Dispositif d’enseignement à distance et rendement scolaire dans les lycées d’enseignement général de la commune d’arrondissement de Yaoundé 5.

Abstract

The evolution of information and communication technologies has led to the evolution of teaching models, particularly distance learning. With the COVID 19 health crisis, this teaching model has become established in developing countries that were still slow to adopt it. It is in this context that the Ministry of Secondary Education of Cameroon has set up a distance learning platform called "Distance Education". Our study entitled: "Distance learning system and academic performance of general education high schools in the Yaoundé 5 district commune" aims to explore the elements of appropriation of this technological tool that can optimize student performance. The results of research on the effectiveness of distance learning are divergent, but they agree on one aspect, namely the use of information and communication technologies is only associated with better learner performance under certain conditions. The absence of these conditions is a barrier to the adoption of the distance learning system in the students' learning process and therefore a limit to improving performance. High schools in the Yaoundé 5 district introduce students to the use of the system in order to facilitate its integration into their learning process. Is this situation sufficient to encourage the adoption of the system by students and therefore influence their performance? This raises the problem of the effect of the factors of appropriation of the distance learning system on students' performance. "What is the link between the appropriation of the distance learning system and academic performance?" is the main question answered by this study. We referred to the theories of acceptance and use of technologies (TAM and UTAU) and to the theory of socioconstructivist learning. The study was conducted among 159 students in the examination class of Yaoundé 5 high schools. To collect the data, we used a questionnaire inspired by the Likert model. The data were processed using SPSS software, with the Pearson Correlation significance test as a statistical tool, the results of which are as follows: (r=0.305, p= 0.000 ˂0.05); (r=0.532, p= 0.000 ˂0.05); (r=0.559, p= 0.000 ˂0.05). It appears that the appropriation of the distance learning system by students has a weak positive link on their performance. This weak link may be due to other factors such as intrinsic motivation, educational support, quality of content, etc. However, the use of the device with an effect on academic performance is favoured by its accessibility, students' digital skills, social influence and the interactive dimension offered by the device. We suggest in order to increase the effectiveness of the DEA, to improve its accessibility, to develop digital skills in students, and to strengthen the interactive aspect.