The Challenges of Lecture Delivery of Arm X86, Cisc and Risc in the Teaching of Coursecsc303 (Computer Architecture) in the University of Jos, Nigeria: an Overview

The trending definition of the computer architecture course involves the teaching/delivery of instruction set architecture design, micro architecture design, logic design, and implementation. Historically, the RISC vs. CISC wars raged in the 1980s when chip area and processor design complexity were the primary constraints and desktops and servers exclusively dominated the computing landscape (Patterson D.A & Ditzel D.R, 1980). Today and particularly in developing economies like Nigeria, energy and power pose the primary constraints to architecture design and the computing landscape is significantly different occasioned by growth in tablets and Smartphone's running ARM (a RISC ISA) is surpassing that of desktops and laptops running x86 (a CISCISA). Furthermore, the traditionally low-power ARM ISA is entering the highperformance server market, while the traditionally high-performance x86 ISA is entering the mobile low-power device market.ICT has given rise to a host of legal and ethical issues and challenges in the use of ICT for education. All array of both teaching and technical staff as well as students need to know to a reasonable extent about the issues and challenges in the use of ICT for education (Ogbomo. E.F, 2011). It has been severally been suggested in various academic climes of the need for teachers and students to be above reproach as succinctly put by Crossley. S.A. & McNamara, D.S, 2021 ‘in understanding the basic issues (effectiveness, cost, equity, and sustainability), as well as the challenges (infrastructure related challenges, capacity building challenges, challenges related to financing the cost of ICT use, to mention but few) surrounding the use of ICT in education and then apply those issues as principles in practice’. The essence of this study is to attempt presenting the appropriate methods in which ARM X86, CISC and RISC can be taught with ease for students in Nigerian Universities to the effect that Institutions lack adequate number of computers and relevant ICT accessories and/or soft and hardwires in laboratories. The methods which was used initially was making use of Projectors for the students in their class rooms and the use of microphone speakers to teach the students in addition to having to cope with extended lectures periods as a result of downtimes. The hindrances notwithstanding, when this method was initiated students had a better theoretical understanding of ARM X86, CISC and RISC because as in agreement with the submission of Bhandarkar. D&Clark. W.D, 1991; in order to achieve results better comprehension and quicker understanding by Students, videos were deployed as lectures were on-going to augment the prospects and constraints of the teaching and delivery of computer architecture. When various methods (Wireless LAN (WLAN), computers/laptops, and other technologies were taken into cognizance, in the teaching and practical delivery of computer architecture, it was observed that the students’ comprehension and understanding of the Reduced Instruction Sets of Computers and the Complex Instruction Sets of Computers showed remarkable improvement.