Les technologies de l’information et de la communication en éducation et la performance scolaire : cas des apprenants de terminale du lycée général Leclerc de Yaoundé

Abstract

This study addresses the issue of academic performance among students in the Cameroonian education system, focusing on the French-speaking sub-system. The aim is to analyze the impact of Information and Communication Technologies (ICTs) on students' academic performance. ICTs are ubiquitous across all fields of activity, permeating people's daily lives. Today, no activity is conceivable without the use of information and communication technologies, and education is no exception. To address this issue, the study sets out to analyze the role of information and communication technologies in education that influence students' academic performance. The theoretical framework emphasizes the theory of constructivism and the theory of social appropriation of ICT. To achieve this objective, the study adopts a hybrid research approach, incorporating both qualitative and quantitative methodologies. The quantitative segment of the research employs a questionnaire administered to a sample of one hundred (100) learners. The qualitative aspect involves teachers, utilizing a semi-structured interview approach. According to teachers and learners, the results underscore the undeniable educational benefits of using software and educational platforms for learners, teachers, and the education system as a whole. All teachers and learners surveyed acknowledge that the use of learning software positively impacts the learning and academic performance of students. The Internet, search engines, and educational websites prove highly beneficial for students. As per the insights from teachers and learners, students' utilization of the Internet emerges as a contributing factor to good school performance and outstanding academic results. These findings lead to the formulation of various theoretical and pedagogical perspectives. Notably, there is a call for continuous professional development for teachers in ICT use and a strong emphasis on integrating ICT into teaching practices. Equipping schools to ensure accessibility to ICT is deemed essential.