Evaluation de la digitalisation des pratiques pédagogiques dans les Lycées d’enseignement général de l’Arrondissement de Yaoundé II

Abstract

This study focuses on the evaluation of the digitalization of teaching practices. It is in the era of the digitization of teaching on a global scale, particularly in Cameroon. Faced with this change in education, the problem arises of teachers' unpreparedness for the pedagogical turning point of the digitalization of teaching. To better understand this phenomenon, a main question was asked: how does teachers' unpreparedness affect the environment? We also based ourselves on a main objective of this study, that of showing that teachers' unpreparedness affects teaching practices in the ESG high schools of Yaoundé II. With a hypothesis that the unpreparedness of teachers for digitalization affects teaching practices in the ESG high schools of Yaoundé II. A mixed study was conducted using a questionnaire (n=297) and an interview guide (n=4) among students regularly enrolled in the science classes of the general education high schools of the Yaoundé 2 district and teachers. The results of this research support the hypothesis that teachers' unpreparedness affects teaching practices in Yaoundé II's ESG high schools. The analysis of this data with the SPSS 25.0 software allowed us to arrive at the results according to which the majority of students and teachers do not yet find satisfaction in the use of ICT tools in the digitalization of teaching, about 85%. Indeed, according to these respondents, for a good digitalization of teaching practices, it is urgent to provide solutions for education actors in the mastery of ICT tools. In view of these results, the digitalization of teaching practices is a crucial phenomenon for which measures must be taken to support the teacher and students in mastering ICT tools. Avenues and models are proposed in this work.