This study investigated the influence of repair on Nigerian students’ participation in a computer science classroom discourse. The sample involved a male teacher in a public secondary school teaching computer studies to 45 students. Data were collected qualitatively through video and audio-tape recording. The data were transcribed and analysed descriptively. The findings of the study revealed that the teacher explored various repair strategies such as reformulation, repetition, clarification, elicitation, paralinguistic signal and explicit correction to prompt students’ involvement in the classroom discourse. Implications of the findings to teaching were discussed and recommendations were made accordingly.