https://hdl.handle.net/20.500.12177/70 Tue, 23 Jun 2026 10:13:21 GMT 2026-06-23T10:13:21Z https://hdl.handle.net/20.500.12177/13236 Title: Intégration didactique des Tic et efficacité pédagogique des enseignants en classe d’histoire : cas du Lycée de Biyem-Assi Yaoundé Authors: Ngando Ntoube, Modestine Abstract: The present study on the integration of ICT in history teaching and pedagogical effectiveness of teachers in history classroom: case study of Biyem-assi Yaoundé high school, proposes an analysis of ICT tools that provide effective support to the pedagogical action of the teacher. Indeed, the study proposes an analysis that allows for the understanding of the teacher’s action in a school context influenced by the pedagogical integration of information and communication technologies, the history teacher must update himself and take advantage of the pedagogical benefits offered by ICT. The study thus poses the problem of the effectiveness of pedagogical practices in an ICT context. To this end, the research hypothesis of this study is that the didactic integration of ICT impacts on the pedagogical practices of history teachers. This leads to the general objective of examining the impact of the pedagogical integration of ICT on the pedagogical practices of history teachers. The hypothesis of the study thus gave rise to three research hypotheses: HP.1: The use of the computer as a production medium influences the pedagogical practices of history teachers. HP.2: The use of a digital learning platform as a space for pedagogical interaction impacts on the pedagogical practices of history teachers. HP.3: The pedagogical use of the internet impacts on the pedagogical practices of history teachers. In terms of methodology, the study is qualitative. It used a method of data collection through semi-directed interviews with a sample of ten history teachers. The results of the study show that ICT in general brings a pedagogical advantage to the teaching practice of history teachers. These tools offer the latter possibilities to construct richer, more diversified and more illustrated lessons. In addition, these tools allow teachers to improve their practice by diversifying it. Pupils are therefore more autonomous and active. The theories of scaffolding by Bruner (1998) and Chevallard (1998) confirm these results. Wed, 02 Oct 2024 00:00:00 GMT https://hdl.handle.net/20.500.12177/13236 2024-10-02T00:00:00Z https://hdl.handle.net/20.500.12177/13235 Title: Le college international la gaiete de 1996 a 2016 : un cas d’integration par l’ecole ? Authors: Ngana Yogo, Paul Abstract: The choice of this theme is of proven scientific importance because the ‘‘Collège international la Gaieté’’ is a benchmark establishment in term of training and integration. It is a secular establishment and member of OPEL, it is known for its iron discipline, its satisfactory results and its strong involvement in the fight against unemployment among young Cameroonian and foreign graduates. As a result, it appears both as a factor of economic development and as a driving force for national, sub-regional, regional and international integration. However, like all schools, whether public or private, the CPG faces many problems. Thus, to better reconstruct the historical facts in time and space, we have opted for a diachronic methodological approach based on analyses over a broad period, the collection and processing of data, the starting point of this collection being the CPG, the basis of all information relating to the structure itself in the interval of our historical division, namely: 1996-2016. Furthermore, the multidisciplinary approach involving other sciences such as Sociology, Geography, Educational sciences and Political science which are combined with history, allowed us to better understand the behaviors of different actors and to better interpret maps, pedagogical canons and diplomatic purple. Constructivist and integrationist theories respectively considered as historical constructions carried by actors and as policies promoting social integration. Similarly, transnationalism allowed us to understand the interdependence of State and no-State actors on the international scene. Therefore, the presence of foreign students at the CPG is the result of Cameroon’s foreign policy. In short, this work allowed us to discover the CPG is a partner of the Cameroonian government in education, a driver of economic development and a real actor of national and international integration. Also, the disparity between the staff from the West Cameroon region and those from other regions allows us to conclude that there is a policy on voluntary exclusion of non-natives within this institution, or pure and simple tribalism. Thu, 05 Mar 2026 00:00:00 GMT https://hdl.handle.net/20.500.12177/13235 2026-03-05T00:00:00Z https://hdl.handle.net/20.500.12177/13232 Title: Accessibilité des ressources digitalisées et qualité de l’éducation dans les zones rurales de la région du Centre : cas des établissements secondaires de l’arrondissement d’Okola Authors: Ombogo Mbala, Raphaël Abstract: This research project focuses on the theme: "Accessibility of Digitised Resources and Quality of Education in Rural Areas of the Centre Region: A Case Study of Secondary Schools in the Okola Subdivision." It stems from the observation that the trend of digitalisation is ubiquitous, transforming numerous sectors, including education. Accordingly, this study evaluates the ongoing digitalisation project at the secondary level of the Cameroonian education system. Our central concern, therefore, is the impact of limited access to digitised resources on the quality of education within secondary schools in the Okola Subdivision. Drawing on a review of relevant literature, we have employed Susan Crawford's theories of the digital divide, John Rawls' theory of justice as fairness, and Joseph Aloys Schumpeter's theory of innovation to examine this problem, centred on the following research question: To what extent does limited access to digitised resources impact the quality of education in secondary schools in the Okola Subdivision? The response began with the hypothesis that access to digitised resources has a significant impact on the quality of education in the rural area of Okola. We verified this hypothesis through a mixed-methods study, combining quantitative and qualitative approaches, to uncover the various factors that limit access to digitised resources in rural areas and their level of impact on the quality of education. To collect data for this study, we used a questionnaire administered to students selected using a stratified proportional sampling technique and an interview guide for school administrators chosen using a convenience or purposive sampling technique. The analysis of these quantitative data reveals that infrastructural, economic, and training constraints are major obstacles to the seamless and effective integration of digital technology into students' educational pathways. Simultaneously, interviews with school administrators highlighted a desire to integrate digital technology, but this aspiration was met with significant rural realities. Therefore, in addition to addressing the specific shortcomings of rural areas through Special Digitalisation Plans (SDP), it is imperative to develop inclusive digitalisation projects through a more systemic, systematic, and coordinated mobilisation of public authorities at all levels and an increased commitment from partners to provide genuine equitable access to quality education throughout the Cameroonian territory. Thu, 11 Sep 2025 00:00:00 GMT https://hdl.handle.net/20.500.12177/13232 2025-09-11T00:00:00Z https://hdl.handle.net/20.500.12177/13219 Title: Les déterminants de l’incivisme juvénile dans la déperdition scolaire : causes, conséquences et stratégies de prévention dans les établissements secondaires publics de Douala 3ᵉ Authors: Mategang, Patricia Abstract: This study examines the decisive of juvenile incivility in school dropout rates within public secondary schools in the Douala 3rd district, Cameroon. In response to the increasing prevalence of antisocial behaviors such as indiscipline, school violence, disrespect for authority, and damage to public property, the research aims to identify the root causes of incivility among students, analyze its consequences on their academic trajectories, and propose effective prevention strategies. The methodology employs a mixed approach combining questionnaires administered to students, teachers, and school administrators, alongside semi-structured interviews with educational and community stakeholders. Results reveal that juvenile incivility is strongly influenced by familial, social, and institutional factors and constitutes a major contributor to disengagement, absenteeism, and premature school dropout. The study recommends an integrated preventive approach based on strengthening civic education, ongoing professional development for educational staff, the establishment of school-community partnerships, and the implementation of monitoring and evaluation mechanisms tailored to local realities. These strategies aim to foster a more peaceful, inclusive school environment conducive to student success. Tue, 01 Jul 2025 00:00:00 GMT https://hdl.handle.net/20.500.12177/13219 2025-07-01T00:00:00Z