THE INTRODUCTION OF COMPUTER EDUCATION AND TRANSFORMATION

OF THE TEACHING LEARNING PROCESS IN SECONDARY SCHOOLS

CASE OF SECONDARY SCHOOLS IN KAMPALA DISTRICT

BY

NAMPIJJA ZULFAH

BAE/ 31188 /102/DU

A RESEARCH REPORT SUBMITTED TO COLLEGE OF EDUCATION, OPEN,

DISTANCE AND E LEARNING AS A PARTIAL FULFILLMENT FOR THE
AWARD OF BACHELORS DEGREE IN EDUCATION OF
KAMPALA INTERNATIONAL
UNIVERSITY

MAY 2013
 DECLARATION

I Nampijja Zulfah hereby declare this piece of work is original and its m~ effort.
Relentless effort. No one has ever submitted or presented the same piece of work as this

to any higher institution of learning for any academic award.

~rh
Signature Date ~
 APPROVAL

This is to certify that this research proposal presented by Nampijja Zulfhh under the title
THE INTRODUCTION OF COMPUTER EDUCATION AND
TRANSFORMATION OF THE TEACHING LEARNING PROCESS IN
SECONDARY SCHOOLS. Has been under my supervision and it is now ready to be
submitted to the academic board of Kampala International University with my appro\’al.

Signature ~ Date ~. ~

Mr. Ssekiswa Peter

( Supervisor )
 DEDICATION

This work is dedicated to: My beloved Dad Hajj Hussein Mukaala, my beloved Mum
Mrs. Nantume Hadijah. My Uncle Mr Kayiira Philp Mr. Ssempiira Sosten. Mrs.Nagawa
Faridah my sisters Nakawesi Habiibah, Nakate Hindu. Namiyingo Mariam. namata
Rashidah, Yasiirah and my brothers Ssempijja Fahad, Ssekate Sudais, Niale Willy.
Ssemata Bashir, Ssesazi Haad my Aunt Nassazi Lukiah Namata Fatumah My Husband
.

Kabuye Ashraf.. Mr kamya Ahmad and wife Khadijah Ssawula plus all my friends. May
God Award them abundantly for their courage and financial support they have rendered
to me through out this exercise.

iv
 LIST OF ACRONYMS

USE ITniversal Secondary Education

Clii’ Centre for Educational Technology

CMS Course Management System

DICTS Directorate of icr Support

El’S Educational Technology StraLegy

lACE Institute of Adult and Continuing Education

IC f Information and Communication Technologies

MDG Millennium Development Goals

NDP National Development Plan

P1 IRA Partnership for I ligher Education

EMIS Education Management Information System

 ACKNOWLEDGEMENT

I acknowledge the love and support of all kind accorded to me by My beloved Dad Hajj
Hussein Mukaala You have given me a lot of support in terms of finance. Writing this
research work could not have been done single handily: 1 wish to acknowledge the
following; Special thanks go to my lecturers who have taught me since I joined Kampala
International University especially my supervisor Mr. Sseklswa Peter for his academic
guidance and lots of encouragement throughout this study. without whom, very little
could have been attained.
I would also extend my thanks to the District officials for their kindness and help that
they offered to me especially during the time of data collection which made this research
a success.

Special thanks go to my dear sisters and brothers whose determination and hard work had
inspired me. I would like to thank all my family members for the moral and financial
support they extended throughout my time at the University. I am enormously thankful to
all my friends and colleagues and all others for the support and encouragement
throughout the course. May God reward them abundantly.

I would like to convey my thanks to the lecturers of college of Education. Open. Distance
and E learning whose knowledge and expertise greatly contributed to the success of this
study and the entire course. Above of all, I am most gratefi.il and thankful to the almighty
God my creator for and for having enabled me accomplish this project work.

vi
 ABSTRACT

This study is set out to investigate the effects of introduction of computer education and
the transformation of the teaching learning process on the performance of secondary
school students in Mengo Secondary School Kampala district in order to achieve this, the
researcher aligned objectives including; To assess the extent to which secondary school
students have had access to computers The extent on which computer education has been
able to transform teaching learning process in secondary schools. To evaluate the
strategies put forth by the ministry of education to encourage computer education in
secondary schools.

The study was descriptive in design and data was collected from a total of 105
respondents who included 5 teachers, one from each class. S.l — S.5. 100 students
including 20 from each class. Data was collected using a Self-Administered
Questionnaire (SAQ) for teachers and students.

The researcher used literature on relevant studies and was able to identil5’ the gaps that
need to be filled. Which included limited numbers of computers in Secondary school.
limited number of teachers in the school and power outrages. The researcher draw data.
both primary data, secondary techniques was employed where the interview was used to
teachers and students and the questionnaire methods as well where the students and
teachers was asked to fill the questionnaires. The study was carried out using these
objectives. To assess the extent to which secondary school students have had access to
computers. The extent on how the establishment computer education been able to transform
teaching learning process in secondary school. To evaluate the strategies put forth by the
ministry of education to encourage computer education in secondary schools.

Educators, in my opinion, should be racing to utilize programs that retain students

attention and reinforce methods and concepts taught in class to enlighten their fbture

vii
 TABLE OF CONTENTS

DECLARATION~’

APPROVAf

DEDICATION

LIST OF ACRONYMS V

ACKNOWLEDGEMENT vi

ABSTRAC1’ vii

TABLE OF CONi~ENTS viii

CHAPTER ONE 1

I .() Introduction 1

I .2 Statement of the problem 3

1.3 Objectives of the Study 3

1.3.1 General Objective 3

1.3.2. Speciflc objectives 3

I .4 Research Question 3

1.5 Scope of the Study 4

1.5.1 Geographical scope 4

1.5.3 Time Scope 4

1.6 SigniFicance ol the Study 4

CIIAPTERTWO 5

LI lERA FURL RL\’IEW 5

2.1 Introduction 5

2.2 The Nature of the introduction of computer education and the transformation of teaching
learning process in secondary schools 5

2.3Eclucation Management Information S~ stem 6

viii
2.4 Introduction of computer education .7

2.5 Advantages of Using computers and the transformation of teaching learning process
secondary schools 7

2.6 Disadvantages of the introduction of computers and the transformation of teaching process in
Schoolr 8

CHAPTER THREE 9

RESEARCH METHODOLOGY 9

3.0 Introduction 9

3.2 Study Design 9

3.3 AreaoftheStudy 9

3.4 Study Sample and Selection 9

3.5 Data collection tools 10

3.5.1. Questionnaires 10

3.5.2. Interview 11

3.6 Data Analysis 11

3.7 Limitations of the Study 11

CHAPTER FOUR 12

PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS 12

4.0 Introduction 12

4. I Background Characteristics of Respondents 12

Accessibility 21

Students experience with computers 13

4.2.2 Students accessibility 14

4.2.3 Computer Education and teaching learning 16

4.3 Impact of computer education on students Errorl Bookmark not defined.

ix
2.4 Introduction of computer education . 7

2.5 Advantages of Using computers and the transformation of teaching learning process
secondary schools 7

2.6 Disadvantages of the introduction of computers and the transformation of teaching process in
Schools 8

CHAPTER THREE

RESEARCH METHODOLOGY 9

3.0 Introduction

3.2 Study Design 9

3.3 Area of the Study g

3.4 Study Sample and Selection g

3.5 Data collection tools

3.5.1. Questionnaires 10

3.5.2. Interview 11

3.6 Data Analysis ii

3.7 Limitations of the Study

CHAPTER FOUR 12

PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS 12

4.0 Introduction 12

4. 1 Background Characteristics of Respondents 12

Accessibility 21

Students experience with computers 13

4.2.2 Students accessibility 14

4.2.3 Computer Education and teaching learning 16

ix
CHAPTER FIVE .18

SUMMARY OF FINDINGS, DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS

18

5.0 Introduction 18

5.1 Discussion 18

Accessibility 21

Students experience with computers 21

5.2 CONCLUSIONS 22

5.3 RECOMMENDATIONS 22

REFERENCES 25

APPENDICES 28

APPENDIX (A): QUESTIONNAIRE SCHEDULE 28

SECTION A: Questionnaire to the students 28

Appendix W 29

Questionnaire to the teachers 29

x
 CHAPTER ONE

1.0 Introduction
This chapter deals with the background of the study, the statement of the problem.
objectives of the study, research questions, the scope of the study. significance of the
study.

It is acknowledged that Information Communication Technologies(ICT5) are

revolutionalizing the teaching and learning process in secondary schools. Museveni
(2006) observed that ICT is no longer a matter of choice it is a necessity in today’s world
which is driven by technology and knowledge.

Many Secondary schools have seen the importance of integrating Information

and Communication Technologies(ICTs) in their teaching process as reported by UNDP
(2001) that: Across a range of educational applications. ICT is being harnessed to
improve the efficiency. accessibility and quality of the learning process in developing
countries.
According to a report on ICT Education Needs by 10’ Consultants (2005), Information
and communication technology (ICT) education is relatively new in Uganda. The earliest
formal ICT training may be traced back to the Makerere University Institute of C’omputer
Science (MUICS). However the university has made tremendous strides towards the
integration of 10’ into its functions and operations over the last five years. From the
Resource document (2005/2006) it was noted that equipments like laptops, stand-alone
computers, Projectors are used in teaching in some Departments.

The birth of ICT policies in Uganda was thought to be in 1998 when a number of
international organizations from USA. Norway. Germany. Ireland and Sweden
approached the Uganda National Council for Science and Technology (UNCST) were
given an opportunity to develop ICT policies based on different sectors (Uganda. MOES
2005: Draft Policy for ICT). According to the draft policy, the UNCST was a council
mandated by the government of Uganda to coordinate, formulate and manage explicit
national policies in respect to science and technology. The council was thus
commissioned to oversee the integration of technology in the socioeconomic process and
provide the government with appropriate technical advice, Makerere Univcrsit\ \\as
identified by the Swedish and Norwegian organizations to support the use ci WI in
infrastructures and for human development. In 1999. UNESCO and UNCST agreed to
initiate a process that would lead to the development of sectoral policies. The policy is
based on the premise that ICT use is a key skill required for a rapidly increasing range of
jobs. and developing good ICT skills in young people can help them find employment.
Furthermore. the presence of a workforce with good ICT skills can help in attracting a
growing industry and increasing employment. In other words. the policy states that the
absence of ICT skills can be a barrier to development, and recognizes that Uganda would
need to embrace the goal of lifelong education for all (Farrell, 2007).

The ICT policy is based on four staled principles. First, it sets a framework of curriculum
and teacher training that will facilitate and guide the development ci ICT with the view to
gaining the best advantage to the country as a whole. This is from the view that lET
policy’ cannot he implemented in one full swoop due to the financial constraints related to
it. A step-by-step approach is thus implied in this principle. The second principle is the
balancing of ICT applications and computer science. This suggests the provision ci
opportunities for the development of computer application skills to many people while at
the same time providing ways of developing more technical skills to a smaller number ot
people who have a specific interest in the area. These people was the personnel required
to install and maintain equipment and networks. The third principle proposes that the key
focus should not be on the provision of equipment but on the teachers. trainers, lecturers
and on the curriculum that they are expected to follow. The final principle focuses on
equity where the Ministry believes that access to ICT should he spread as equitably as
possible: ICT should be equally accessible not only in urban and rural Uganda. but in
private and public institutions as well.
1.2 Statement of the problem

At present the majority of secondary schools have no computers or connectivity. The

NCDC estimates that only 300 of the 849 Government secondary schools have
computers, and many of these have only a handful of machines. The schools in wealthy
urban areas have been more successful in acquiring equipments, as they can draw more
resources from parents. While the Ministry’s ICT strategy is aimed primarily at
curriculum and teacher training, it is recognized that if no specific action is taken. the
gradual development of computers in schools will encourage the growth of a digital
divide. To begin to address this, the strategy proposes the provision of a limited amount
of equipment targeted at a small number of rural-poor schools with the above line it is
this that has given interest to the researcher to carry out this piece of research.

1.3 Objectives of the Study

1.3.1 General Objective

To investigate the Role of computer education and the transformation of the teaching
learning process secondary schools.
1.3.2. Specific objectives
To assess the extent to which secondary school students have had access to computers.

The extent on how the establishment computer education been able to transform teaching learning
process in secondary schools.

To evaluate the strategies put forth by the ministry of education to encourage computer
education in secondary schools.

1.4 Research Question

i. What is the role of computer education in the transformation of secondary

education?

ii. Has computer Education had any effect or impact on secondary schools education
system?

3
iii. What strategies has the ministry of education put forward in the implementation
of computer education?

1.5 Scope of the Study

1.5.1 Geographical scope
In terms of scope, geographically the study was carried out in Kampala district.
focusing on Mengo Secondary school In terms of scope content. the study was
focused on the introduction of computer education and the translbrmation of the
teaching learning process on the performance of secondary school students, a case
study of Mengo secondary school Kampala district.

1.5.3 Time Scope

The research report covered a period of three months that is from may to August
2013

1.6 Significance of the Study

Since the effects are expected to be both positive and negative, the research will
help the Ministry of Education, and Teachers and students to look for strategies of
safe guarding against the problem arising from the system.

The research will benefit the nation most especially students as a source of
information for reference and other researchers.
Through this research am to be awarded a bachelors degree in education with arts

4
 CHAPTER TWO
LITERATURE REVIEW

2.1 Introduction
This chapter has focused on the literature review which is the introduction computer
education and the transformation of teaching learning process on the performance of
Secondary School Students. it will handle literature review by other scholars though
there is still inadequate means of presentation and study recipients. Therefore. the
research intends to bridge the gap in literature review pointing out issues which arc
relevant to the topic on study.

2.2 The Nature of the introduction of computer education and the

transformation of teaching learning process in secondary schools.
The beginning of the introduction of computers and the transformation of teaching
process as an information highway can be dated back to I 968 when the US department of
defense created the first network for mainframe computers to communicate with one
another (Shoemaker & Reese, P. 217) (1986), then the University Professor used that
kind of networking and further extended its application to private and public conwanies.

The internet was started by mosaic, developed by students at the University of

Minnesota. It evolves to include hypertext links, graphics, audio and video futures
integrated on the web through browsers are able to view unlimited source of information
anytime and anywhere.

There are a number of ways computers and the new technologies are making the daily
life easy for human beings. According to Ben Bagdiokan (1997), the computers has
dominant power played in society and this dominance has the power surrounding almost
every man, woman and child in the county controlled images and words. The electronic
has the ability to exert influence that in many ways is greater than that of parent and even
government itself.

5
 Goldstein (1 998), the computers and the internet inform us and help us keep a watch on
our development endeavors, serve a surveillance function. The computers provide people
with news. information and warnings they need to make informed decisions. For
instance, the computers house can lead people to be aware of the economic crisis and also
provide helpful information that can be used not only in times of crisis but in daily Ii

Bill N/layers (1997). the computers sets our agenda and helps to structure and interpret
peoples lives, issues that the computers covers or discuss consume peoples interests
and help to transform our way of living.

Brombek, (1976). the computers help us to connect with diverse groups in society and
keeping in touch with our employment base that is the government, keep a finder on the
pulse of put~lic opinion and align ourselves with others in pursuit of eliminating po\ert~.
the introduction of computers and the transformation of teaching process plays a centre
role in a meaningful sharing ideas, feelings and experiences as part ol the process of
fighting po\lerty and making sense of our world.

Cupach (1989) it is identified that sharing ideas on radio as a form of Computers. we try
to make sense of our dynamic, ever changing economic patterns. The Computers
relations help del~ne, who we are and what roles we play in the well being of our lives.
Flow well you progress towards achievement of self life defines the effectiveness of our
computers relations. 1—lowever effectiveness is not the sole determinant of computers
competence

2.3Education Management Information System

Education Management Information System is a component of ICT in the Ministry of

Education and Sports; it provides quality education statistics in a timely. cost-eflCciiye
and sustainable manner. EMIS provides the education statistics and pupil details among
others. After the procurement of computers. printers and accessories each district has
hardware and software installed and is to carry out data gathering from schools for
processing through Assist application Sothvare which is used in EM1S. District officials

6
have already benefited from computer training in the use of LiMIS. Computers ‘tere
procured and distributed to all districts and municipalities. At the Ministry not all the
offices are connected on the network or able to use the Internet and e-mail services as
well as to access resources on the network. The Ministry suspended plans to network all
districts and the centre to enable infonnation flow from districts to the centre (Ministry of
Education and Sports) and vice versa, at the same time. If this had been done it would
have enabled districts to make comparative analysis amongst themselves.

2.4 Introduction of computer education

Students violence: Rays M Jat K. R. 2010. commented that. radios. tcle~ isions. ~ideo
games. cell phones. have played a big role in students violence due to their exposure onto
violent films and programmers’. This has led many High School students to be dismissed
from school therefore the introduction of computer education and the transformation of
teaching learning process affects the performance secondary school students positively.

Risky sexual behaviors in his book ‘introduction of computer education oW’ Ra3
commented that after students being exposed to romantic movies, pornographic pictures
in motion. it is inevitable for them to spend their time on what they see on tele’ ision and
internet therefore I can safely say that this can lead them to try it and hence performing
poorly in classes.
However the introduction of computer education and the transformation of teaching
learning process has some positive effects:
Source of reference, students who use the internet to get references for studies hence
improving their performance.

2.5 Advantages of Using computers and the transformation of teaching learning

process secondary schools.
The internet and computers and the transfonnation of teaching learning process can be
used as a source of reference by secondary school students hence. improving their
performance.

7
The introduction of computers and the transformation of teaching learning process for
example computers can create a good learning environment, that’s to say. many
secondary school students are attracted by new computer technology, hence loving to
study and improve on their performance.

2.6 Disadvantages of the Introduction of computers and the transformation of

teaching process In Schools:

It’s expensive, the introduction of computers and the transformation of teaching process
is difficult to be accessed since; it can only be used by schools that have electricity.
hence, neglecting poor schools.

Jaway (2003) observed that when developing nations are reaping the fruits of state of the
art lCTs in their educational system, educational delivery in poorest countries of Africa in
particular Ethiopia is solely based on student-teacher face-to-face contact. In Uganda.
many sectors like in Education are still heavily relying on traditional systems and
severely lagging behind as far as new technologies are concerned (Kaweesa. 2002).

The successful integration of any technology into the classroom warrants careful
planning and depends largely on how well policy makers understand and appreciate the
dynamics of such integration. (Dean, 2000)

8
 CHAPTER THREE
RESEARCH METHODOLOGY

3.0 Introduction
This chapter describes the study design, sampling technique. sample size. data collection.
data analysis methods that were applied to obtain and lay a foundation for results that
were found in the view of determining influence on the introduction of computer
education and the transformation of the teaching learning process in Mengo senior
secondary school and its effects.

3.2 Study Design

A survey was carried out among students and teachers from senior one up to senior sis
using both qualitative and quantitative methods.

3.3 Area of the Study

The research was carried out at Mengo secondary school. Kampala district is in central
Uganda bordered by Wakiso. Its vision is creating a bright future and the mission
statement is school education to generations that are self reliant.

Mengo secondary school is located within Kampala town. It is a mixed day and boarding
secondary school offering both arts science subjects at both 0 and A level with 2000
students. The researcher selected Mengo secondary school because it is the appropriate
place where many students are affected by the problem of the introduction of computers
and the transfonnation of teaching process.

3.4 Study Sample and Selection

The subject of the study was selected out in five classes that is to say senior one, senior
two, senior three, senior four, senior five. The research was carried out among the
students and teachers.
Data collection techniques

The case study method: I chose the case study method because of my interest in a specific
case, and what can be learnt from this case. The case’ in this instance is the
implementation of computer education in secondary schools. “A case study is both a

9
process of inquiry about the case and the product of that inquiry. The approach for this
research is in the form of what Merriam (1998) terms an interpretive case study. She
points out that the interpretive case study is used to develop data into theoretical
categories in order to expand one’s initial understanding of a topic. Point out that the
interpretive researcher focuses on the participant’s point of view rather than his/her own
analysis of the situation.

The main reason for selecting the case study is that it was particularly appropriate in
studying real students in real-life circumstances without providing the reader with the
researcher’s own abstract ideas. In other words4 researcher “retained the holistic and
meaningful characteristics of real-life events. I wanted to understand what Mengo senior
secondary school has done and what it expects do on issues regarding introduction of’
computer education, and my aim was to investigate, report and interpret the situation as I
encountered it.

3.5 Data collection took

The case study approach is particularly useful because of its combination of qualitative
and quantitative methods. These qualitative and quantitative methods include the use of
documents and interviews in this particular case study. The following section discusses
the research tools, including interviews and document analyses that were used to gather
data.

Documentary: In order to gain a broad insight into computer education implementation

and integration of computer education in Mengo senior secondary school. I analyzed
documents emanating from four perspectives: international policy documents and papers.
national governmental documents, provincial governmental documents; and local school
ICT policies. These documents, called archival records were obtained from the library.

3.5.1. Questionnaires
The researcher has compiled two questionnaires i.e. A and B. questionnaire A has been
designed for teachers and questionnaire B was for students.
Both questionnaires A and B were open and closed ended to guide and allow free
expression of opinions by the respondents. (see appendices A and B as attached)

10
3.5.2. Interview
The researcher also used the interview method which was to help between her and the
respondents (teachers and students). The main purpose of the interview was to get
responses from the interviewees by directing questions to them. This research made use
of semi-structured interview schedules. Furthermore, by means of open-ended questions.
I hoped to get an in-depth understanding of the responses of the participants, allowing me
to obtain a wider perspective of the issues regarding the implementation and integration
of Computer Education in Mengo Secondary school

3.6 Data Analysis

After collecting the questionnaires, data was analyzed for analysis

The researchers expects to use the questionnaire and observation therefore he expect s not
to use a lot of money.

3.7 Limitations of the Study

The researcher has met the following limitations. Inadequate funds for purchasing
stationary~ typing, the time allocated for the exercise is inadequate since it has taken place
towards graduation yet she has to look for money to be used on graduation which has
made stressed for the whole period of research, shortage of reference books and other
research materials for the study.

11
 CHAPTER FOUR

PRESENTATION, ANALYSIS ANt) INTERPRETATION OF FINDINGS

4.0 Introduction
In this chapter. presentation and analysis of i~ndings is done in accordance with research
questions and objectives that were stated in Chapter one as. establishing the introduction
of computer education and transformation 01 the teaching learning process in secondary
schools This is followed by pointing out the significance of teachers~ use of computers at
these schools. then provide a detailed analysis on how these schools utilize the
computers. explaining the reasons for their utilization and the objectiveS were. l’o assess
the extent to which secondary school students have had access to computers. l’he extent
on how the establishment computer education been able to transform teaching learning
process in secondary school. To evaluate the strategies put forth by the ministry of
education to encourage computer education in secondary schools.

4. 1 Background Characteristics of Respondents

This Section gives a description of the background of respondents by school. age. gender.
home district and respondents~ level of education. ‘Fable I gives summary of respondent
by school

Table I Student respondents by gender:

Respondents by gender No. of Percentage

respondents

Male 65 66

Female 35 34

Total 100 100

Primary Data 2013

Table I Shows that the majority of participants (65 %) were male. suggesting that there
are more male Students than females in Mengo secondary school.
Table 2 ;Shows the results of respondents from all the five classes.

Respondents No. of expected respondents Those responded percentage

Teachers 20 18 47

__ 175 1~ 100

From the table above, the total number of respondents in percentage terms ~as %. 1° o

which indicates in generalization that the results gi~ en v~ere reliable and authentic enough
as shown in the bar graph below

The bar graph 1 showing results of respondents

60

50

40

(6
20

I0

Students Teachers

The aho~ve bar graph illustrates the results of respondents that were Ibund out during the
period of research.

Students experience with computers

Students have advanced Computer skills it was surprising to the extent that some
students knew programs which even their teachers were poor at. On Internet some
students go skyping and others twitting. Sometimes they lind teaehers~ lessons too

I j
childish and boring and yet that is the syllabus they are to IbIlow in teaching. this sho\~ s
that the students are well equipped with computer skills.

Table 3 Showing student experience with computers

Gender No of respondents I lave experience I Iave no experience

Male 40 37 3
Female 2$

The table above illustrates very well the experience that the students have kno\vledge of
the use of computer and this illustrates that teachers will OncI it eas~ to teach the students
because those without experience represent only $ % as shown in the pie chart helo\v

The pie chart 1 showing student experience in use of computers

st~iderit experiei~ce

L~
~pei~ L~LtL~
92 ~

The pie chart above show that the students have knowledge of the use of computer and
this illustrates that teachers will Onci it eas~ to teach the students because those v~ ithout
experience represent only $ 0/)

4.2.2 Students accessibility.

Computers in the classrooms also come with loopholes, When new technologies are
integrated into the classroom both teachers and students need to become accustomed to it
before they can fully reap the benefits. Educators are taking a risk by placing computers
in the classroom since they are few and every student wants to use the computer alone.

14
Table 4 showing teachers and student response towards their accessibility to the
computers.

No. teachers No. of students Percentage

20 47 30

55 53 56

~ Serie I Serie 2

The table above shows teachers and studcnts reSponSeS towards computer accessibilit\
where by it shows that most of the respondents show that they have used computers
before this means the integration of computer education ~vill he easy for the teachers and
students

Bar graph 2 representing student and teachers accessibility to computers

50

40

20

ScH~ 2
20

to

0
N tLJ(I~J N o1 ~t dcnts

The graph above represents the Number of respondents accessibilit\ to computers \~ here b\
serie I represented number of’ students and serie represented the number of teachers v~ ho
participated in the research

15
4.2.3 Computer Education and teaching learning
The study wanted to confirm whether integration of ICT in teaching varied with the
school. Table 5 shows related learning process results \\hereby: SI) implies Strongly
Disagree, I) for Disagree, A for Agree and SA for Strongly Agree.

Item SD D A SA
I do not find any problem with integrating 1 2 4 12
computers in teaching.

KnowIed~e in computer networks has ~0 ~1 .6 6

greatly supported me in teaching using
computers

Knowledge in computer maintenance has 0 0 8 5

supported me in teaching using ICT

Training workshops l~r teachers in ICT 2 3 4 — ~4

need to be improved if integration of’ ICT in
teaching is to be achieved —

Integration of’ IC]’ in teaching is the best way 0 0 8 6

of improving teaching in secondary schools

16
Table 5 is showing the impact of computer education on students

Number of respondents ~~~Percente

— —

Male 45 64
Females 38 36
Total 83 —~ — 100
Source primary data 2013

The above table shows the number of respondents where by 45 respondents are males
representing 64 percent and females 38 representing 36 percent where by their responses
were positive as shown in the graph below
Bar graph 3 representing the impact of computer education on students

200

100
140
100
120
(JO

64
10 36
11) 83
20 45 38
0

Student teachers total

The study further revealed agreement by teachers that integrating lCi’ in teaching ~ as the
best way to improve teaching in secondary schools. This finding edited the rationale
justification of the study as stated in the background of the study.

17
 CHAPTER FIVE

SUMMARY OF FINDiNGS, I)ISCUSS1ON, CONCLUSIONS ANI)

RECOMMENDATIONS

5.0 Introduction
This Chapter presents the outcome of the study. the conclusion drawn from the result of
the study and recommendation based on the conclusion.

5.1 I)iscussion
This section presents the general discussion about the result of the stud which based on
its overall purpose of flnding out the impact of Computer Education in Transtbrmation
of the teaching and learning process in secondary schools. The use of computer as a
study tools in teaching and learning helped in improving teacher’s attitude to the use of
computers hence transforming the education 5 stem.

The Study also tried to establish that teachers were now able to use tools such as Power
Point proJectors and desktop computers in a normal classroom environment and using
computers and internet to search for relevant materials that help the students in their
studies

Importance of computer education in secondary schools

The introduction of Computer Studies in the secondary education curriculum therefbre is

in accordance with the Vision 2035 which emphasis rapid economic growth based on
maximum utilization of Information Technology. Though there has been Computer
Studies in schools, there are variations from school to school in terms of scope and depth.
content delivery timing, use of reference materials and deployment of technologies and
resources.

Teacher should guide learners to discover on their own: Learning should be through
observations by learners~ Teacher should demonstrate to the learners to achieve learning.
Learners should engage in self study: Practical work is a must for computer.

18
The computer studies teaching syllabus serves to standardize the teaching of Computer
Studies in all schools. It also serves to leverage the use of software through suggesting
solutions that can be achieved with use of more than one type of software.3.

The Computer Studies teaching syllabus intends to encourage a lot of practical work and
hand-on practice and with much accommodation of changing and emerging technologies

It also serves to provide a platform for easy assessment of skills and other areas of
knowledge. the Computer Studies syllabus serves to promote scientilic. technical and
cultural knowledge, skills and attitudes needed for development.

To lay a foundation for a learner to acquire knowLedge and skills in the use of
information and communication technology for enhanced productivity and development.
to promote creative skills for problem solving

To promote critical and analytical thinking skills for proactive solutions. to create
awareness in a learner regard to the developments and emerging issues concerning
computing and society

The study showed that there is high ability of teachers to use computers in normal classes
and also to use computers to search information, send and receive work to and from
students. Introduction of Computer Education demonstrated high ability to integrate
computer study .This finding supported the theoretical assumption of the study that
Introduction of Computer Education should enhance computer study integration in
teaching in Mengo secondary school.

The respondents also showed high ability to use the knowledge obtained from the class
room environment for illustration of communication and to search for instructional
materials for use in the class work.

19
 The study further revealed agreement by teachers that integrating ITC in teaching was the
best way to improve teaching in secondary schools. This finding edited the justification
of the study as stated in the background of the study. The study wanted to con Ii rm
whether integration of ICT in teaching varied with the school as indicated in Fable
where related learning process results were as follows: SI) implies Strongly Disagree. I)
for Disagree. A for Agree and SA for Strongly Agree.

The study also tried to establish teachers~ attitudes towards computer study training, on
which the study revealed that most respondents perceived positive attitudes towards
integration of computer study in leaching. Particularly. most respondents said that they do
not have any problem with integration of computer study in teaching.

The study sought to support or reject the assertion~ and was also interested on how
Introduction of Computer Education and Transfbrmation the teaching, teachers ~\ho Ond
it easy with installations or troubleshooting network problems have the enthusiasm to
employ computer study in their daily teaching”.. In respect of this finding, the researcher
therefore recommends the use of Introduction of Computer Education in Transformation
of the Teaching Learning Process.

The findings of the study leads to contextual conclusion that Introduction of Computer
Education in Transformation of the Teaching Learning Process introduces teachers to the
network of connectivity, enabling them to use the system to link to their students and to
find materials, and therefore have positive relationship with integration of computer study
in teaching in secondary in Uganda. Introduction of Computer Education in
Transformation of the Teaching Learning Process therefore plays ftinciional role a the
integration of computer study that should not be ignored.

Research findings

To train students in skills which they will need in further education and ongoing learning
throughout the rest of their lives and for their future jobs. e.g. word processing. computer
programming, etc.

20
To provide access to information and communication outside the classroom walls. e.g.
video conferencing with students in other countries, using the Internet etc.;

To support teacher development e.g. through external networks;

To support and potentially transform the learning/teaching process in many and diverse

Administrative, managerial and teaching staff members use computers for administrative
purposes. For example typing and printing of official documents. lesson plans and
worksheets; designing other documents (e.g. school reports, timetables. tests); creating a
database for teachers and pupils; creating spreadsheets for maintaining the school budget
and for keeping records of assessments. If Internet connectivity is available, computers
can be used for reading and responding to official e-mail messages and for creating and
maintaining the official school website. Many teachers use computers, either their own
computers at home or the school’s computers, mainly for administrative purposes.

Accessibility
Secondary schools have experienced high demand on the part of the students. Even
though the problems that these demands cause are equivalent in many respects to those in
universities, solutions at the secondary level are not as easy or as speedy as at university
level where donors come in to help with grants. The school has few computers compared
to the number of students that are ready to use computers so the accessibility is not for all
who want but to share. The school has only 29 computers. they are faced with the problem of
unstable power supply. He says that during power outages they are forced to postponed lessons
until the power retums which greatly affects their schedules as indicated in table 4 and bar graph
they indicate that the teachers and students have accessibility despite these indicated problems.

Students experience with computers

Students have advanced Computer skills it was surprising to the extent that some students
knew programs which even their teachers were poor at. On Internet some students go sky
ping and others twitting. Sometimes they find teachers’ lessons too childish and boring
and yet that is the syllabus they are to follow in teaching. This shows that the students are
well equipped with computer skills where by 2 percent represented those with no
experience and 98 percent have experience as shown in table 2 and picharti

21
5.2 CONCLUSIONS
This section presents the conclusion drawn from the discussion of the study outcomes
according to this chapter the implementation of computers in schools, and the various
ways a school can undertake to introduce computers education. In particular. the chapter
has focused on issues such as managing and merging computer integration in the school.
ICT integration into the curriculum, the importance of computers to the running of the
school, as well as governmental and private sector support in the implementation process
and how to implement computers in school.

Introduction of Computer Education in Transformation of the Teaching Learning

Process plays functional role of introducing teachers to the network of connectivity.
enabling them to use the networked system to search information and for communication
which was important in fostering computer study integration in teaching in Mengo
secondary school.

The study brought out that Introduction of Computer Education and Transformation of
the Teaching Learning Process, and teacher’s perceived attitude play positive roles in the
integration of computer study in teaching. This finding seems to strongly agree with the
researcher’s claim that Introduction of Computer Education has got a significant role in
Transformation of teaching in Mengo senior secondary school. This study leads to a
conclusion that Introduction of Computer Education play important role in integration of
computer study in teaching, and should therefore be encouraged.

5.3 RECOMMENDATIONS
This last section of the chapter and this dissertation makes some recommendation arising
from the findings of the study.

Computer education and Transformation of the Teaching Learning Process should be

encouraged and promoted .Worlcshops on Computer should pay special attention to
enhancing teachers’ capacity to effectively use computers. Teachers should be trained in
computer and Transformation of the Teaching Learning Process if full computer study
integration in secondary schools is to be achieved since such knowledge of

22
Transformation of the Teaching Learning Process enhances their ability to effectively
use computer study in teaching

Training in introduction of computers and Transformation of the Teaching Learning

Process should focus on areas that aim to reduce computer costs since this has been cited
in past studies as one of the problems to integrate computer study in teaching and vet on
the other hand it is cited that increased breakdown of computers is as a result ot
incompetence of users If integration of computer study is to be enhanced in Mengo

secondary school then teachers’ attitudes should be central target of training Students on
computer use.

Teachers req uire the possession of skills in Computer Education and Teaching Learn i nu
Process in order to boost integration of computer study in teaching. Once able to do
simple Transformation of the Teaching Learning Process, they don’t need to wait ftr lab
technician to help with computer Transformation of the Teaching Learning Process.

Teachers’ attitudes towards Introduction of Computer Education have a positive

relationship with integration of computer study in teaching secondary schools.

Teachers’ attitude towards computer study is another important factor Er computer use in
teaching~ the relevance of computer study training. first and foremost is determined by
one’s attitudes, which consequently influences their ability to integrate it in schools.
attitude is therefore important in teaching and is a significant positive correlate for
computer study integration in teaching in secondary schools.

Effectiveness of technology integration in teaching is a behavioral factor that is derived

from attitudes. Enhancing computer study integration in teaching secondary schools
demands positive behavioral attitude of teachers that can be created through education
system as shown in table 5 which clearly shows the impact of computers to students and
bar graph respectively which gives an indication that it would improve students
performance in terms of research and technology advancement.

Like other studies, this researcher was not all exhaustive in herself; the above
recommendations arose from the significant findings of the study. The study therefore

,~
cannot finish without pointing out the unfinished work: As observed, the study was
limited to a narrow scope of establishing relationships between specified variables in the
study leaving out other possible correlates of computer study integration in secondary
schools including the variables like financial, administration; infrastructure like Internet
cabling, electricity and; training content etc. These gaps need to be filled in order to give
comprehensive recommendation that can be adopted for full integration of computer
study in teaching secondary schools in Uganda. Nevertheless the researcher hopes this
study has made academic contribution towards establishing some issues significant for
computer study integration in teaching in Mengo secondary school: which issues may be
generalized (without inferring statistical significance) to other regions.

24
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27
 APPENDICES
APPENDIX (A): QUESTiONNAIRE SCHEDULE

Dear Respondent,

I am Nampijja zulfah a student of Kampala International University pursuing a Bachelors

degree in Arts with education. 1 am conducting a research on THE INTRODUCTION
OF COMPUTER EDUCATION AND TRANSFORMATION OF THE TEACHING
LEARNING PROCESS IN SECONDARY SCHOOL” Case Study of Mengo senior
secondary school which is part of the requirement of the award of the Bachelor of Arts
with Education of Kampala International University. I kindly request you. to fill in blank
boxes and spaces as provided. All the information provided will be used purposely lbr
academics only and all information will be treated confidentially.

SECTION A:

Questionnaire to the students

BACKGROUND INFORMATION
Use ticks to select where you belong

I. Age

a)lO—13 I I
b)13—l5 I
c)15-lS I I
2. Gender _____

a.Male I I
b. Female I I
3. Do you have access to Computers?

4. Have computers changed the teaching and learning process?

5. Do you have any problems in using Computers?

28
Answer in full sentences
Vs/hat benefits have you got since you started using Computers

2. What problems have ou encountered as a result of Computers education

3. Has introduction of computers education improved on your perlbrmance?

Yes I I No ____

4 do you think the government has done a great job towards the integration of
computer education? If yes, how?

29
8.How has the introduction of computer education transformed teaching learning process
in this schoo

Indicate your answer your answers by simply putting a Tick (x) in boxes provided
whereby: SD implies Strongly Disagree, I) for Disagree, A for Agree and SA for
Strongly Agree.

Item SD D A SA
I do not find any problem with integrating
computers in teaching.

Knowledge in computer networks has

greatly supported me in teaching using
computers

Knowledge in computer maintenance has

supported me in teaching using 1CT

. Training workshops for teachers in ICT

need to be improved if integration of ICT in
teaching is to be ach~ved —______

Integration of ICT in teaching is the best way

of improving teaching in secondary schools

Thank you /01 ))0W C00/3e1’aliOfl