Assessment of the Challenges of Implementing Computer Studies Curriculum in Secondary Schools in Borno State

Computer Studies curriculum delivery in secondary schools in conflict-affected north-eastern Nigeria faces unique challenges compounding the structural deficiencies common across the country, and documenting these challenges provides evidence for targeted post-conflict education recovery programming. This study assessed the challenges of implementing the Computer Studies curriculum in Senior Secondary Schools in Maiduguri Metropolitan and Jere Local Government Areas, Borno State, North East Nigeria. A descriptive survey design was employed, with questionnaires administered to 80 Computer Studies teachers and 20 school heads across 20 secondary schools. Infrastructure audits supplemented the survey. Results showed that functional computer laboratories were available in only 25.0 percent of schools, with an average of 8 functioning computers per school where laboratories existed. Electricity supply was cited as unreliable by 90.0 percent of respondents. Teacher qualification in Computer Science was present in only 35.0 percent of respondents. Insurgency displacement had disrupted Computer Studies teaching in 55.0 percent of schools for one or more full academic sessions since 2015. Student motivation for Computer Studies was rated as high by 72.5 percent of teachers despite resource constraints, suggesting strong latent demand. The study concludes that Computer Studies implementation in Borno State secondary schools is critically constrained by insurgency legacy, infrastructure, and teacher qualifications. Recommendations include emergency computer laboratory provision through donor partnerships, accelerated Computer Studies teacher training, and a curriculum continuity protocol for conflict-disrupted school contexts.

Keywords: Computer Studies curriculum, secondary school, Borno State, conflict-affected education, curriculum implementation