Abstract

The study investigated relationships between students’ attitude to computer studies and students’ gender, school location, availability of ICT facilities and teachers’ Technological Pedagogical Content Knowledge (TPACK). It adopted the quantitative correlational research design. Participants included 300 Junior Secondary School Students and 42 Computer Studies teachers in Okitipupa Local Government Area of Ondo State, Nigeria. Two instruments namely; Students’ Attitude to Computer Studies Questionnaire (SACSQ; r = 0.72) and Computer Studies Teachers’ Technological Pedagogical Content Knowledge Self-Assessment Questionnaire (CSTPACK-SAQ; r = 0.98) were developed to elicit responses from participants. Three research questions were raised and answered at 0.05 level of significance. Data collected were analysed using descriptive statistics, t-test, ANOVA and Spearman Correlation. Findings revealed that students’ attitude to computer studies is positive; teachers’ TPACK level was average; a difference in attitude of male and female towards computer studies; no significant difference in the attitude of students in urban and semi-urban location; and teachers’ TPACK level is average. It was recommended that the government should employ qualified teachers, provide adequate ICT facilities in schools and embark on adequate in-service and frequent training for teachers to develop capacity in delivering instruction with technology enhanced best practices in the new normal era.

Citation

Olasunkanmi, I., Folajimi, Y. & Aladeboyeje, O. (2022). Raising Digitally Skillful Students: A study of Resource Availability, Teachers’ TPACK and Secondary School Students’ Attitude to Computer Studies. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 53-62). Online: Association for the Advancement of Computing in Education (AACE). Retrieved September 30, 2023 from https://www.learntechlib.org/primary/p/221269/.

© 2022 Association for the Advancement of Computing in Education (AACE)