Influence de l’utilisation pédagogique des outils numériques sur la culture organisationnelle : étude corrélationnelle au Lycée Bilingue de Yaoundé

Abstract

The advent of digital technology has profoundly transformed educational practices by providing teachers and learners with new pedagogical opportunities. However, the effective integration of digital tools depends not only on technical skills, but also on the organizational culture that characterizes each institution. Based on the observation that educational technologies offer opportunities to improve learning, this dissertation examines the interaction between the pedagogical use of digital tools and organizational culture within the Government Bilingual High School of Yaoundé. The main problem addressed is how the regular pedagogical use of digital tools, the availability of resources, and the perception of digital technology influence the organizational culture of the Government Bilingual High School of Yaoundé. The main research question is: what is the influence of the pedagogical use of digital tools on the organizational culture of the Government Bilingual High School of Yaoundé? The general hypothesis states that the pedagogical use of digital tools influences the organizational culture of the Government Bilingual High School of Yaoundé. Methodologically, a mixed-methods approach was adopted, combining quantitative surveys conducted among 120 teachers. The qualitative exploratory phase made it possible to investigate practical representations through semi-structured interviews with school administrators and pedagogical supervisors, classroom observations, and document analysis. After data collection, the analysis was carried out using the following methods: descriptive analysis, inferential analysis, and content analysis, making this study a correlational study. The results of this approach reveal that the Pearson correlation for the first hypothesis yielded the following results: (r = 0.702, p = 0.002 < 0.05). We therefore reject the null hypothesis and validate the alternative hypothesis according to which the use of smartphones in teaching influences the organizational culture at GBHS Yaoundé. Since the Pearson correlation coefficient is less than 0.05, this hypothesis is confirmed. The Pearson correlation results for the second hypothesis produced the following data: (r = 0.662, p = 0.001 < 0.05). We therefore validate the alternative hypothesis according to which the use of digital tablets in learning determines organizational culture. This hypothesis is thus confirmed. The Pearson correlation results for the third hypothesis produced the following data: (r = 0.816, p = 0.003 < 0.05). We can therefore conclude that the provision of ICT tools and high-speed internet access to the educational community is correlated at 81% with organizational culture. This hypothesis is therefore confirmed. Since the three secondary hypotheses are confirmed, we can conclude that the research hypothesis is also confirmed. Thus, the use of digital tools in teaching improves the organizational culture of GBHS Yaoundé. Despite the relative availability of digital equipment, its pedagogical use remains limited and often narrowly focused. The organizational culture, characterized by hierarchical practices and limited encouragement of innovation, strongly influences the appropriation of digital tools. However, individual initiatives undertaken by teachers demonstrate a potential for transformation if they are institutionally supported.