Abstract: In an era when ICT is playing an increasingly central role in all areas of activity, there are indications that it is not always incorporated into the educational process by teachers as productively as possible. The purpose of this study is to empirically investigate the attitude of science teachers in Cameroon towards the use of ICT in the nation's schools, to explain these attitudes and to capture what teachers think can be done to improve their attitudes towards the use of ICT for teaching and learning purposes. Using purposive sampling techniques, a sample of 331 was selected from science teachers in the fields of biology, chemistry and physics, who were preparing students for the Cameroon General Certificate of Education (GCE). The study takes the form of a survey that makes use of a questionnaire for data collection. The resulting data are analysed using SPSS vision 20, to obtain F values, P values, and degree of freedom, and post hoc analysis is performed using the Tukey test. Furthermore, the technique of content analysis is deployed to analyse the open-ended questionnaire items. The results indicate that science teachers in the Cameroon Anglophone subsystem of education have positive attitudes towards the use of ICT. They also show that teachers perceive ICT as being very productive in teaching and learning, and as making the process easier. However, many respondents feel that technical support resources are lacking in the schools, school management do not view ICT as a priority, and sufficient ICT training has not been provided, leading to teachers' lack of expertise in using ICT, all of which are prominent factors hindering teachers' readiness and confidence in using new technology in the teaching/learning process. For the consistent use of ICT by teachers, it is recommended among other priorities that teacher training and professional development oriented policies should support ICT-related teaching models that encourage students to play an active role in learning activities. In addition, emphasis must be placed on the pedagogy underpinning the use of ICTs in the teaching and learning process. It is hoped that the results of this study can be used in shaping innovative practices in the Cameroon Educational System.
Keywords: ICT, attitude, Secondary school.
Title: SCIENCE TEACHERS’ ATTITUDES TOWARDS THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN SECONDARY SCHOOLS IN CAMEROON
Author: Shaibou Abdoulai Haji
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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