TOPICS
Computer
Studies Course Objectives and Target Learners
The Computer Studies syllabus is divided into two distinct subjects to be taught
at two different levels of secondary education.
Computer Literacy
Computer Literacy is for forms one and two.
It covers general knowledge of the Computer history,, structure and the
principles of operation. The subject culminates into developing skills of three
computer applications namely word processing, database and spreadsheet
At the end of the
course pupils are expected to:
- Manage files using computer operating system.
- Understand the division and role of the hardware and software aspects of the
computer.
- Understand the role of computer in the society and the change in society
behaviour as a result of computer technology'.
- Demonstrate word-processing
skills by processing and producing a hard copy (print out) of a document from a
computer.
- Demonstrate skills of database by
entering, storing and retrieving data from a computer.
- Demonstrate computer skills of
simple statistical calculations by spreadsheet.
- Demonstrate skills to caring for the computer and its accessories. be aware of
communication through computer network.
Computer
Science (BASIC Language)
This is an optional subject for students of forms three and four. The subject is
designed to develop skills of logical problem solving and teach the skills of
computer programming in BASIC Language.
At the end of the course
pupils are expected to:
- Demonstrate skills of logical thinking
- Demonstrate skills in writing linear programmes in BASIC Language.
- Demonstrate skills of writing printing control programmes in BASIC Language.
- Test for errors in a written programme and debug the programme.
- Demonstrate skills of testing whether a programme solves a problem.
Methods
of Teaching and Learning.
A Computer Studies teacher is advised to employ "activity teaching
methods" and 'problem solving approach". In the former method, the
students should be encouraged to participate actively by doing relevant hands-on
experiences. On the other hand, problem-solving approach include discovery,
student projects and educational visits.
Teaching methods
suggested within the syllabus strategies are not necessarily the only ones, the
teacher will be free to use any other teaching method (e.g. exposure teaching
method) considered effective according to certain circumstances in promoting
learning.
The
syllabus has proposed teaching/learning strategies for each topic. These are
just proposals. The teacher will be free to use any teaching/learning method
considered effective in promoting concept formation, skill development and
internalization of knowledge in general. It is worth bearing in mind that, it is
generally agreed that skill is learned better by using the active methods of
instruction. This means that the pupils will require several exercises for
developing various programmes.
Assessment of
Students Progress and Performance
It is expected that teachers will carry out
assessment of their student's progress and performance periodically. This is
done to identify their strengths and weaknesses and so as to help the weak and
encourage the good one as appropriate. Assessment of students' progress and
performance does also measure the effectiveness of the course and the
teaching/learning strategies. At the end of Form VI students are expected to do
an overall achievement examination intended to determine the extent to which the
objectives of the course have been attained.
Instructional Time
The teacher is advised to make maximum use of the
allocated time per week for the subject. Lost/instructional time, for whatever
cause, should be compensated for through the teacher's own local arrangement
with the school administration.
FORM FOUR
8.
LOOPING
9.
BATCHING STATEMENT
10.
ARRAYS AND SUBSCRIPTED VARIABLES
a.
Arrays
b.
Subscripted
c.
Variables
11.
FUNCTIONS AND ROUTINES
a.
Built-in Function
b.
User Define Functions
c.
Subroutines
