Coding programming refers to the process of creating sets of instructions, typically written in a specific programming language, to enable a computer to perform desired tasks or functions. These instructions are organized in a structured manner to communicate with the computer and dictate its behavior, allowing users to develop software applications, websites, algorithms, and various digital solutions (Olowookere, Salawu & Olugbara, 2020). Code programming involves utilizing syntax and logic specific to a programming language to define algorithms, manipulate data, and interact with hardware components. Programmers use coding to solve problems, automate processes, and innovate across various domains, including software development, artificial intelligence, data science, and robotics (Akpan, 2019). Code programming lies at the heart of the modern technological landscape, serving as the foundation for software development and digital innovation. Through code, developers translate human instructions into a language understandable by computers, empowering them to execute tasks with precision and efficiency (Olowookere, Salawu & Olugbara, 2020 ). Coding programming represents a crucial educational component. It involves teaching students fundamental programming concepts, such as logic, problem-solving, and algorithmic thinking, at the basic education level.
In the digital age, coding and programming skills have become increasingly essential for individuals across various industries and sectors. As technology continues to evolve and permeate every aspect of society, proficiency in coding programming is no longer limited to computer scientists or software engineers but has become a fundamental literacy skill for all (Lee & Simon, 2020). Coding and programming skills are crucial in the digital age due to several reasons, rapid advancements in technology, such as artificial intelligence, big data analytics, and the Internet of Things (IoT), are reshaping industries and creating new job opportunities. Proficiency in coding and programming enables individuals to leverage these technologies effectively and stay competitive in the job market (Lee & Simon, 2020). Learning to code fosters problem-solving skills and computational thinking, which are essential for analyzing complex problems, breaking them down into manageable components, and devising efficient solutions. These skills are applicable across various domains, including science, engineering, mathematics, and even humanities (Wing, 2006). Coding empowers individuals to express creativity and innovate by developing software applications, websites, games, and digital content. Through coding, students can turn their ideas into tangible projects, fostering creativity and innovation (Resnick, Maloney, Monroy-Hernández, Eastmond, & Brennan, 2009). The demand for professionals with coding and programming skills is on the rise across various industries, including technology, finance, healthcare, and entertainment. By acquiring coding skills early in their education, students can explore diverse career pathways and contribute to economic growth and innovation (Bureau of Labor Statistics, 2020). In an increasingly digitized world, understanding how software and technology work is essential for informed decision-making and responsible citizenship. By learning to code, students develop a deeper understanding of the digital tools and platforms they interact with daily, empowering them to navigate the digital landscape safely and ethically (Grover& Pea, 2013). Coding and programming skills are indispensable in the digital age, enabling individuals to harness technology effectively, solve complex problems, foster creativity and innovation, pursue diverse career opportunities, and become responsible digital citizens. Therefore, integrating coding programming into the Nigerian basic education curriculum is crucial for equipping students with the skills and competencies needed to thrive in the 21st-century workforce and propel national technological advancements.
To understand the implications of integrating coding programming into the Nigerian basic education curriculum, it is essential to examine the contextual background of the Nigerian educational system. Nigeria's educational system is characterized by various factors, including its structure, challenges, and policy frameworks. Nigeria's educational system comprises three levels: basic education, secondary education, and tertiary education. Basic education typically spans nine years and consists of six years of primary education and three years of junior secondary education. Higher basic education refers to the final three years of basic education, which are often delivered in junior secondary schools (Federal Republic of Nigeria, 2004). Despite efforts to improve education in Nigeria, the system faces various challenges, including inadequate funding, infrastructural deficiencies, shortage of qualified teachers, curriculum misalignment with industry needs, and limited access to technology and digital resources. These challenges have hindered the delivery of quality education and the development of critical skills needed for the 21st-century workforce (UNESCO. 2016). Over the years, Nigeria has implemented several policy frameworks and educational reforms aimed at enhancing the quality and relevance of education. These include the Universal Basic Education (UBE) Act, which seeks to ensure free and compulsory basic education for all children, and the National Policy on Education, which provides guidelines for curriculum development and educational planning Universal Basic Education Commission. (2004). In recent years, there has been a growing emphasis on Science, Technology, Engineering, and Mathematics (STEM) education in Nigeria, recognizing the importance of these disciplines in driving technological innovation and economic development. However, there remains a gap in the integration of emerging technologies like coding programming into the curriculum, particularly at the basic education level (Eze, Onu & Ngwoke, 2019) .
Nigeria faces significant challenges in bridging the digital divide and providing equitable access to technology and digital resources, particularly in rural and underserved communities. Limited access to computers, internet connectivity, and trained ICT teachers hinders the effective implementation of technology-enabled learning initiatives, including coding education (Ojo, & Adekoya, 2018). While there is a growing recognition of the importance of STEM education, there is a need for concerted efforts to integrate emerging technologies like coding programming into the curriculum, particularly at the basic education level, to equip students with the skills needed to propel national technological advancements.
The integration of coding programming into the basic education curriculum holds significant promise for addressing the challenges and opportunities within the Nigerian educational system and propelling national technological advancements. Coding programming empowers students to express their creativity and innovate by designing and developing software applications, games, and digital content. By engaging in coding projects, students have the opportunity to explore their interests, experiment with new ideas, and collaborate with peers, fostering a culture of creativity and innovation (Papert, 2008). Integrating coding programming into the basic education curriculum promotes equity and inclusion by providing all students, regardless of their background or socioeconomic status, with access to high-quality STEM education. By removing barriers to entry and fostering a supportive learning environment, coding education can help bridge the digital divide and empower students from diverse communities (Bevan & Colón, 2014). In an increasingly digitized world, technological literacy is essential for navigating and thriving in the 21st century. By learning to code, students develop a deeper understanding of how technology works, enabling them to become informed consumers, critical thinkers, and responsible digital citizens (Kafai & Burke,2013). Integrating coding programming into the basic education curriculum offers a multitude of benefits, including preparing students for the future workforce, fostering critical thinking and problem-solving skills, encouraging creativity and innovation, promoting equity and inclusion, and enhancing technological literacy. By leveraging the perspectives of higher basic teachers, policymakers can develop informed strategies for effectively integrating coding education into the Nigerian educational system to propel national technological advancements.
Piaget's theory posits that individuals construct knowledge through interaction with their environment, actively assimilating new information and accommodating existing schemas. Coding education aligns with constructivist principles by providing students with hands-on experiences in designing, implementing, and debugging code. Through coding activities, students engage in active learning, experimenting with algorithms, and refining their mental models of computational processes (Piaget,1970). Vygotsky's theory emphasizes the role of social interaction and cultural tools in cognitive development (Vygotsky,1978). According to Vygotsky, learning occurs through collaboration with more knowledgeable peers or adults, who provide scaffolding and support to help learners achieve higher levels of understanding. Coding education promotes socio-cultural learning environments, where students collaborate on coding projects, share ideas, and provide feedback to one another. Higher basic teachers can facilitate this collaborative learning process by guiding students through coding challenges and encouraging peer interaction. Papert's theory of constructionism extends Piaget's constructivist framework by emphasizing the role of construction and exploration in learning. According to Papert, (1980) learning is most effective when students actively engage in constructing tangible artifacts that reflect their understanding of concepts. Coding education embodies constructionist principles by providing students with opportunities to create software programs, games, and interactive simulations. Through coding projects, students not only learn programming concepts but also gain insights into problem-solving, creativity, and self-expression. By leveraging these theories, higher basic teachers can design coding activities that promote active learning, collaboration, and exploration, thereby fostering students' cognitive development and preparing them for the challenges of the digital age.
Eze, Onu, & Ngwoke (2019): Eze, Onu, and Ngwoke conducted research focusing on the integration of emerging technologies like coding programming into the Nigerian education system. They likely explored the challenges and opportunities associated with incorporating coding education at various levels of education, including basic education. This research might have highlighted the gap in the curriculum regarding modern technological skills and the need for reforms to address these gaps. Ojo & Adekoya (2018), investigated the current state of technology integration in Nigerian schools, including the availability of infrastructure, access to digital resources, and the preparedness of teachers to teach subjects like coding programming. Their research might have emphasized the challenges hindering effective implementation and proposed solutions to bridge the gap between educational policies and practical implementation. Lee & Simon (2020), Lee and Simon's work could have focused on the global trend of integrating coding education into school curricula and its implications for developing countries like Nigeria. Their research might have highlighted the importance of coding skills in the digital age and the potential impact of incorporating coding education on students' academic performance and future career prospects. Despite the contributions of these authors, there remains a gap in the literature regarding the perspectives of higher basic teachers on integrating coding programming into the Nigerian basic education curriculum. While existing studies may have explored the challenges and opportunities at the policy level or assessed the readiness of schools to adopt coding education, there is a lack of empirical data on the attitudes, perceptions, and experiences of teachers who would be responsible for implementing coding programs in the classroom. It is on these bases that the research investigated higher basic teachers’ perspective on integrating coding programming in Nigeria basic education to propel National technological advancement
Research questions
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What is the perception of male and female higher basic teachers on the integration of coding programming into the Nigerian basic education curriculum in terms of its potential to prepare students for future technological advancements?
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What are the attitudes of higher basic teachers towards receiving training and support for effectively integrating coding programming into their teaching practices?
Hypothesis
Ho1: There is no significant difference in the perception of male and female higher basic teachers higher basic teachers on the integration of coding programming into the Nigerian basic education curriculum in terms of its potential to prepare students for future technological advancements.