ABSTRACT

This study portrait through the utilization of instructional resources, Instructional resources are those things that enable students to have mental picture of what has been taught to retain the massage in their memory for a very long time example: radio, television, chalkboard, charts, micro projectors still picture specimen etc. It can also be referred to as those things that the classroom teacher uses to impart knowledge to the students in classroom in order to achieve his objectives. Therefore the study investigate on the utilization of instructional resources for effective teaching and learning of computer in junior and senior secondary schools in Ikwuano Local Government Area Abia State. Determine the state of availability of instructional resources in teaching and learning computer studies in secondary schools in Ikwuano. Determine the Extent of utilization of instructional resources. Find out the challenges facing teachers and students in utilizing instructional resources' for computing studies in senior secondary schools To determine the extent to which students are knowledgeable in the use of instructional resources in Ikwuano north secondary schools. The survey research design was used for the study; population of the study was 92,414. The sample for this study comprised of twenty (20) staffs including students from (4) selected secondary schools. Structured questionnaire was the instrument used for data collection, and the instrument was face validated by three experts. Three research questions guided the study. The data were analyzed using percentages. The result revealed that only two dimensional instructional resources are available in schools. In a questionnaire study, Herman (2008), gave an empirical evidence for claiming that teachers' beliefs on the practice of teaching are important in explaining why teachers should adopt digital technologies in the teaching of computer studies in classroom. His results indicated that teachers' beliefs are strong predictor of involving computer use in classroom, and that beliefs are of importance in relation to the resistance and receptiveness of school teachers to the use of digital technologies in their classroom practices. He also stated the relationship between digital technologies and how they are used in different school subjects. This kind of research is often found in studies of teachers' professional development. Benison's (2010) study of the professional development experiences of German computer teachers in one three hill secondary schools. In his large-scale survey, he showed that a significant number of the cohort had not undertaken any activities in relation to the use of digital technology in teaching computer studies. Lack of time and access to technology appeared to be significant constraints that prevented teachers from participating in both formal and informal professional development.