IST-Africa 2014 Conference Proceedings

Paul Cunningham and Miriam Cunningham (Eds)

IIMC International Information Management Corporation, 2014
ISBN: 978-1-905824-44-1

Study Examining Whether the Computer

Science Curriculum at the Sudanese High
Secondary Schools is Adequate to Qualify
the Students to be Computer Literate
Atiga Yousif ELMUBARK
Sudan University of Science and Technology, College of Education, Sudan
Tel: +249911407978, Fax: + 249 0183788748, Email: atikaa5@hotmail.com
Abstract: As the use and demand for computers are growing so fast, it is very
important that every student today acquire computer basic training. Computer
literacy will give them all the benefits and advantages to progress their education and
future career too. Sudanese students start learning computers at high secondary
school. The computer science curriculum at the Sudanese high secondary schools
aims at qualifying the students to be computer literate, preparing them for entering
college or the workplace. Nevertheless, this curriculum only introduces the students
to computer hardware, peripheral devices and operating systems, it neglects to teach
them the usage skills, basic computer applications, how to work with the Internet or
emails. Also, it does not teach graphics and multimedia or gives the students the
knowledge on how to install a computer program, keep their computers running in
the most basic sense or how to handle the basic, day to day computer problems.
Instead, it overwhelmed those beginners with programming, data processing, data
analysis and system design. Accordingly, it has become clear that computer science
curriculum at the Sudanese high secondary schools is not adequate to qualify the
students to be computer literate or preparing them for entering college or the
workplace, and that it needs massive revision and modification.
Keywords: computer literate, computer science curriculum, computer skills, high
school students, beginners.

1. Introduction
Today's technology continuously improves our lives, whether it is related to personal,
business, or educational matters. This promotes the notion that, in general, people need to
learn about the most common technology that they come face-to-face with - computers.
Moreover, our perceptions of available technologies and how they are used will determine
the shape of our world. Citizens of the future will face challenges that depend on the
development and application of technology. Are we preparing students, the citizens of
tomorrow, for these challenges? [1].
The Sudanese ICT policy for education was launched in 2002, with the Information
Directorate and Curriculum Centre and Training Directorate being the entities managing the
implementation. In 2004, ICT was introduced into the secondary education curricula. A
number of computers were installed in schools [2]. Since then the informatics subject has
become compulsory for Grades 1and 2 and optional for Grade 3. Thus, high school students
in Sudan are beginners, these students start learning computers at the age of 14-15.
In 2004 the Federal Ministry of Education General Directorate of Educational Planning
stated that “secondary education is a very important stage in the Sudanese educational
system because of its dual function of preparing young children for life or further studies”.

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According to them this stage aims at preparing the young generation for further specialized
fields of study at the tertiary level and providing access for practical and technological
knowledge [3]. Accordingly the computer science curriculum at High Secondary schools
aims at qualifying the students to be computer literate, preparing them for further
specialization in computer i.e. to be computer specialists [4].
Therefore, this study aims at examining whether the Sudanese computer science
curriculum at high secondary schools is adequate to qualify the students to be computer
literate, prepare them for further specialization in computer i.e. to be computer specialists
and for entering college or the workplace.

2. Objectives of the study

The study objectives were formulated based on the purpose of the study:
1. Identify the suitability of the Sudanese computer science curriculum at high secondary
schools for qualifying the students to be computer literate.
2. Identify the suitability of the Sudanese computer science curriculum at high secondary
schools for preparing the students for entering college or the workplace.

3. Methodology of the study

This study was conducted using the qualitative approach. Qualitative approach data are
expressed in words “how well did we do?” [5].
Two instruments were used in this study to collect data: document analysis and
checklist.

4. Problem of the Study

In today's classrooms, textbooks serve as tool and tutor, guidebook and gauge. To make the
most effective use of curriculum textbooks, we must decide which textbooks are
appropriate for the students’ needs. Determine the extent to which a textbook focuses on
and is aligned with a coherent set of significant, age-appropriate student learning goals that
are identified as integral to the progress in the academic subject (computer science). The
only way to gain this information is through careful evaluations of the curriculum [6].
There is a claim that the computer skills of Sudanese students are weak and that some of
them are techno-phobic. This was attributed to the accusation that computer science
curriculum at the Sudanese high secondary school is not adequate to qualify the students to
be computer literate; therefore, when these students enter the university they need to study
the basics of computer from scratch. “Although these learners had been studying computer
since their first year in secondary school, the computer teachers at the university find
themselves teaching the basics of computer from the beginning as if those learners had not
studied it before. This is because the computer science curriculum in the secondary school
does not qualify the learners in the basic computer skills” [7].
The secondary school syllabus is as follows:
• The first year
Introduction to computer science: its components and uses.
• The second year
Introduction to programming and data processing.
• The third year
Introduction to pure computer science:
Programming languages (Pascal and Prologue).
Artificial intelligence [4].
Therefore, this study is done as an endeavour to scrutinize whether the computer
science curriculum at the Sudanese high secondary schools is adequate to qualify the

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students to be computer literate and to attain the objectives of secondary school education
which were stated by the Federal Ministry of Education.

5. Significance of the Problem

After the introduction of ICT in schools, there has been much written about infrastructure
(computers and internet connectivity) and the teachers’ training in the use of ICT, however,
little or no attention has been given to the computer science curriculum i.e. computer
science textbooks. So this study will help in providing a basic knowledge about whether the
Sudanese computer science curriculum at high secondary schools is adequate to qualify the
students to be computer literate, prepare them for further specialization in computer i.e. to
be computer specialists and for entering college or the workplace.

6. Computer skills that “high school students” need to master

There are still questions and comparison about measuring a high school students
competency or computer skills. Can the students be considered well-versed in computers if
they can play computer games, chat online, or surf the internet? Is it necessary to have high
school students learn how to operate a word processor, a spreadsheet, or a presentation
creator? What are the sufficient skills needed for high school students to prepare them for
entering college or the workplace? [8].
In some instances, the computer skills that high school students need to master are
misconstrued, and that learning how to use the computer in a productive manner is often
neglected in comparison to knowing how to use a computer for internet and social
purposes. Only a minor number of high school students know how to use computers for
their projects, presentations, and computation. Students need to learn how to be more
computer literate in terms of the latter; because this is what they will be doing most of time
once they graduate high school. Never mind the work or career that they will engage in
because having computer skills for productivity is what matters most.
Moreover, most people agree that there is a need for the younger generation to
understand how computers work for them. However, there is still a slight disconnect as to
what computer skills are needed to be enforced on high school students and what they need
to master to ensure survival once they are out on their own [8].
Nonetheless, the Sudanese high school students are beginners, thus, they need to master
computer skills for beginners.

7. Computer skills for beginners

Programs that are specifically designed for beginners are supposed to introduce its
participants to the fundamentals of a computer system. Student should acquire significant
knowledge about how a computer’s individual components work and fit together to make a
useful device. They should examine hardware, peripheral devices, files, operating systems,
and learn how to make effective use of popular applications [9].
Moreover, it is supposed to get the students to be familiar with the computer and that it
has many interesting uses. Introduce the capabilities of a standalone computer without
doing any programming, emphasis on just providing exposure to basic skills and some
elementary social aspects and the concept of logical, step-wise thinking [10].
Thus, it is essential for Sudanese High Secondary school students to master the
following computer skills:
• Introduction to Computer, Hardware and Peripheral Devices
• Operating Systems
• Working with files

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• Basic Computer Applications (Word Processing, Spreadsheets, Databases and
Presentations)
• Graphics and Multi-media
• Internet and Email
• Software Installation and
• Basic Troubleshooting & Maintenance.
7.1. Introduction to Computer, Hardware and Peripheral Devices
The leaner must distinguish the different types of computers, the concepts of hardware and
software and the internal and external computer peripherals. The student must be in a
position to adopt best practices in relation to the use of computers and distinguish between
educational and recreational software.
Moreover, the leaner must be familiar with the capabilities of the applications usually
met at school, and the removable storage media and the unit of measure of memory.
Additionally, he/she must be in a position to categorize and distinguish between input and
output devices and understand the different categories of educational software [11].
7.2. Operating systems
The students should know that an operating system is the core software that allows a
computer to run as a useful device. It manages the hardware, the user interface and all other
software running on the computer. Without an operating system, a computer is just a
collection of components heating up the room as no-one would be able to make any
practical use of the machine.
They should also know that a large number of operating systems have been developed
over the years; each designed with a certain kind of computer in mind [11] for instance:
• Windows or Linux - for personal computers
• MacOS – for Macs
• Unix - for mainframes
• Symbian, Android - for mobile phones
Although these operating systems have been developed to work with very different types of
computers, they all share a number of common functions:
• Providing a user interface
• Managing the computer's memory
• Managing the hardware.
7.3. Working with files
The learners must be aware of the basic computer applications and how they can be used in
everyday life. File maintenance and organization - saving files and knowing how and where
to store them is vital. It includes categorizing files into different folders or criteria
(depending on the user.) All organizations from all industries are very keen into file
maintenance and organization [12].
7.4. Basic computer applications

7.4.1 Word Processing

The learners must be able to produce a Neat and Error-Free Document - learning how to use
word processors, such as Microsoft Word, helps students in creating a more presentable
essay or term paper. Word processors also have tools, such as the Spelling and Grammar
Checker, to help clear errors on their documents [12].

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7.4.2 Spreadsheet/Excel
Computational tools, such as Microsoft Excel, aids in data gathering and computation.
Learning how to use computational tools lessens the error of doing manual computation and
tabulation [12].
Spreadsheet/Excel programs are so important because they provide many benefits for
the student. One of which is the ability to store massive amounts of data, may it be text or
numerical, and make it very easy to access and share to different viewers, they also teach
students the logic behind data analysis and complex mathematical equations. The ability of
spreadsheets to analyze parameters and update any data that are dependent to changes in
real-time make it really easy for students to perform complex mathematical computations
with just a few clicks. They can even experiment with different computations to see which
one is more applicable for a certain type of problem [13] & [14].
7.4.3 Database
A database allows managing and using an incredible variety of information easily. It is easy
to set-up, easy to manipulate and easy to use. It also allows maintaining order in what could
be a very chaotic environment. Initial database structure can be very basic, easy to use and
to maintain [15].
Creating a database of any kind requires students to think critically from the very
beginning. Maintaining that same database requires students to revisit those initial levels of
thought and move to a higher plane of thought. Manipulating a database requires students to
basically "Think Outside the Box!" It enables students to reach higher levels of thinking
[16] as students:
• Identify unique characteristics of the data;
• Find qualities of the data to compare and contrast; and
• Take that same data and rank the importance of that data for themselves.
7.4.4 Presentations
Not all projects are submitted in a form of a document. There will be times where a teacher
may require a student to present in front of the class or a panel. Knowing how to create a
presentation will help students in developing their skills for their future jobs as well [12].
7.4.5 Graphics and Multi-media
It can help students express their imagination in ways not possible using other materials
[17]. It allows them to combine words, pictures, sounds animation and video into much
more persuasive powerful and empowering communication vehicles. With the Internet
becoming so pervasive, they can now publish and share their work with millions of people
around the world.

7.5. Internet and Email

Email is one of the most popular applications on the Net. It is a cheap and effective way to
keep in touch with friends and family [18].
Aside from social networking and e-mail, the Internet can be a very good source for a
variety of information. For students, this will help them find information that they may not
find in their local libraries, and maybe, get well versed on other topics that are not usually
on their school books [19].

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7.6. Basic Troubleshooting
A computer is a machine, and may need maintenance from time to time. Computer literacy
can also be measured in the student's knowledge on how to keep their computers running in
the most basic sense and how to handle the basic, day to day Computer problems [19] such
as:
• Mouse/keyboard problems: Sometimes the Mouse stops working or the Keyboard does
not respond, it would be worthwhile to check for loose connections before calling for
Technical Assistance.
• Sound problems: if PC has stopped producing any sounds, check for Power Connection
to the speakers, Speaker Cable Connection to the PC or the Volume Switch on the
Speakers as well as the Volume Option on the Task Bar. Maybe the volume has been
set to Mute or set at Zero level.
• Printer problems: Sometimes the Printer may not print anything. Check if the Printer is
plugged-in, turned on and properly connected to the Computer. Is the Printer On-Line?
If the Printer has enough papers to print the Job.
• Monitor problems: Check whether the Monitor is ON. Check the Monitor's connection
to the CPU.
7.7. Software Installation
Installation (or setup) of a computer program, game, antivirus, upgrade, utilities (including
device drivers and plugins), is the act of making the program ready for execution [20].
Because the process varies for each program and each computer, programs (including
operating systems) often come with an installer, a specialized program responsible for
doing whatever is needed for their installation [21].
Some computer programs can be executed by simply copying them into a folder stored
on a computer and executing them. Other programs are supplied in a form unsuitable for
immediate execution and therefore need an installation procedure. Once installed, the
program can be executed again and again, without the need to reinstall before each
execution [20].
Moreover, the students should know that there are some modern applications that do not
need installation which are known as portable applications, as they may be roamed around
onto different computers and run. Similarly, there are live operating systems, which do not
need installation and can be run directly from a bootable CD, DVD, or USB flash drive.
Examples are AmigaOS 4.0, various Linux distributions, MorphOS or Mac OS versions 1.0
through 9.0. Finally, web applications, which run inside a web browser, do not need
installation [20].
In an essence, having the Sudanese high school students master the above-mentioned
computer skills will definitely give them an edge once they set foot in either the college or
to their workplace. It does not require them to learn every nook and cranny of a computer,
but learning how to utilize its main purpose will definitely help them survive in the future
[8].

8. Results
The following section gives the results of the suitability of the computer science curriculum
at the Sudanese high secondary schools for qualifying the students to be computer literate,
preparing them further specialization in computer i.e. be computer specialists and preparing
them for entering college or the workplace.

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8.1. Introduction to Computer, Hardware, Peripheral Devices and Operating Systems
The study showed that the book of the first year at the Sudanese high secondary schools
introduces the students to computer hardware, peripheral devices and operating systems
(table 1). Thus, it familiarizes the students with basics of computer as a machine (hardware
and software). However, it does not contain usage skills i.e. the usage of mouse (drag and
drop, organizing files on the desktop…) and the keyboard (arrow keys, delete, backspace,
page up/page down, home, end…). It does not even teach the students how to start up or
shut down a computer.
Moreover, it completely neglected the social aspects e.g. not eating or drinking over the
keyboard and the health aspects e.g. the right sitting, eyes protection etc.
Table 1: Introduction to Computer, Hardware, Peripheral Devices and Operating Systems
in the computer science curriculum at the Sudanese high secondary schools
Items Book1
Different types of computers √
Hardware components e.g. motherboard, CPU, mouse, monitor/screen √
Input and output devices √
Matches equipment to purpose – e.g. digital camera to capture images. √
Printers, scanner etc…
Storage devices √
Kinds of operating systems √
Function of operating systems √
Differences between operating systems √
Usage of mouse and the keyboard. X
Starting up and shutting down a computer. X
Computer maintaining and troubleshooting X
Staying healthy X

8.2. Working with files

The study showed that none of the computer science books studied at the Sudanese high
secondary schools teaches the students how to work with files to produce a neat document
(table 2).
Table 2: working with files in the computer science curriculum at the Sudanese high secondary schools
Items Book1 Book2 Book3
Starts an application and creates a document X X X
Identifies cursor
Recognizes the typical features of an applications
window – title bar, toolbar, menu bar, status bar, scroll
bar….
Has a knowledge of drop-down menus, what sub-
menus they contain and conventions for activating
them
save files and Create folders
Names and saves a document in appropriate
folder/directory
Retrieves, revises and renames a document
Understands difference between "save" and "save as"

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 Prints document (print preview, orientation of page for
document layout and what needs to be printed e.g.
pages to print).
Understands and uses dialogue boxes
Uses appropriate terminology - font, upper/lower case,
bold, italics, underline

8.3. Basic Computer Applications (MS-office)

The study revealed that none of the computer science books studied at the Sudanese high
secondary schools contains the basic computer applications such as Word processor,
Presentation, Excel/ Spreadsheet and Database nor Graphics and Multimedia or basic
troubleshooting. These books are confined to teaching introduction to programming and
data processing systems, analysis and design systems. Programming languages (Basic and
Pascal), logical circuits and data structures (algorithms).

8.4. Internet and Email

The study showed that none of the computer science books studied at the Sudanese high
secondary schools teaches the students how to work with the Internet or emails. It just
teaches history of the Internet and general information about the World Wide Web and
emails but, nothing about using or utilizing (see Table 3).
Table 3: Internet and email in the computer science curriculum at the Sudanese high secondary schools
Items Book1 Book2 Book3
What is an email √ X X
Create an email account X
Sends an attachment with an email
Forwards an email
Retrieves and replies to an email
Interprets features of a retrieved message eg. From, Date
sent, Reply, Forward
Interprets features of a new message eg. To, Cc, Subject
Interprets features of an inbox e.g. owner, date, subject,
size
Understands the general structure of an email address
Determines whether information is current, accurate and
reliable
Contributes to the creation of a basic web-page - text,
graphics, hyperlinks
Cites any electronic references to information used
Chooses appropriate sites from a search
Uses and understands hyperlinks/navigation buttons
Bookmarks a location
Understands key features of a web page (links, site map,
feedback, email)
Understands and uses key words in a simple search
Uses and understands the features of a browser (back,
forward, stop, search, refresh, history, home buttons,
address bar, loading status)
Uses prepared bookmarks
Equates URL with web address √

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 Understands the general structure of a web address X
Understands purpose of a browser √
Ethical and security related issues of computer and X
Internet usage

9. Conclusions
From these results, it has become apparent that the computer science curriculum at the
Sudanese high secondary schools is not adequate to qualify the students to be computer
literate because it does not:
• Contain usage skills i.e. the usage of mouse (drag and drop, organizing files on the
desktop…) and the keyboard (arrow keys, delete, backspace, page up/page down, home,
end…). It does not even teach the students how to start up or shut down a computer.
Moreover, it completely neglected the social aspects e.g. not eating or drinking over the
keyboard and the health aspects e.g. the right sitting, eyes protection etc.
• Teach the students how to work with files to produce a neat document
• Contain the basic computer applications such as Word processor, Presentation, Excel/
Spreadsheet and Database nor Graphics and Multimedia or basic troubleshooting. It is
only confined to teaching introduction to programming and data processing systems,
analysis and design systems. Programming languages (Basic and Pascal), logical
circuits and data structures (algorithms).
• Teach the students how to work with the Internet or emails. It just teaches history of the
Internet and general information about the World Wide Web and emails but, nothing
using or utilizing.

10. Recommendations
From the results and conclusions obtained from this study it has become obvious that there
is a need for strategic plan to improve the computer science curriculum at the Sudanese
high secondary schools so as to make it:
• Focus on teaching the students how to use a computer and run popular applications
• Provide the students with the knowledge they need to understand an increasingly
technological world, rather than putting undue pressure on them and focusing on
teaching programming, data processing, data analysis and design from the beginning.
• The authorized bodies can benefit from international model curricula to integrate
computer science fluency and competency throughout primary and secondary schools.

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