AN INVESTIGATION INTO THE BARRIERS TO COMPUTER LITERACY AND IT EDUCATION IN PAKISTANI SECONDARY SCHOOLS

Abstract

Information and communication technology (ICT) literacy has become a key determinant of the economic survival, social progress and academic success of today's global knowledge-based world. The present study is of empirical nature which examined impediments related to computer literacy and IT education considered as multi-dimensional, which hinder the effective achievement of computer literacy and IT education in public secondary schools in District Bahawalnagar, Punjab, Pakistan. A positivist epistemological approach and a quantitative descriptive-correlational cross sectional survey research design were adopted while data was collected systematically from a representative sample of N = 361 of the stakeholders comprising 18 public secondary schools, selected using cluster stratified random sampling technique, comprising 343 secondary school computer science students and 18 IT teachers/head teachers. Data collection was carried out with two research instruments that were developed and adapted in categorical and 5 point Likert scales, with high level of structuring and psychometrically validated. The data were analyzed systematically by using the Statistical Package for the Social Sciences (SPSS) version 26.0, descriptive analysis, frequency count for items, independent sample t-test test and ordinary least squares (OLS) by multiple linear regression analysis. The baseline descriptive metrics revealed very strong polarization between the presence of nominal infrastructure and operational reality; in the target schools, 72.3% had functioning computers in computer labs, but there were critical gaps in physical barriers, such as the lack of reliable power supply (absolute deficit of 72.3%) and power backup (absolute deficit of 80.2%), or weak Internet connections (absolute deficit of 74.2%), and little or no functioning updated, licensed educational software systems (absolute deficit of 72.6%). The results of inferential linear regression modelling showed that physical laboratory infrastructure deficits (Beta = -0.384, p < 0.001) and structural administrative policy lapses (Beta = -0.291, p < 0.001) were highly powerful, statistically significant negative predictors of computer literacy acquisition within the institutional framework (R-square = 0.542, F = 140.28, p < 0.001). In terms of pedagogy, 62.9% of students reported they suffered from an avoidance of technologies and computer anxiety as a result of abstract teaching and rote memorizing approaches, rather than approaches of doing laboratory explorations. The results of the independent samples t-test profiles showed that the extent of the resource limits for secondary schools in rural areas is significantly higher than that in urban areas (t = 4.812, p < 0.001), and this finding further corroborates the notion of a digital divide. The study emphasises that simple hardware distribution models are woefully insufficient if they do not decentralise the management of the maintenance funds, improve the furniture and standardise the required operating times for laboratory work. The School Education Department (SED) of Punjab is strongly recommended to introduce local financial repair autonomy at school level, provide dedicated solar energy grids for computing equipment and re-structure the provincial curriculum to incorporate baseline digital literacy instructions from primary school level (with 94.4% of field educators providing support).