Blending Didactic Materials and Information Technology in Teaching towards Performance Enhancement in Secondary Schools: Case Study Koupé-Manengouba Division in the Southwest Region of Cameroon

Abstract

Blending Didactic Materials and Information Technology in Teaching Towards Performance Enhancement in Secondary Schools: Case Study Kupe Muanenguba in the Southwest Region of Cameroon. The two specific Research Questions that guided the study were translated to four specific research questions as follows. To what extent does Teachers’ Belief on Technology-based Teaching and Learning, To what extent does Integration of   ICT improve teaching and learning performance in Kupe Muanenguba secondary schools in SWR Context. The Research Questions were later transformed to research hypothesis. The mixed Research Design was used, that is the Qualitative and Quantitative Research Design. A sample of 118 Secondary Schools in Kupe Muanenguba was used. The Simple Random Sampling Technique was used to select the respondents. The Questionnaire and Interview Guide were used for this study. Validation of the instruments was done through Face, Content Construct Validity. The Reliability was achieved, through test re-test method. The hypotheses were tested Spear’s man Rho Product Moment Correlation. The following results proved that, all the Null Hypothesis were rejected and alternative accepted. The data analyzed in the table above shows that a linear significance relationship between Blending Didactics materials Technology and teaching and learning performance of secondary school students in Kupe Muanenguba in the South West Region of Cameroon (ɼ ₌ 0.318**). This implies that as Blending Didactics materials Technology improve, academic services such as teaching and learning may also improve academic performance in the Region. The data analyzed in the table above shows that a linear significance relationship between Integration of   ICT and academic performance of secondary school students in Kupe Muanenguba in the South West Region of Cameroon (ɼ ₌ 0.215**). This implies that as Integration of   ICT improve; academic services may also improve in the Region. All the Alternative Hypotheses were accepted. This led to the conclusion that, there is a significant relation between Blending Didactics Materials and Technology improve teaching and learning   and Academic Performance of Secondary School Students Muanenguba in the South West Region of Cameroon. Based on these results, the following recommendations were as follows. Blending Didactics and technology being it formal, informal, and non-formal should be the responsibility of all.