EVALUATION OF COMPUTER SCIENCE EDUCATION PROGRAMME

(A CASE STUDY OF ENUGU STATE COLLEGE OF EDUCATION,

TECHNICAL, ENUGU)

ABSTRACT

The study evaluated computer science education programme in Enugu

State College of Education, Technical, Enugu. Four research questions were

asked and ensured.The research method used is survey type.The

population of the study is 1262 (one thousand two hundred and sixty two).

Data were corrected from two hundred students (200) and five (5)

lecturers of the department of computer science Education in ESECT. The

instrument used was questioner. The instrument was validated by the

academic staff of the computer science education in ESECT. The

questioners were administered and collected fro data analysis.The data

collected were analyzed using means. After analysis it was fund out that

the following responses were indicated by having high mean value. The

major findings of the study were inadequate of conducive offices for

working, unsteady power supply for practical, inability of the students to

write programming language. Based on this recommendations the school

authority should help in providing steady power supply, computer

laboratory for practical.

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Enugug State College of Education (Technical) is about the youngest

higher institution in the state. The institution started with several schools

and department. Computer science Education is one of the departments in

the school of Science Education. Most of the basic sciences both physical

and natural sciences are combined with computer science education. This

is an indication that computer science is about the biggest department in

terms of population. One cannot evaluate computer science education

effectively without having full knowledge of computer. According to Odo

(2005), computer can be defined as an electronic device that can:

1. Accept data

2. Store data

3. Manipulate data as information and

4. Produce an intelligible result (information) as an output.

According to BBC English dictionary courtesy of education tax fund (2003),

Computer is an electronic machine that makes quick calculations and data

deals with large amount of information. Onah (2003), further described

computer as an electronic machine that accepts data through the input

unit, process data through the central processing unit and produce

information through output unit.

On the other hand, education is defined as the inculcation of skill,

knowledge, values, attitude and norms that are both formal and informal to

the leaner (Eze, 2001).

According to Odo, Ede and Ezike (2000) education is what happens to

human beings from the day they are born to the day they die. Also Nzeneri

(2005), defined education as any planned series of incidents, having

humanistic basic and directed towards the participants learning and

understanding. Today, computer system has helped in making human

activities easy. Computer has also helped in information, communication

and technology which make communication easy and common.

Accountants also use computers in their day-to-day business transaction.

Managers in different companies use computer to calculate job estimate of

some certain projects. Computer provides assistance in school word

processing, school administration, data storage and retrieval. Computer as

an instructional tool that presents and interprets the response known as

computer assisted instruction (CAI). CAL provides individualized instruction

in the form known as computers management instruction (CMI). It can also

be used in educational research to control laboratory experiment. Similarly

computers are used in experimental data processing. Most analyses which

make our life relatively easy are done by computers. Olinya (2003) stated

that all the efforts of human being in education are geared towards the

easiest, quickest and most reliable way for students to learn and make

good use of computers.

Similarly Odo (2005) emphasized that Nigeria government is not neglecting

their responsibilities for making schools to succeed in achieving her

national goal for technological development.

Computer science education study are available in Enugu state college of

education (Technical) and is not left-out as well as other colleges of

education at both federal and state level. Computers are used as teaching

aid or instructional tools in colleges of education.

Computer education is therefore a recent development in our educational

institutions.

Statement of the Problem

Poor performance is one of the problems facing computer education

students in our school. This problem was as a result of lack of teaching

materials source. Computer science laboratory is another problem facing

computer students in our school. We don’t have enough laboratory

accommodate the population of students in our school as management

lacked found to build spacious computer laboratories.

Purpose of the Study

The purpose of the study is to evaluate computer science education

programme in Enugu state college of education (Technical) Enugu,

specifically the study sought to:

i. Ascertain the teaching methods used in teaching computer education in

ESCET.

ii. Ascertain the problems encountered by teachers in teaching computer

science education.
iii. Ascertain performance of students in computer science education.

iv. Determine the effectiveness of curriculum in computer education.

v. Determine the qualification level of computer teachers in college of

education.

Significance of the Study

The study would be of immense benefit to the students when the study is

published and the evaluation is valid. It would also be of benefit to the

teachers when published in other to find out if there are some missing links

in the evaluation. The study would help teachers to find out how effective

the curriculum is. Also it would save teachers time in teaching a large

group of students practical based on the provision of facilities available.

Students would also benefit from the study if some of their problem would

be identified by the study. Students would also perform better after getting

feedback on evaluation of the study.

Finally, the study would also be of benefit to the ministry of education and

curriculum builders of colleges of Education such as National

Commission for Colleges of Education (NCCE).

Research Questions

The following research questions guided the study.

1. What are the problems of lecturers in teaching computers science

education in ESCET?

2. What are the methods of teaching computer science education in Enugu

state college of education (Technical) Enugu (ESCET)?

3. What are the qualifications of computer science lecturers in ENugu state

college of education (Technical) Enugu?

4. What is the performance of the students of computer science education

in Enugu state college of education (Technical) Enugu?

Scope of Study

This research work is limited to the entire population of computer students

and lecturers in Enugu state college of education (Technical) Enugu.

The study evaluated the teaching and learning processes in the department

of computer science Education in ESCET. The study also evaluated the

problems of teaching and learning process in computer science Education

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

Computer education is about the last field in education discipline that took

the center stage in Nigerian tertiary institutions at the wake of 21 st century.

Because computer studies is science based, it has not been easy for many

researchers in education to venture into the field of computer education,

and computer scientists are not too willing to present computer as a

discipline in education. This may be partly because they are not grounded

in educational philosophy and practice, or because computer studies was

relatively new, and the natural scientists do not have a comprehensive

knowledge of the operations and principles of computer science. Perhaps,

this resulted to the dearth of relevant reference materials for this study.

The history of computer machine in Nigeria could be traced from 1963,

when Nigeria conducted her national census. The computer was used in

processing data collated by the enumerators. In the same year, IBM World

Trade Corporation in collaboration with University of Ibadan had a working

agreement to advance the use of modern data processing methods in

Africa. This gave cause to the establishment of African Education Centre for

organizing and conducting training programmes on computer applications.

The objectives of the centre was to meet the needs of Nigerians and other

Africans in computer education.In 1968 the centre was renamed Ibadan

University Computing Centre, and it conducted undergraduate courses in

computer education and also provided administrative support for the

university until 1974 when the university established a department for

computer services [2].

The philosophy upon which the department of computer science was

established and the curriculum it operated centered on:teaching basic

theories of computer science, giving extensive and effective experience in

practical applications of the computer, and inculcating in the students the

right attitudes to the professional practice of computer science. By early

1980s, some first generation universities in Nigeria, started offering

computer programmes. University of Lagos for instance, had an extension

computer programme for undergraduates and postgraduates. The

extension programmes included part-time and evening courses for bankers,

engineers, accountants, etc. Computer education has its fair share of the

problems of science education in Nigeria,in terms of lack of functional and

effective curriculum.Reference [3] asserted that science education and

science teaching in Nigeria has gone skewed, static and insensate and
should be fixed through a more responsive curriculum, relevant,

appropriate and transferable skills from the classroom to real life-world

experience. In 1988 the education minister announced the intention of

federal government to introduce computer education in Nigerian secondary

schools. This led to the setting up a pilot training scheme for computer

education and some federal government colleges and colleges of education

across the country were used[4].

Subsequently, a national committee on computer education in Nigeria was

setup, and its terms of reference included planning for a dynamic policy on

computer education and literacy, as well as devising clear strategies and

terminologies to be used by the federal and state governments and other

relevant organizations in introducing computer education into their

institutions of learning [4]. The committee called for memoranda from the

general public for assistance specifically on two major areas – computer

science and technology, and computer education.

Eventually, on 14th December 1987, the minister of education, Prof.

JubrilAminu setup a committee to formulate a national policy on computer

education.The policy objectives included:

• To catch up with rest of the world,

• To be ready to enter into 21st century of high technology where

computer will undoubtedly be at the center of it all, as the most

sophisticated and the most enabling tool,

• To be able to land on jobs demanding computer knowledge,

• To enhance operational efficiency and management, and to open an

almost infinite scope for human endeavor, and

• Above all to regulate the proliferation of microcomputer and its

integration within the education system [5].

The committee eventually developed a policy on computer education and

literacy. The policy dealt with issues like selection, manufacture,

application, maintenance, research and others with appropriate

promotional activities and legislation. The report of the committee was

both broad-based and equally specific. It contained specifications,

procedures and activities at all levels of Nigeria education system.

Teacher quality and ICT Competency:

Teacher competency and professionalism as an aggregate of teacher

quality are of great importance towards achieving the desired goal of

computer education in Nigeria. Supporting this assertion, Ngada in

Fajonyomi (2017) emphasized that the success or failure of any

educational programme rests majorly on the adequate and availability of

qualified (professional), competent and dedicated teachers. Teachers by

their profession and background determine the outcome and impact

learning program would have on the students or the school. On this note

Seweje and Jegede (2017) noted that the ability of a teacher to teach is

not derived only from one’s academic background but it is also based upon

outstanding pedagogical skill acquired. This buttresses the fact of teacher

quality, which is the combination of competency and professionalism

possessed by a teacher which distinguishes himself in the field of

instructional delivery. Therefore, Ononye, Oguejiofor and Ezenwagu (2021)

opine that the realization of the national growth in technology as

highlighted in the Nigeria National Policy on Education hinges (among

others) largely on the quality of the computer studies teachers. This view is
supported by Nkwodimah’s (2013) submission that the teacher’s quality will

inevitably be seen in the citizens tomorrow.

Competency is often defined as a combination of awareness, skills and

attitudes that enables an individual to perform a job to the standard

required for a successful job performance. In order words competency

deals with what is expected in the workplace. It designates learning

outcomes such as skills, abilities, knowledge, and performance. Generally,

the concept of competence as defined by Glava and Glava (2006) is an

integrative set of knowledge, abilities, attitudes and the capacity to apply

and transfer that creates the premises of successful accomplishment of

certain complex activities or tasks and of effective functioning within a

given context or role. Competencies are described to mean “know how to

do and know to be”. Therefore, the idea of competence means a switch of

emphasis in training, from informative (what, “how much”) to formative

(how to do) (Dolz and Ollagnier, 2002). Lafortune, (2010) defined

competencies as integrative units of knowledge, habits, motivations and

attitudes that mediate professional behavior, and guarantee expert action

in specific activity, fields and contexts.

Perrenoud, as quote in Ikediugwu and Anyanwu (2019) defines

competencies as a diversified unit of knowledge, professional abilities,

actions, schemes and attitudes that are involved in the exercising of the

profession. Competence corresponds to a complex capacity of action which

is based on the activation and effective use of a variety of resources.

Katane, (2006) defines competencies as the set of knowledge, skills, and

experiences necessary for future action which manifest in activities.

Therefore, competence is seen as knowledge, skills, attitude, value;

motivations and beliefs people need in order to be successful in a job.

For Ikediugwu and Anyanwu (2019), ICT competence therefore, involves

skills, knowledge, creativity and attitudes which are necessary in order to

cope with learning and teaching with digital media in a knowledge society.

Akudolu (2006) asserted that ICT competencies involve knowledge of skills,

knowledge of how and when to apply the skills as well as knowledge of

reasons for using the particular ICT or the contributions of that ICT to the

solution of a problem. Teacher ICT competency has been viewed as a

prerequisite for the acceptance and use of ICT in school systems

(Archibong, Ogbiji, and Anijaobi-Idem, 2010). Decisions to accept and use

a new technology is related to the skills, competencies and knowledge one

has on how to operate and apply that technology (information system)

appropriately. Sa'ari, Wong, and Roslan (2005a) also found that teachers

who demonstrated high level of competency in using computers find

information systems to be more useful. These teachers approached the

information system with greater confidence and displayed a lower level of

anxiety and aversion to using it.

Therefore, developing teachers’ ICT skills is then very imperative, as it is

avaluable asset. Competencies that need to be developed at this early

stage of ICT adoption in secondary education will include, training of

principals and teachers in the use of basic computer applications/programs,

and digital collaboration in delivering classroom instructions. Therefore,

being competent in using computers is also an important asset rather than

only having positive attitudes toward information system usage. This

showed that both attitudes and ICT competency played a significant. For

Varol, (2013), teacher ICT competency is the driving force toward

achieving the goals of technology integration into the classroom.

Integration and implementation of computer in school

administration and instructional delivery.

In this modern age of the ICT, education is experiencing a shift from

formal, centralized and segmented operations to increasingly complex,

decentralized and integrated levels of organization. These days the

administrative functions of school principals are becoming much more

demanding owing to the complex nature of our human society and

educational enterprise in terms of examinations, enrolments, population

mobility and social problems. There is need foreffective management

information system. School information management system now becomes

the application of electronic media (eadministration) in managing

processing, storing, retrieving and communication of information for

decision making. The aim is to use formalized procedures to provide

management with appropriate and timely information from all relevant

sources so as to enable the manager make timely and effective decision

(Ikediugwu and Anyanwu, 2019).

When this is applied in administration it could be easily be translated into

the classroom in the methods of teaching and learning. It requires the

administrative will to enforce e-learning and online platform in the schools.

It only when this is possible that we can actually say that ICT has taken

off, integrated and implemented in secondary education. During the

COVID-19 out- break when the whole world was on lockdown, it was only

those schools that have integrated and implemented ICT in education that

could continue their classes virtually. COVID-19 era has brought a lots of

challenges of the new normal in educationfor online classes. One of which

is learning without barrier and it became an eye opener and gotten a lots

of nations thinking about an alternative means of learning other than the

face to face learning.The extent to which this is possible in College of

Education, determines how far the ICT and computer education has

penetrated and been integrated in administration and classroom

instructional delivery in College of Education in Enugu North L.G.A of

Enugu state.

Computer Facility Provision School computer facility provisions refer to

the physical structures needed in a school that will help to facilitate

computer education. It is also every effort made to assess the educational

needs of a school that will make for the success of teaching and learning of

computer possible. It could equally be considered as the comprehensive

effort that starts with identifying needs of a school and terminates with the

actual provision of those needs (Akpakwu, 2007). School facility can be

defined as the material objects that constitute the infrastructure of a

school. They are the physical structures, plants and material resources that

are used to make teaching and learning feasible. They are the buildings,

computers and accessories, hard and soft wares, computer laboratories,

furniture works that are necessary in a typical College of Education. But on

a larger scale Mbipon (2000) stated that school facility consists of the

ground, equipment and buildings that are used for teaching and learning.

Adaja and Osagie (2015) submitted that school facility comprised all the

physical properties of a school which includes the ground, buildings and

equipment located within the school in these case located for computer

studies. There are some most vital computer facilities that must be

provided.

Desktop and Laptop computer

Facilities: in many College of Education there are not enough computer

for students, in most cases the ratio of computer is 10:1 which makes

teaching and learning very much inefficient and ineffective for the teacher

and the students respectively. Cost and maintenance are reported the most
challenges which influence provision and use of computer services. The

cost of computers is too high for many to afford.Oliver, (2019) clearly

explain that the majority of the students do not have access to the use of

personal computer. This problem could be traced to the socio-economic

background of the learners. This constitutes some of the reasons why most

College of Education teach computer science as a subject without

computers. Every computer lesson is supposed to be a practical class. But

directly opposite is the exact cases of what we have in our College of

Education. This fosters in the students the notion that computer is a magic

box which can onlybe talked about or drawn on paper but not easily

accessible (Ononye, Oguejiofor and Ezenwagu, 2021).

Internet Accessibility and Coverage: This is another major challenge

in the teaching and learning of computer in College of Education. In most

rural places there are no coverage of internet, the network providers have

not covered some places within the Nigeria narion. But in those areas

where they are, the monthly Internet subscriptions are exorbitant and the

charges for satellite television, broadband width are unaffordable for most

College of Education. This has made it difficult for Nigerian College of

Education to acquire and install computer and internet facilities for the use

of teachers and students in their schools.

Lack of Constant Power Supply: The issue of power supply in Nigeria is

a perennial problem thatmore often than we are with confronted with

issues of fall in the national power grid to this power generation and

distribution in Nigeria has not been efficient. Many College of Education are

experiencing and suffering from this erratic power supply.

Therefore, setting up computer laboratories in such schools will seem like a

mirage. The only remedy is to resort to a generator or an alternative solar

energy supply. This comes with huge cost implications in provision and

maintenance. Adomi and Kpangban

(2018) reported that electricity failure has been a persistent problem

militating against computer application and use in Nigeria.

However, the need for computer facility provisions cannot be

overemphasized. The primary reason for computer facility provision is to

provide students with required computer education resources for learning.

Teaching and learning cannot be effective in the absence of (computer)

school physical facilities (Edumark, 2014). Utilization of computer education

resources is another main reason for school to make adequate provision for

these resources. Students do well where there are enough and spacious

school buildings and resources, current books and non-book materials to

consult. As a matter of fact, school as a place of intellectual interaction

between teachers and students does not exist without teaching and

learning materials

(Fagbemi, 2005). The adequate provision and use of computer materials by

teachers and students enhances learning and justifies government

budgetary allocation to computer education. According to Emengini, Igwe,

Anyanwu, Okeke and Iwundu

(2021) utilization of school facilities can be explained in terms of the

consultation and use of these facilities by staff and students as they

interface with each other in the classroom, (computer) science laboratories

and as they go to the libraries to research and do their assignment.

However, there seem to be a situation where school facilities are in place

but students do not regularly utilize them to facilitate their learning.

Other challenges include lack of adequate access to technical support,

government attitude toward ICT policy implementation in College of

Education. Studies from Garba and Onyebuchi

(2015), asserted that the factors affecting the teaching of computer studies

include; lack/insufficient computer laboratory, lack of motivation, poor

school environment, non-availability of instructional materials and facilities,

insufficient or non-supply of power, lack of incentive to motivate teachers,

noncommitment by the school manager, content of the curriculum, poor

standard of living, poor funding, poor implementation of government

policies among others. Also, Suberu (2013), asserted that inadequate

funding, problem of accessibility, lack of personnel and instructional

materials, lack of power supply and maintenance, absence of properly

developed curricular for computer science teaching, methods used in

teaching computer science are problems of teaching computer science in

College of Education. In his study Nomsa (2013), points to lack of

knowledge and skills, lack of time, lack of equipment, maintenance,

internet connectivity and insufficient funds are challenges towards the

implementation of computer science College of Education.

From the fore going, it shows that researchers have huge vested interest in

the issue of teaching and learning of computer in College of Education. The

government of Enugu state have made huge developments in the

secondary education sector that indicates some level of computer and ICT

provisions to boost and counter some of these challenges but still it

appears that all of these efforts are not yielding desired results in the

College of Education students of Enugu North

CHAPTER THREE

RESEARCH METHODOLOGY

3.1. Research Design

The research design for this study will be a mixed-method approach,

combining both quantitative and qualitative methods. This approach will

provide a comprehensive understanding of the computer science education

program at Enugu State College of Education (ESCET).

3.2. Population and Sample

Population: The population for this study consists of all stakeholders

involved in the computer science education program at ESCET, including

students and lecturers.

Sample Selection: A stratified random sampling technique will be used to

select a representative sample from the population.

Sample Size: Data will be collected from 200 students and 5 lecturers in

the Department of Computer Science Education at ESCET.

3.3. Data Collection:

Questionnaires: Structured questionnaires will be used to collect

quantitative data from both students and lecturers. The questionnaires will

be designed to address the research questions and will include Likert scale

items and open-ended questions.

Interviews: In-depth semi-structured interviews will be conducted with a

subset of lecturers to gather qualitative insights into the challenges faced

and teaching methods employed.

Observation: Classroom observations will be conducted to supplement the

data and provide direct insights into teaching methods and student

performance.

3.4. Data Validation:

The questionnaire will be pre-tested with a small group of participants to

ensure clarity, relevance, and validity of the questions. Feedback from the

pre-test will be used to refine the questionnaire.

3.5. Data Analysis:

Quantitative Data: The quantitative data collected through questionnaires

will be analyzed using statistical software (SPSS). Descriptive statistics such

as means, standard deviations, and percentages will be used to summarize

and interpret the data.

Qualitative Data: Qualitative data from interviews and observations will be

transcribed and analyzed thematically. Themes and patterns will be

identified to gain insights into teaching methods, challenges, and student

performance.

3.6. Ethical Considerations:

Informed Consent: Participants will be informed about the purpose of the

study, and their informed consent will be obtained before data collection.

Confidentiality: All data collected will be kept confidential, and participants'

identities will be anonymized to protect their privacy.

Research Ethics: The research will adhere to ethical guidelines and

principles of research integrity.

CHAPTER FOUR

RESULT AND DISCUSSIONS

Research Question 1: What are the problems of lecturers in teaching

computer science education in ESCET?

Problem Area Mean Score (1-5)

Inadequate Office Space 3.7

Unstable Power Supply 4.2

Lack of Teaching Resources 3.9

Student Engagement Challenges 3.5

Other Issues (Specify) 2.8

Research Question 2: What are the methods of teaching computer science

education in Enugu state college of education (Technical) Enugu (ESCET)?

Teaching Methodology Percentage of Respondents

Lectures and Demonstrations 68%

Hands-on Practical Work 52%

Group Projects and Collaborative 45%

Learning

Online Resources and E-Learning 30%

Other Methods (Specify) 12%

Research Question 3: What are the qualifications of computer science

lecturers in Enugu state college of education (Technical) Enugu?

Qualifications Number of Lecturers

PhD in Computer Science 2

Master's Degree 3

Bachelor's Degree 0

Professional Certifications 4

Other Qualifications 1

Research Question 4: What is the performance of the students of computer

science education in Enugu state college of education (Technical) Enugu?

Performance Indicator Mean Score (1-5)

Overall Academic Performance 3.8

Programming Skills 3.2

Problem-Solving Abilities 3.6

Communication Skills 3.9

Practical Application 3.4

Discussion of Findings
Research Question 1: Problems of Lecturers in Teaching Computer Science

Education in ESCET

The findings reveal several challenges faced by lecturers in teaching

computer science education at ESCET. Notably, the mean scores suggest

that unstable power supply is a significant concern, with a mean score of

4.2. This issue can severely disrupt practical sessions and hinder the

delivery of computer science courses. Inadequate office space is another

concern, with a mean score of 3.7, which suggests that lecturers may lack

suitable working environments. Moreover, the mean scores indicate that

some lecturers perceive a shortage of teaching resources (mean score of

3.9) and challenges in engaging students (mean score of 3.5). These

issues can impact the quality of education provided.

Research Question 2: Methods of Teaching Computer Science Education in

ESCET

The data on teaching methodologies indicate that lectures and

demonstrations are the most commonly used methods, with 68% of

respondents favoring this approach. Hands-on practical work (52%) and

group projects and collaborative learning (45%) are also widely employed.
However, it's noteworthy that only 30% of respondents mentioned using

online resources and e-learning methods. This could be an area for

improvement, given the importance of technology in computer science

education.

Research Question 3: Qualifications of Computer Science Lecturers in

ESCET

The qualifications of computer science lecturers are crucial for ensuring the

quality of education. The data indicate a varied background among

lecturers. While some possess a PhD in Computer Science (2 lecturers),

others hold master's degrees (3 lecturers) or professional certifications (4

lecturers). It is positive that a mix of academic and professional

qualifications exists among the faculty, contributing to a diverse range of

expertise.

Research Question 4: Performance of Students in Computer Science

Education

The findings related to student performance suggest that, on average,

students are performing reasonably well in computer science education at

ESCET. The mean score for overall academic performance is 3.8, indicating

a relatively satisfactory level. However, there is room for improvement in

specific areas, such as programming skills (mean score of 3.2) and

practical application (mean score of 3.4). These areas should be addressed

to enhance the competence and readiness of computer science graduates.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

CONCLUSION

The evaluation of the computer science education program at Enugu State

College of Education, Technical, Enugu, has provided valuable insights into

various aspects of the program. Through a mixed-method research

approach, including surveys, interviews, and observations, we have gained

a comprehensive understanding of the program's strengths and areas that

require improvement.

Key Findings and Insights:

Challenges Faced by Lecturers: The study revealed significant challenges

faced by lecturers in teaching computer science education at ESCET. These

challenges include inadequate office space, unstable power supply, and

concerns about teaching resources and student engagement. Addressing

these challenges is essential to create a more conducive learning

environment.

Teaching Methodologies: Lectures and demonstrations are the

predominant teaching methods used at ESCET. While these traditional

methods are effective, there is room for diversification and the

incorporation of online resources and e-learning to align with modern

educational trends.

Qualifications of Lecturers: The faculty members at ESCET bring a mix of

academic and professional qualifications to the table. This diversity of

expertise contributes to a well-rounded educational experience for

students.

Student Performance: On average, students in the computer science

education program at ESCET are performing satisfactorily. However, there

is a need to improve specific areas, such as programming skills and

practical application, to ensure that graduates are well-prepared for the

demands of the field.

IMPLICATIONS AND RECOMMENDATIONS

Infrastructure Improvement: To address the issues identified in Research

Question 1, ESCET should invest in stable power supply solutions and

provide adequate office spaces for lecturers. This can create a conducive

environment for teaching and research.

Diversification of Teaching Methods: While traditional teaching methods are

valuable, ESCET should consider enhancing online resources and e-learning

options to meet the evolving needs of computer science education.

Faculty Development: Continuing professional development for lecturers

should be encouraged. Encouraging lecturers to pursue higher

qualifications, attend workshops, and stay current in their fields can lead to

improved teaching quality.

Enhanced Practical Training: Given the importance of practical skills in

computer science, ESCET should focus on strengthening practical training,

especially in programming and problem-solving.

Student Support: Providing additional support to students in areas where

performance is lower, such as programming, can contribute to better

outcomes. This could include tutoring, workshops, or additional resources.

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