Assessment of Secondary School Students’ Perceptions of Computer Studies Curriculum in Ekiti State

Student perceptions of curriculum relevance and delivery quality are important indicators of educational effectiveness, and examining how secondary school students perceive the Computer Studies curriculum in Ekiti State provides evidence for both content and pedagogical reform. This study assessed the perceptions of Senior Secondary School students toward the Computer Studies curriculum in Ado-Ekiti and Ikole Local Government Areas of Ekiti State, South West Nigeria. A descriptive survey design was employed, with questionnaires administered to 300 SS2 and SS3 students from 15 public secondary schools. The instrument assessed students' perceptions of curriculum relevance, practical component adequacy, teaching quality, and alignment with career aspirations. Results showed that 62.3 percent found Computer Studies content generally relevant, but only 38.0 percent rated the practical component as sufficient for developing usable digital skills. Functional computer laboratory access was available in only 40.0 percent of surveyed schools. Students with home computer access showed significantly higher curriculum satisfaction scores than those without (p < 0.05). Curriculum content covering social media, digital safety, and mobile application development was rated as very important by 78.0 percent but was included in current teaching by only 29.0 percent of students' schools. The study concludes that Computer Studies curriculum delivery in Ekiti State secondary schools falls short of student expectations for practical and contemporary relevance. Recommendations include computer laboratory upgrade, curriculum content modernisation, and industry-oriented practical components. Keywords: Computer Studies curriculum, student perception, secondary school, Ekiti State, ICT education