs to keep up with technological development, competency and manipulative skills. Hence, in this study, computer science education is being assessed to determine the level of programming skills they possess that will enable them become self-employed on graduation.

Computer programmers need to have a wide range of skills in order to perform the many responsibilities of the position at the highest level of professionalism. The most effective programmers combine knowledge, aptitude and technical capability with soft skills such as the ability to work as part of a team and to communicate well with others. Aspiring computer programmers need to be able to demonstrate both types of skills. This article covers the most important skills for programmers to have and how to present them effectively when seeking employment.

Computer programming skills according to Robert (2016) are methods and processes that provide computers with instructions on what actions to perform. Collectively known as “code,” these instructions are written by computer programmers in order to solve problems or perform specific tasks.

Programming generally results in a specific set of actions or the creation of a tangible result, whether it is a software application, a web page or even just an image displayed on a computer screen. Computer programming skills often combine creativity with technical and analytical elements. In many ways, programming represents a perfect merging of art and science.

As with many other fields, computer programming skills can be grouped into hard and soft skills. “Hard skills” refer to measurable abilities that are developed over time through practice or study. “Soft skills,” on the other hand, are abilities that enable people to fit into a working environment or work effectively with others. Code is written in programming languages such as SQL, Java, C++, or Python. Programmers aren’t expected to know every programming language in existence, but it would be beneficial to be proficient in at least two languages to increase your employment and career opportunities. Most programmers typically decide on an area of specialization, and then learn the programming language that is most appropriate for that field.

At its most basic, computer programming is little more than a set of instructions to facilitate specific actions. Based on the requirements or purposes of these instructions, computer programming can be as simple as adding two numbers. It can also be as complex as reading data from temperature sensors to adjust a thermostat, sorting data to complete intricate scheduling or critical reports or taking players through multi-layered worlds and challenges in games (Ronald, 2015).

Computer programmers create instructions for a computer to execute by writing and testing code that enables applications and software programs to operate successfully. Computer programmers use specialized languages to communicate with computers, applications and other systems to get computers and computer networks to perform a set of specific tasks (Philips, 2016).

The National Policy on education (FME, 2014) stated that the need for functional education which should be relevant, practical and tailored towards acquisition of appropriate skills and development of competencies and values which will enable an individual to live and contribute meaningfully to the development of his society.

Osuala (2016) stated that the employable skills are those skills that help someone keep a job. There are various areas of employable skills. Programming skills is one of the skills required in a computer science education student for paid jobs or self-employment upon graduation. With the proper acquisition of programming skills, graduates from computer science program can become self-employed for wealth creation.

Skill is usually understood as an ability to do something well, either manually, mentally, or both. In contrast to terms that denote only potential for acquiring some ability (such as natural ability, talent, aptitude, or capacity), the term skill usually means actual competence that has been acquired by training, schooling, or practice. The concept is used in several disciplines (most importantly economics, sociology, psychology, education, and ergonomics), has many meanings, and is applied for different purposes and in a variety of contexts (Peters, 2014).

The term skill is used mainly to refer to (1) a level of individual performance, in the sense of accuracy and speed in performing particular tasks, or (2) qualities required for successful performance in particular jobs and tasks. Economists and educational psychologists tend to use the concept of skill in the first sense: to describe the abilities acquired by an individual such as a worker, which may include cognitive skills, manual dexterity, knowledge, and social skills. These researchers often take skill as an independent variable and use it, for example, in predicting wage levels (Roy, 2015). In sociology, on the contrary, skills are often taken as qualities required of a particular job, in terms of the range and complexity of the tasks involved, level of discretion over work and time, and the knowledge and training needed to learn the job. Many sociologists thus view skill as a dependent variable and try to explain variations in the level of skill within occupations, economies, and/or over time. For analysis of changing skills levels over time, the historical example of craft workers often stands as a benchmark.

Statement of the Problem

Computer education is one of the fields of study that trains students to become self-reliant after graduating from school. This has been made possible through exposing the students to different aspects of computer including programming.

Computer programming is one of the courses offered in computer education department in every institution of higher learning. Students who are exposed to different programming languages later become self-employed and employers of labour instead of depending on government for white collar jobs.

However, over the years, many students graduate from computer education without learning the necessary skill that will enable them become self-employed (Austin, 2015). This has brought about joblessness and increase in social vices in the society. It is against this backdrop that this study is carried out to assess the programming skills possessed by computer education students in Federal College of Education (Technical) Asaba, Delta State for self-employment.

Purpose of the Study

The main purpose of this study is to assess the programming skills possessed by computer education students in Federal College of Education (Technical) Asaba, Delta State for self-employment. Specifically, the study is aimed at assessing:

1. The programming languages taught in Federal College of Education (Technical) Asaba.
2. The extent to which computer education students have the mastered the programming languages taught in Federal College of Education (Technical) Asaba.

• The factors affecting the acquisition of programming skills by computer science students in Federal College of Education (Technical) Asaba.

1. Strategies for improving the acquisition of programming skills by computer science education students in in Federal College of Education (Technical) Asaba.

Research Questions

To effectively carry out the study, the following questions were raised:

1. What are the programming languages taught in Federal College of Education (Technical) Asaba?
2. To what extent have computer education students have gained the mastery of the programming languages taught in Federal College of Education (Technical) Asaba.

• What are the factors affecting the acquisition of programming skills by computer science students in Federal College of Education (Technical) Asaba?

1. What are the strategies for improving the acquisition of programming skills by computer science education students in in Federal College of Education (Technical) Asaba?

Significance of the Study

          The study would be useful to the students, school management, field of computer education and researchers.

The students would benefit from this study because it will help them know the different programming areas they are supposed to be exposed to for self-employment which will enable them to put more effort and learn programming with passion for self-reliance after graduation.

The school management will also find this study useful because the findings of the study will be an eye opener for them to the factors hindering the acquisition of programming skills by the computer science education students and the strategies that can be employed to tackle those problems.

Finally, the study would be an addition to the literature in the field of computer education which would serve as a reference material for those who may which to embark on a related study.

Scope of the Study

This study is delimited to the assessment of the programming skills possessed by computer science education students in Federal College of Education (Technical) Asaba, Delta State for self-employment. With particular emphasis on the programming languages taught, the extent of the mastery of the programming languages, factors affecting the acquisition of programming language skills and the strategies for improving the acquisition of the programming language skills.

Pages:  50

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.