Main Article Content
The study examined the assessment of municipal as well as non-urban secondary school tutors’ (SSTs) perception of computer science subject (CS-S) in Rivers State (R/S). The descriptive research design with a population of all the public secondary schools (SSs) in both non-urban and municipal in R/S was espoused. The sample size was 360 tutors from both non-urban and municipal. The study had seven purposes of study with five research questions (RQs) as well as two null hypotheses that steered the study. The research stood subjected to face as well as content validity through specialists in measurement and evaluation as well as computer science tutors. The corrections were impacted to improve the quality of the instrument. The test-re-test and inter-rater type of reliabilities were applied. CS-S tutors in the private schools were espoused for the study. The scores acquired remained associated espousing Pearson Product Moment Correlation Coefficient (PPMCC) to determine the reliability at 0.89, which confirms that the instrument is reliable. The questionnaire stood espoused as the instrument for data assemblage titled: “Questionnaire on Teacher’s Perception of CS-S” in R/S (QTPCSS). The RQs stood appraised espousing mean and standard deviation (M&SD) whereas the null hypotheses remained examined at 0.05 level of significance espousing t-test. The research outcomes revealed that secondary school computer science (SSCS) tutors’ perception of CS-S in both municipal as well as non-urban are moderate, this is as a result of some glitches affecting the subject. It was discovered that computer devices and their accessories are accessible but scarce in some municipal and non-urban schools in R/S. The extent of utilization is low, non-existence of funds, non-existence of power, training, workshops amid others are some of the identified glitches that militate against the teaching as well as learning of CS-S. Based on the above outcomes, it was suggested that the stakeholders in education must support the subject by attending to the requirements of the subject to achieve its academic-based aims and objectives.
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