The Impact of Computer Science Education on 7th and 8th-Grade Basic Education Students in a State Public School: A Case Study of EP 1 Félix Tshisekedi Elementary School Located at the Naval Force Camp in Kinshasa

Abstract

This study examines the impact of computer science education on 7th- and 8th-grade students in basic education at EP 1 Félix Tshisekedi public elementary school, located at the naval force camp in Kinshasa. It is based on the observation that, despite the growing importance of information and communication technologies (ICT) in education, some public schools still face difficulties in providing effective and practical computer science education. The main research question is to determine the impact of computer science education on the acquisition of digital skills and the learning outcomes of 7th- and 8th-grade students. The main hypothesis is that computer science education contributes to improving students’ knowledge and digital skills. However, this impact depends particularly on the availability of computer equipment, access to electricity, teachers’ qualifications, and the emphasis placed on practical exercises.To test this hypothesis, a mixed-methods approach with a predominantly descriptive and explanatory design was adopted. The survey involved a sample of 61 participants, consisting of 31 seventh-grade students, 27 eighth-grade students, one computer science teacher, and two school administrators. Data were collected through questionnaires, interviews, observation, and document analysis. The results reveal that 100% of respondents reported attending or teaching computer science classes. However, 77.04% stated that teaching is mainly based on theoretical explanations, while 100% reported the absence of a computer lab at the school. Regarding proficiency with computer tools, 73.77% of participants considered their level to be average, while 26.22% reported a low level. Furthermore, 80.32% of respondents stated that they were able to identify the main components of a computer, whereas practical skills—such as using the keyboard, mouse, and software applications— remained underdeveloped. In addition, the findings show that 88.52% of participants acknowledged that computer science classes increase their motivation, demonstrating learners’ interest in this subject. Nevertheless, the main difficulties identified include the absence of a computer lab, insufficient electricity supply, a lack of teaching materials, and teachers’ limited computer skills. In light of these findings, the research hypothesis is generally supported: computer science education has educational value and contributes to learners’ motivation and the s the acquisition of certain digital skills. However, inadequate material and pedagogical conditions limit the development of students’ practical skills. In conclusion, this study demonstrates that computer science education is an important factor in improving the quality of basic education. To enhance its effectiveness, it is recommended that a computer lab be established, a reliable electricity supply be ensured, teacher training be strengthened, teaching materials be improved, and the number of practical computer science lessons be increased. 

Keywords: computer science education, digital skills, students, basic education, academic motivation, learning, public school.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1065