ICT Use and Pedagogic Transformation in Secondary Schools in Cameroon
Ateh Theresia Ngongba1*, Simon Belinga Bessala1, Kibinkiri Eric Len2
Abstract
This study examines the relationship between ICT use and pedagogic transformation in secondary schools in Cameroon, with a focus on how digital technologies are reshaping teaching and learning practices. The study adopts a mixed-methods approach, combining quantitative and qualitative research designs to provide a comprehensive understanding of the phenomenon. Quantitatively, data were collected through structured questionnaires administered to teachers and students in selected secondary schools to assess the extent of ICT usage, availability of digital resources, and their influence on classroom practices. Qualitatively, interviews and focus group discussions were conducted with teachers, school administrators, and students to explore their experiences, perceptions, and challenges regarding ICT integration in pedagogy. The findings reveal that ICT tools such as computers, projectors, internet platforms, and mobile applications have contributed to significant pedagogic transformation by promoting learner-centred teaching, interactive learning, and access to diverse educational resources. Statistical analysis indicates a positive relationship between ICT use and improved teaching effectiveness, student engagement, and academic participation. Qualitative findings further show that ICT facilitates collaborative learning, creativity, and flexible instructional strategies. However, challenges such as inadequate infrastructure, limited teacher training, unstable electricity supply, and unequal access to digital tools continue to constrain effective implementation. The study concludes that while ICT has strong potential to transform pedagogy in Cameroon’s secondary schools, sustainable policy support, infrastructure development, and teacher capacity building are essential for maximising its benefits.
Keywords
ICT; pedagogic transformation; secondary education; teaching practices; Cameroon
Cite This Article
Ngongba, A. T., Bessala, S. B., Len, K. E. (2026). ICT Use and Pedagogic Transformation in Secondary Schools in Cameroon. International Journal of Scientific Advances (IJSCIA), Volume 7| Issue 3: May – Jun 2026, Pages 335-349 URL: https://www.ijscia.com/wp-content/uploads/2026/05/Volume7-Issue3-May-Jun-No.1051-335-349.pdf
Volume 7 | Issue 3: May – Jun 2026
