Edumania-An International Multidisciplinary Journal
Vol-03, Issue-01 (Jan-Mar 2025)
An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2960-0006
Higher Basic Teachers’ Perspective on Integrating Coding Programming in Nigerian Basic Education to Propel National Technological Advancement
Eke, Eke Ogbu
Dept. of Curriculum & Instruction, Alvan Ikoku University of Education, Owerri, Imo State, Nigeria
Page Number: pp. 220-236
Subject: Educational Technology / Teacher Education / Computer Science Education
Received: Oct 29, 2024
Accepted: Dec 15, 2024
Published: Jan 01, 2025
Thematic Classification: Coding Education; Basic Education; Technology Integration; Nigerian Education System
Abstract
This descriptive survey examines the perception of male and female higher Basic teachers on the integration of coding programming into the Nigerian basic education curriculum to propel national technological advancement. The population comprises 281(91 male and 190 females) public higher Basic education teachers in Owerri Municipal Council of Imo State. The population also serves as the sample size. Researcher’s made attitude questionnaire titled” Higher Basic Educational Teachers Questionnaire on Integrating Coding Programming in Basic Education for National Technological Advancement. (BETQICNTA) was used for data collection. It had reliability coefficient of 0.83 determined using Cronbach Alpha. The findings showed that higher Basic school teachers have positive perception on the integration of coding programming into the Nigerian basic education curriculum to propel national technological advancement. It was recommended among others that educational policymakers should prioritize the integration of coding programming into the Nigerian basic education curriculum. This integration should be comprehensive, ensuring that coding education is accessible to all students, regardless of their background or socioeconomic status.
Keywords: Higher Basic education, coding programming, National technological advancement
Impact Statement
Overview:This study investigates the perceptions of higher basic education teachers regarding the integration of coding programming into the Nigerian basic education curriculum. By focusing on both male and female teachers, the research aims to understand their attitudes towards coding education and its potential impact on students and national technological advancement.
Key Findings:
Positive Perception:
The findings indicate that higher basic teachers generally hold a positive perception of integrating coding programming into the curriculum. This aligns with the growing recognition of coding as a fundamental skill necessary for the digital age.
Equity and Inclusion:
The study highlights the importance of making coding education accessible to all students, regardless of their socioeconomic background. This approach aims to bridge the digital divide and promote equitable educational opportunities.
Teacher Readiness and Support:
Higher basic teachers expressed a willingness to receive training and support for effectively integrating coding into their teaching practices. This openness suggests a readiness to adapt and enhance their instructional methods.
No Significant Gender Difference:
The research found no significant difference in perceptions between male and female teachers regarding the integration of coding, indicating a unified perspective on its importance.
Implications for Policy and Practice:
Curriculum Development:
The positive reception among teachers indicates a strong foundation for policymakers to prioritize the inclusion of coding in the basic education curriculum. Comprehensive curriculum design should ensure that coding education is effectively integrated.
Professional Development:
The findings underscore the necessity of providing targeted professional development for teachers. Training programs should be developed to equip educators with the necessary skills to teach coding effectively.
Resource Allocation:
To facilitate coding education, there is a need for improved access to technology and digital resources in schools. Policymakers should ensure that schools are equipped with the necessary infrastructure to support coding instruction.
Monitoring and Evaluation:
Establishing mechanisms for evaluating the effectiveness of coding education initiatives is critical. Regular assessments can help identify areas for improvement and ensure that educational goals are being met.
Conclusion:The integration of coding programming into the Nigerian basic education curriculum is seen as a vital step toward enhancing students’ technological skills and preparing them for future challenges. The positive perceptions of higher basic teachers towards this integration highlight the potential for significant impact on educational practices, student engagement, and national technological advancement. Collaborative efforts among policymakers, educators, and stakeholders will be essential to realize these benefits and ensure the successful implementation of coding education in Nigeria.
About The Author
Dr. Ogbu Eke is a seasoned education professional with over 15 years of experience in curriculum development, instructional design, and teacher training. He is a senior lecturer in the Department of Curriculum Studies and Educational Technology, Alvan Ikoku Federal University of Education, Owerri, Imo State Nigeria. He holds a Ph.D. in Curriculum Studies and Instruction and has made significant contributions to the field through his extensive research and publications.
As an active member of prestigious academic organizations such as the Curriculum Organization of Nigeria (CON), World Council for Curriculum and Instruction (WCCI), and the Teacher Registration Council of Nigeria, Dr. Eke is deeply engaged in shaping educational policies and practices. His areas of expertise include integrating technology in language instruction, addressing climate change and sustainable development in the curriculum, and promoting learner autonomy and collaborative learning strategies.
With a strong focus on practical, evidence-based solutions, Dr. Eke has demonstrated his ability to translate research into impactful classroom practices. He is passionate about empowering teachers and developing innovative instructional approaches that foster student success and community engagement. His work has been recognized with several awards, including the Young African Leaders Journal of Development Certificate of Outstanding Contributions in Research and the Students’ Union Government AlvanIkoku Federal College of Education Award of Outstanding Lecturer of the Year.
Dr. Eke’s commitment to educational excellence and his collaborative leadership style make him a valuable asset in any academic or educational institution.
(75) eke eke ogbu | Alvan Ikoku Federal College Of Education – Academia.edu
Eke Ogbu Eke – Google Scholar
Cite this Article
APA: Eke, E. O. (2025). Higher Basic Teachers’ Perspective on Integrating Coding Programming in Nigerian Basic Education to Propel National Technological Advancement. Edumania-An International Multidisciplinary Journal, 03(01), 220–236. https://doi.org/10.59231/edumania/9108
MLA: Eke, Eke Ogbu. “Higher Basic Teachers’ Perspective on Integrating Coding Programming in Nigerian Basic Education to Propel National Technological Advancement.” Edumania-An International Multidisciplinary Journal, vol. 03, no. 01, 2025, pp. 220–236. Crossref, doi:10.59231/edumania/9108.
Chicago: Eke, Eke Ogbu. “Higher Basic Teachers’ Perspective on Integrating Coding Programming in Nigerian Basic Education to Propel National Technological Advancement.” Edumania-An International Multidisciplinary Journal 03, no. 01 (January 2025): 220–236. https://doi.org/10.59231/edumania/9108.
Statements & Declarations
Peer Review: This article has undergone a double-blind peer review process, conducted by experts in Educational Technology, Computer Science Education, and Teacher Professional Development.
Competing Interest: The author, Eke Ogbu Eke, declares no competing interests.
Data Availability: The datasets generated and analyzed during the current study, including survey responses and interview transcripts, are available from the corresponding author upon reasonable request.
Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
License: This is an open-access article distributed under the terms of the Creative Commons Attribution License CC BY 4.0.
Ethical Approval: Ethical approval for this study was obtained from the Research Ethics Committee of the author’s institution. Permission was secured from the relevant state education boards, and informed consent was obtained from all participating teachers. The study adhered to ethical guidelines for educational research in Nigerian basic education institutions.
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