ICT Integration and Teaching / Learning Practices in Secondary Schools in Cameroon: An Approach to Generate Critical and Creative Minds

Theresia ATEH NGONGBA* & Peter NGWA

Abstract

ICT had been adopted to facilitate the teaching-learning process in Cameroon. This paper investigates the investigate ICT integration vis-à-vis teaching and learning practices in Cameroon secondary schools. To achieve this objective, the exploratory method has been adopted, which is both qualitative and quantitative. Using a purposive sampling technique, 532 teachers were selected for the study. The Statistical Package for Social Sciences (SPSS) was used for data analyses and the following results were obtained: digital pedagogies on teaching/learning practices in Cameroon secondary schools where is positively significant. This is based on the fact that the level of significance is 0.00 thus lesser than 0.05 which is the alpha which is the standard error margin. Alternatively; the correlation coefficient (0.07) is a positive value and is situated within the normal range. The results reveal that we have no chance of making an error if we accept that the association between the variables exists. We can therefore conclude that digital pedagogies significantly influence teaching/learning practices in Cameroon secondary schools.

Keywords

ICT integration; teaching; learning practices; secondary school; generate critical; creative minds.

Cite This Article

Theresia, A. N., Peter, N. (2024). ICT Integration and Teaching / Learning Practices in Secondary Schools in Cameroon: An Approach to Generate Critical and Creative Minds. International Journal of Scientific Advances (IJSCIA), Volume 5| Issue 6: Nov-Dec 2024, Pages 1086-1103, URL: https://www.ijscia.com/wp-content/uploads/2024/11/Volume5-Issue6-Nov-Dec-No.693-1086-1103.pdf

Volume 5 | Issue 6: Nov – Dec 2024