THE EFFICACY OF MULTI-MEDIA IN COMPUTER

SCIENCE EDUCATION IN SECONDARY SCHOOL (A CASE

STUDY OF FCE DEMONSTRATION SCHOOL OKENE)
 CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The Nigerian secondary school level is one of the important educational levels in students’
academics which prepare students for higher education and the world of work in the future. This
level of education equally enables students acquire necessary knowledge, skills and attitudes for
the development of self and the nation. According to Chu (2020), the secondary school level
offers quality education and instructions that students must learn before going for higher studies.
It is education beyond the elementary grades; provided by a high school or college school.
Secondary schools therefore, offer education which is an essential ingredient towards nation
building. Secondary schools give the students a wider scope and perspective about the education
and what career choices to make in the future. Hence, secondary school education is important
for both students’ development and national development (Tabotndip, 2024).

Education remains the most powerful instrument for social reform, economic advancement, and
technological development in any nation. In Nigeria, the National Policy on Education (Federal
Republic of Nigeria, 2013) identifies education as a tool for fostering the development of all
citizens and equipping them with the skills needed to function effectively in the modern world.
At the heart of this modern world is technology, and at the heart of technology is Computer
Science.
Computer Science education at the secondary school level is not merely about teaching students
how to operate a computer or use application software. It is fundamentally about developing
computational thinking, problem solving skills, logical reasoning, and an understanding of the
digital world that now governs almost every aspect of human existence. The Federal Ministry of
Education (2017) underscored that the goals of Computer Studies in secondary schools include
enabling students to develop interest in computer science, acquire basic skills in the use of
computers, and applying these skills to solve real life problems. However, achieving these noble
goals has remained a significant challenge in many Nigerian secondary schools, particularly
those in semi urban and rural areas.
The traditional approach to teaching Computer Science in Nigeria has predominantly been the
"chalk and talk" lecture method, often accompanied by memorization of facts and diagrams. In
this method, the teacher is the sole repository of knowledge, and the students are passive
recipients. While this method has its place, it is grossly inadequate for a subject as practical and
dynamic as Computer Science. Concepts such as computer networking, system architecture,
programming logic, and data representation are abstract and complex. When taught without
visual aids or practical demonstrations, these concepts become difficult for students to grasp,
leading to lack of interest, poor comprehension, and ultimately, abysmal performance in both
internal and external examinations (Okonkwo & Ugwu, 2022).
It is in response to these pedagogical shortcomings that the concept of multimedia integration in
education has gained global recognition. Multimedia, in the context of education, refers to the
synergistic use of multiple media formats including text, graphics, audio, video, animation, and
interactive simulations to deliver instructional content. The power of multimedia lies in its ability
to appeal to multiple senses simultaneously. When a student can see a diagram of a computer
network, hear an explanation of how data packets travel, and interact with a simulation that
allows them to build a virtual network, the learning experience becomes richer, more memorable,
and more effective.
Science and Technology have a very important place in the development of society because they
have changed almost every aspect of life from education, agriculture, business industry,
transportation to modern culture.
Furthermore, the National Information Technology Development Agency (NITDA) and the
Universal Basic Education Commission (UBEC) have, over the years, advocated for the
integration of technology into Nigerian classrooms. Initiatives such as the "One Child, One
Laptop" project and the establishment of ICT centres in schools were designed to bridge the
digital divide and prepare students for a technology driven future (UBEC, 2020). Despite these
efforts, the implementation gap remains wide. Many schools, especially public demonstration
schools like the Federal College of Education (FCE) Demonstration Secondary School, Okene,
struggle with inconsistent implementation due to a myriad of factors.
FCE Demonstration Secondary School, Okene, located in Kogi State, serves a dual purpose. It
provides secondary education to students in the Okene metropolis and its environs, and it also
serves as a practicum ground for student teachers from the affiliated College of Education. The
school, like many public institutions, operates within a specific socio economic and
infrastructural context. There are computers in the school laboratory, and teachers make efforts to
deliver the curriculum. However, Students often graduate from school with certificates but
without the functional digital literacy and computational thinking skills required for further
studies or the 21st century workforce. The question then arises: would the deliberate and
systematic integration of multimedia tools such as interactive simulations, educational YouTube
videos, animated PowerPoint presentations, and coding games make a significant difference in
how students learn Computer Science in this specific context? This study is therefore motivated
by the need to provide empirical evidence on the efficacy of multimedia in Computer Science
education using FCE Demonstration Secondary School, Okene as a case study, with the hope that
its findings will inform policy makers and practice within the school and beyond.

1.2 Statement of the Problem

The teaching and learning of Computer Science in Nigerian secondary schools have been plagued
by a persistent reliance on theoretical, teacher centred methods that fail to engage students or
adequately prepare them for the practical demands of the digital age. At FCE Demonstration
Secondary School, Okene, this problem manifests in several observable ways.
Firstly, there is a noticeable lack of student engagement during Computer Science lessons. When
abstract topics like computer logic, algorithms, or system software are taught without visual aids
or practical illustrations, students become passive and uninterested.
This lack of engagement translates into poor academic performance. A review of past internal
examination results in the school reveals a trend of underperformance in Computer Science
compared to more "theoretical" subjects. Students can define terms but struggle to apply concepts
or solve practical problems. Thirdly, the absence of interactive learning tools means that students
are not developing the critical thinking and problem solving skills that Computer Science is
meant to foster. They memorize facts to pass exams but fail to acquire the computational thinking
necessary for innovation.
While the potential of multimedia to address these issues is widely acknowledged in educational
literature, there is a significant gap in context specific research. Most studies on educational
technology in Nigeria have focused on urban, well funded private schools or universities. There
is a paucity of empirical data on the actual efficacy of multimedia interventions within the unique
constraints and opportunities present in a federal demonstration secondary school like the one in
Okene. These schools often have a mix of resources, dedicated teachers, but also face challenges
such as erratic power supply, overcrowded classrooms, and a student population from diverse
socio economic backgrounds.
Therefore, the problem of this study is the continued poor engagement, comprehension, and
performance in Computer Science among students at FCE Demonstration Secondary School,
Okene, and the lack of empirical evidence on whether the introduction of multimedia tools can
significantly ameliorate this situation. This study seeks to investigate whether the use of
multimedia can be an efficacious solution to the pedagogical challenges facing Computer Science
education in FCE Demonstration secondary school, okene

1.3 Purpose of the Study

The main purpose of this study is to investigate the efficacy of multimedia in Computer Science
education in secondary schools, using FCE Demonstration Secondary School, Okene, as a case
study. Specifically, the study aims to:
1. To invest the impact of multimedia on students' level of interest and engagement during
Computer Science lessons.
2. To investigate the effect of multimedia on students' ability to retain Computer Science
concepts over a period of time.
3. To identify the specific challenges (such as infrastructure, power supply, and teacher
competency) hindering the effective use of multimedia for teaching Computer Science
education in FCE Demonstration secondary school, okene.

1.4 Research Question

1. What are the impact of multimedia on students' level of interest and engagement during
Computer Science lessons in Demonstration Group of School, Federal College of
Education, Okene?
2. What the effect of multimedia on students' ability to retain Computer Science concepts
over a period of time, in Demonstration Group of School, Federal College of Education,
Okene?
3. What are the specific challenges (such as infrastructure, power supply, and teacher
competency) hindering the effective use of multimedia for teaching Computer Science in
the school, in Demonstration Group of School, Federal College of Education, Okene ?
1.4 Significance of the Study
This study is significant for several reasons, and its findings will be beneficial to a wide range of
stakeholders in the educational sector.
To the Students: The findings of this study will directly benefit the students of FCE
Demonstration Secondary School, Okene, and others like them. If multimedia proves efficacious,
it will provide a more engaging, understandable, and enjoyable way to learn Computer Science.
This can boost their confidence, improve their grades, and better prepare them for careers in
technology.
To the Teachers: The study will provide Computer Science teachers with empirical evidence
and practical insights into the benefits and challenges of integrating multimedia into their
classrooms. It will serve as a call to action for them to update their pedagogical skills and adopt
more modern, learner centred teaching strategies.
To the School Administration (FCE Demonstration Secondary School): The findings will
provide the school principal and administrators with data driven justification for investing in
multimedia resources, such as projectors, computers, educational software, and alternative power
sources like solar inverters.
To the Federal College of Education, Okene: As the supervising institution, Federal College of
Education, Okene, will benefit from this research as it provides feedback on the quality of
instruction in its demonstration school. It can also inform the curriculum developers for training
student teachers, ensuring that they are equipped with the skills to use multimedia effectively.
To the Kogi State Ministry of Education and UBEC: The study will provide policymakers
with grassroots evidence of the challenges and opportunities in technology integration. The
recommendations can inform state and national policies maker on ICT in education, budget
allocation for technology, and teacher training programmes.
To Other Researchers: This study will contribute to the growing body of literature on
educational technology in Nigeria. It will provide a baseline for future researchers who wish to
conduct similar studies in other demonstration schools or in different geopolitical zones, allowing
for comparative analysis.

1.5 Scope and Delimitation of the Study

The study is delimited in scope to ensure it remains focused and manageable.
Geographical Scope: The study is restricted to the Federal College of Education (FCE)
Demonstration Secondary School, Okene, in Kogi State, Nigeria. The findings may not be fully
generalizable to other schools without consideration of their unique contexts.
The study focuses on selected topics in the Senior Secondary School (SSS) II Computer Science
curriculum as prescribed by the National Educational Research and Development Council
(NERDC). Specifically, the study will cover topics related to Computer Networking and Basics
of Programming. These topics were chosen because they contain abstract concepts that are well
suited for multimedia illustration.
The study will also focuses on SSS II students. This class will be chosen because they have had
at least one year of foundational Computer Science and are mature enough to provide reliable
responses on a questionnaire, yet they are not under the immediate pressure of external
examinations like the SSS III students.

1.6 Operational Definition of Terms

To ensure clarity and avoid ambiguity, the following key terms are defined as they are used in
this study:
 Efficacy: In this context, efficacy refers to the ability of multimedia to produce a desired
or intended result. It is measured by the improvement in students' test scores, engagement
levels, and self reported understanding of Computer Science concepts.
 Multimedia: This refers to the combination and integration of more than one medium of
instruction. In this study, it specifically includes the use of projected PowerPoint
presentations (with text and graphics), educational video clips (e.g., from YouTube), and
interactive computer simulations (e.g., online/offline simulations of computer networks)
to deliver lessons.
 Computer Science Education: This refers to the teaching and learning of computer
related concepts, skills, and applications as outlined in the Nigerian secondary school
curriculum. It goes beyond basic computer literacy to include topics like programming,
networking, and data processing.