Ccording Osuafor (2012),the new Senior Secondary School curriculum structure developed by Nigeria Education Research and Development Council (NERDC, 2008) and approved by the National subjects are organized into four clear groups of Science and Mathematics, Business Studies, Humanities and Technology is a major reform in the right direction towards achieving the National Education goals. The introduction of 'Trade Subjects' into the Senior Secondary (SS) Education Curriculum is equally a welcome innovation in the Nigerian Education System. The restructuring of the SS curriculum is no doubt aimed at meeting emerging educational needs and global competitiveness; as well as ensure that entrepreneurship and technical subjects are properly embedded in the curriculum. This will go a long way to ensuring national socioeconomic growth and sustainable development. The restructuring of the senior secondary education curriculum is therefore a giant step towards achieving a strong and self-reliant nation with great and dynamic economy and full of opportunities for her citizens (Federal Republic of Nigeria (FRN, 2004 as quoted by Osuafor,2012) .The Federal Republic of Nigeria in the National Policy on Education (2004) articulated what the curriculum of the various levels of education in Nigeria should be. Obanya (2004) defined implementation of curriculum as day-to-day activities which school management and classroom teachers undertake in the pursuit of the objective of any given curriculum. Obanya (2007) contends that effective curriculum is the one that reflects what the learner eventually takes away from an educational experience, which he termed 'the learned curriculum'. The introduction of the New Secondary School Curriculum in the secondary schools in Nigeria is a fresh initiative which according to NERDC (2011) aims at ensuring that graduates from secondary Schools are trained in entrepreneurship skills and possess relevant Information Communication Technology (ICT) skill that will equip them for challenges of labour market. According to the National Policy on Education (2004), the broad aims and objectives of secondary education in Nigerian educational system are preparation for useful living within the society (self-employment) and preparation for higher education. Almost three decades after adoption of the laudable initiative, majority of Nigerian youth are idle while some are involved in various vices due to unemployment. A good number of students who have completed their secondary education but failed to secure admission into institutions of higher learning are in dilemma. This is because they are not equipped with the requisite skills for self or paid employment (Igwe 2007). Dike (2009) UNESCO (2002), teachers need to be adequately prepared to implement a state-of-the-art ICT curriculum. Indeed, introducing any new curriculum calls for careful preparation, management, resourcing, and continuing support. The effective implementation of the Trade/Entrepreneurship Curriculum is expected to equip the students with requisite handy skills and knowledge for Job creation, wealth generation & Poverty alleviation (Orji, 2013).

This study is designed to investigate the Challenges and attitude of teachers toward the implementation of Data Processing Curriculum in Secondary Schools in Ondo State, Nigeria. Specifically therefore, the study is set out:

1. To examine the availability of computer resources in the secondary schools in Ondo State. 2. To examine availability of Data Processing subject teachers. 3. To investigate the attitude of the education stakeholders toward the implementation of Data Processing. 4. To determine the remedies in ensuring the full implementation of Data Processing in secondary schools.

The following research questions were raised to guide this study:

1. Are computer resources available in the schools? 2. Do the schools have enough Data Processing subject teachers to teach the subject?

The design of the study is a descriptive survey type. This method was deemed appropriate as it involved the collection of extensive and cross-sectional data for the purpose of describing and interpreting an existing situation under study. The population of the study consisted of all the teachers in public secondary schools in Akoko South West Local Government Area of Ondo State. The sample for the study comprised of 200 teachers randomly selected from the ten secondary schools in Akoko South West Local Government Area of Ondo State. Twenty teachers were drawn from each school using purposive sampling technique giving a total of 200 respondents. In order to answer the above stated questions, a questionnaire was designed to survey the challenges and teachers' attitude toward the implementation of Data Processing Curriculum in Secondary Schools in Ondo State. The instrument was subjected to reliability test using Cronbach alpha method and a value of 0.75 was obtained as the reliability of the instrument. Two hundred (200) questionnaires were taken to schools and distributed to teachers concerned. On the spot distribution and collection were adopted and the instrument was used in the data analysis. Mean was used to answer the research questions. Decision rule was based on the result of 2.5 and above as being high and anything below that as being low. The hypothesis generated was tested using t-test to identify if a significant different existed or not in the responses of teachers toward the implementation of Data Processing Curriculum in Secondary Schools at 0.05 alpha level of significance. 4 show that all the items have mean scores above 2.50. These responses indicate that all the above points must be put in place to ensure Data Processing curriculum is fully implemented in the secondary schools.

Result of the analyzed data as shown in the table above reveals that the calculated t-value of 1.04 is less than the t-tabulated of 1.96. This implies that availability of Computer resources has no significant difference on attitude of teacher. Therefore the null hypothesis of no significant difference is retained.

The fact that attitude of teacher had higher mean score of 2.81 against 2.45 of the availability of computer resources did not indicate a significant difference.

Table 6 : T-test comparison of mean of availability of Data Processing (DP) Subject teachers and attitude of teachers Result of the analyzed data as shown in the table above reveals that the calculated t-value of 0.98 is less than the t-tabulated of 1.96. This implies that availability of Data Processing teacher has no significant difference on attitude of teacher. Therefore the null hypothesis of no significant difference is retained. The fact that attitude of teacher had higher mean score of 2.81 against 2.42 of the availability of teacher did not indicate a significant difference.

Summary of data based on table one on the availability of computer resources had grand mean of 2.45 which include 3.03 for computer availability in the school laboratory, 2.47 for the status of computers in the school laboratory, 2.19 for adequacy of computers in the laboratory, 2.03 for presence of enough computer accessories in the school laboratory and availability of Data processing textbooks. This study revealed that computer resources are not available in the schools. This finding is in agreement with Ololube (2006) Table four above reviews those things that must be put in place to ensure Data Processing curriculum is fully implemented in the secondary schools. The table above indicates grand mean of 3.56 which include 2.77 for school to source for funds from well wishers, 3.27 for incorporating Computer Education into teacher Education Institutions, 2.74 for regular in-service training, for provision of enough ICT facilities, 3.62 for employing qualify Data Processing teachers, 3.46 for provision of funds and3.56 for ensuring ICT gadget usage. Results in table 4 show that all the items have mean scores above 2.50. These responses indicate that all the above points must be put in place to ensure Data Processing curriculum is fully implemented in the secondary schools. This is in agreement with Osuafor(2012), there should be continuous in-service training of teachers both within and outside the country. There is need to sponsor teachers to International Conferences for them to interact with their colleagues in other countries and acquaint. This finding is also in agreement with Adeyinka et al.(2007) and Yusuf (2005).