In the heart of Nigeria’s Benue State, a pressing educational challenge has been unveiled, one that could reshape how we approach teaching and assessment in the digital age. Aegiri Isaiah Agama, a dedicated researcher from the School of Sciences at the Federal College of Education, Odugbo, has shed light on a critical gap in the competence of junior secondary school Computer Science teachers. His study, published in the ‘International Journal of Emerging Technologies and Innovative Research’ (which translates to ‘International Journal of Emerging Research in Engineering, Science, and Management’), has revealed that while teachers excel in assessing basic cognitive skills, they struggle with higher-order thinking skills—a finding that could have profound implications for the energy sector’s future workforce.
Agama’s research, which surveyed 105 teachers, found that educators demonstrated high competence in constructing essay test items for lower-order thinking skills (LOTS), such as knowledge and comprehension. However, their ability to create assessments for higher-order thinking skills (HOTS), like analysis, synthesis, and evaluation, was notably lacking. “The disparity in teachers’ competence levels is significant,” Agama asserted. “This gap could hinder students’ development of critical thinking and problem-solving skills, which are essential for the energy sector’s evolving demands.”
The energy sector, with its increasing reliance on complex technologies and innovative solutions, requires a workforce adept at higher-order thinking. From designing efficient power grids to developing renewable energy solutions, the industry thrives on analytical and synthetic skills. Agama’s findings suggest that the current educational approach may not be adequately preparing students for these roles.
Moreover, the study highlights the urgent need for continuous professional development for teachers. Agama recommends specialized training in assessment design and optional certification programs to enhance educators’ competencies. “By investing in teachers’ professional growth, we can foster a generation of students who are not only knowledgeable but also skilled in critical thinking and innovation,” Agama said.
The implications of this research extend beyond the classroom. As the energy sector continues to evolve, the demand for skilled professionals will grow. Addressing the identified gaps in educational assessment could ensure that the future workforce is well-equipped to meet these demands. Agama’s study serves as a call to action for educators, policymakers, and industry leaders to collaborate in bridging this critical competency gap.
In the words of Agama, “The future of the energy sector lies in the hands of today’s students. It is our responsibility to ensure they are prepared to shape a sustainable and innovative future.” As we look ahead, Agama’s research offers a roadmap for enhancing educational practices and securing a robust pipeline of talent for the energy sector.