Educational technologies and students’ academic performances in the University of Yaoundé I.

Abstract

This work is entitled “Educational Technologies and students’ academic performances”. The COVID-19 pandemic imposed some restrictions such as social distancing and as a result schools were closed and this led to students’ poor academic performances. The purpose of this study is to examine the effects of educational technologies on students’ academic performances in the University of Yaoundé I. From this general objective, the question the research seeks to answer is what is the link between students use of educational technologies and students’ academic performances? The general hypothesis state that educational technologies significantly determines students’ academic performances. The theories that guided this work are the Unified theory of acceptance and use of technology and the social constructivism theory. The research design was a cross-sectional survey and the sample size selected was 377 from a population of 21497. The sampling technique was the simple random sampling method and the questionnaire was the instrument used for data collection. The simple linear regression model was used as data analysis technique and SPSS help us to analyzed and present the data descriptively and inferentially. The finding reveals that for hypothesis 1,the result of the linear regression analysis shows that the use of social media significantly influences students’ academic performances(R = 0.210, R2= 0.044, (F (1, 273) = 12.636, p<0.05) and for hypothesis 2the result of the linear regression analysis shows that the use of mobile technologies significantly influences students’ academic performances(R=0.224, R2 =0.050, F (1, 273) =14.448, P <0.05) and for hypothesis 3,the result of the linear regression analysis shows that the use of Google Classroom significantly influences students’ academic performances(R = 0.288, R2 =0.083, F (1, 273) =24.686, P <0.001). From the results we conclude that educational technologies significantly influence students’ academic performances. We recommend that University policy makers should therefore provide a standard network to enable students to effectively use educational technologies