Curriculum Dimension of ICTs in Primary Schools and Pupil’s Integration in Cameroon

Foudji Manfo Bonnefoi & Maureen Ebanga Tanyi

Abstract

This article is entitled “The curriculum dimension of ICTs in primary schools and the integration of pupils in Cameroon”. It is based on the observation that in Cameroon’s primary schools in recent years there have been fluctuations, changes, adjustments, emphases and modifications in the curricular field, including in terms of subjects, teaching methods, assessment, methodological requirements in teaching practice, the primary school leaving examination and school textbooks. Despite all this, the issue of quality in education remains a central concern. Taking into account the importance of information and communication technologies and national integration, for which the state makes a point of honour, we asked ourselves whether the ICT curriculum in primary school contributes to the national integration of pupils in the francophone sub-system in Cameroon. To do so, we developed a questionnaire survey addressed to 4087 pupils in 144 schools in the department of Mfoundi after using the cluster and simple random sampling technique. The results enabled us to affirm that information and communication technologies do not contribute to the national integration of primary school pupils in Cameroon.

Keywords

curriculum; information and communication technology; national integration.

Cite This Article

Bonnefoi, F. M., Tanyi, M. E. (2024). Curriculum Dimension of ICTs in Primary Schools and Pupil’s Integration in Cameroon. International Journal of Scientific Advances (IJSCIA), Volume 5| Issue 3: May-Jun 2024, Pages 633-639, URL: https://www.ijscia.com/wp-content/uploads/2024/06/Volume5-Issue3-May-Jun-No.628-633-639.pdf

Volume 5 | Issue 3: May-Jun 2024