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ROCARE SMALL GRANTS RESEARCH IN EDUCATION 2006/2007

BY

OTANG EBOT ACHALE

MAMBEH CHRISTIAN TANI

CHONGWAIN LILLY

SUPERVISED BY

Dr. MBANGWANA Moses A.

Recherche financée par leRecherche financée par leRecherche financée par leRecherche financée par le Réseau Ouest et Centre AfricaiRéseau Ouest et Centre AfricaiRéseau Ouest et Centre AfricaiRéseau Ouest et Centre Africain de Recherche en Education n de Recherche en Education n de Recherche en Education n de Recherche en Education

(ROCARE)(ROCARE)(ROCARE)(ROCARE)

avec le soutien du projet Centre d’Excellence Régional UEMOAavec le soutien du projet Centre d’Excellence Régional UEMOAavec le soutien du projet Centre d’Excellence Régional UEMOAavec le soutien du projet Centre d’Excellence Régional UEMOA et du Ministère des affaires Etrangères des Pays Baset du Ministère des affaires Etrangères des Pays Baset du Ministère des affaires Etrangères des Pays Baset du Ministère des affaires Etrangères des Pays Bas

EXECUTIVE SUMMARY

THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) FOR QUALITY EDUCATION IN

CAMEROON STATE UNIVERSITIES

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This study sets to find out the perceived contribution of Information and

Communication Technology (ICT) towards improving the quality of education in

Cameroon state universities. Specificities of this study draw attention to a typical

Cameroonian context with regards to ICT usage in the domain of education. From this

viewpoint or object, specific questions were raised to have possible implications for

practice. These questions address the following issues:

1. Issues of perceived contributions of ICT towards improving the quality of

instruction.

2. Perceived contributions of ICT towards enhancing the quality of

administration.

3. Perceived contributions of ICT towards ameliorating the quality of counselling

services.

4. Obstacles faced in ICT usage for quality education.

Theoretical framework is based on Collis & Wende (2002) model predicting

variables that influence an Institution’s ICT and Educational delivery approach. The

cross-sectional survey research methodology was used to carry out this study. Cross-

sectional survey provides huge amount of data within a short period of time in line with

the time frame of this study. The population consisted of about 85.000 individuals

comprising 74.105 students and 2.436 teachers. Simple random sampling was used to

select four out of six state universities. These universities are Universities of Buea,

Douala, Yaoundé 1,and Yaoundé 11.Convenience sampling was used to obtain the

research participants. The sample consisted of 513 students, 84 university lecturers, 17

counsellors, 7 administrators and 4 Multi-media Centre coordinators.

The research instruments include questionnaires, semi-structured interview and

observation guides. Data were analysed with the aid of Statistical Package for Social

Sciences (SPSS) version 12.0 for Windows. Quantitative data were analysed in terms of

descriptive statistics whereas qualitative data were analysed using content analysis.

The following findings were recorded:

� Students perceived that ICT has a positive contribution towards enhancing

the quality of instruction.

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� Teachers have a positive perception that the use of ICT has enhanced the

quality of instruction in Cameroon State Universities.

� Administrators hold that the use of ICT has improved the quality of

administration in Cameroon State Universities.

� Counsellors have a perception that the use of ICT has not made a positive

contribution towards enhancing the quality of counselling services in

Cameroon State Universities.

� Students, teachers, administrators, counsellors and ICT coordinators

outlined obstacles which hinder the effective use of ICT to improve on the

quality of education. These include: Inadequate computers and other ICT

equipments, lack of skills and knowledge in ICT usage, poor and slow

Internet connections, high cost of ICT equipments and irregular electricity

supply.

Based on these findings, recommendations for practice and further research were made.

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INTRODUCTION

Quality education can be measured with the use of both quantitative and

qualitative parameters. Quantitative parameters include student/teacher ratio, capacity of

lecture rooms, presence or absence of well equipped laboratories and libraries whereas

qualitative parameters encompasses academic and pedagogic competences of teaching

staff, capacity to meet social demands and needs, ethical and moral aspects of educational

outcomes, degree of students’ satisfaction, contribution to cultural and civic

development, working and employment condition of staff and academic mobility

(UNESCO, Commission II, Quality of higher education …….)

While increasing participation and reducing inequalities remain considerable

challenges in some countries, improving the quality of education for all remain the

greatest challenge facing educators.

After the Jomtien international conference on education which set the

Education For All (EFA) by 2015 goals in 1990, came the Dakar framework for action in

the year 2000 (UNESCO, 2000). As a contributive action for meeting the EFA goals set

in 1990, the Dakar framework for action stipulates the use of ICT as one of the major

strategies to attain these goals. Also, article 13 on world declaration on higher education

for the 21st century stipulates that higher education should lead in drawing on the

advantages and potentials of the new information and communication technologies.

(UNESCO, 1998). Furthermore, the Association of African Universities (AAU, 2000)

report encourages higher education institutions to make effective use of information and

communication technologies (ICTs) at all levels of their operation to ensure meeting the

challenges and opportunities of globalisation in higher education and to foster the

provision of relevant and competitive tertiary education leading to quality education.

In the Cameroonian education context, the 1995 education forum recommends the

integration of science and technology in the education sector to meet up with the

challenges of a competitive and globalise society.

This study uses Collis & Wende (2002) Model Predicting the Variables that

Influence an Institution's ICT and Educational Delivery Approach as the theoretical

framework. This model has two components namely, ICT and educational delivery

(outcome variables) and predictor variables.

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Two main lines of change in educational delivery in higher education can be

identified. One relates to the issue whether the University should move towards

strengthening itself as a home base for its learners, or move towards a situation in which

its students rarely or never come to the home campus. A second line of development

relates to how the program and content should be offered to clients and obtained, either

as total programmes, individual courses or as portions of courses (Collis & Gommer,

2001; Collis & Moonen, 2001 cited in Collis & Wende, 2002).

The model predicting the variables that influence an institution's ICT and

educational delivery approach identifies environmental conditions and settings, policy,

implementation, practice, experience and effect as the predictor variables. Environmental

conditions and settings consist of the institution’s history, culture and its particular

demographics, and leadership.

According to Collis and Wende, after considering the environmental conditions of

the institution and the policies that reflect those conditions, the next factor is

implementation aspects. These aspects relate to the provisions made available in the

institution to support instructors and students in their use of technology. They also relate

to incentives for instructors to embark on a technology-related change process. Policy

dictates the sorts of technical infrastructure available, ranging from hardware access,

software licensing, and network access to types of software applications available.

Relating to the predictor variable practice, Collis and Wende pointed out that even

though an institution establishes various support structures or partnerships, it does not

mean that they are all taken up into daily practice. Technologies may be available but

little or never used. Instructional practice may or may not make use of technologies even

if the institution supports these.

Experiences and effects are also considered as predictor variables for an

institution’s ICT and educational delivery. The combination of environmental

characteristics, policy, implementation support, and actual use in practice of technologies

for educational purposes can lead to a perceived results such as the perceived importance

of technology use on the strategic goals of the institution and working practices.

Both Kozma (1994) and Clark (1994) agreed that evidence does not yet support

the claim that media or media attributes influence learning. Kozma pointed out that

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thousands of media studies conducted over a period of 70 years have failed to show

compelling causal evidence that media or media attributes influence learning in any

essential and structural way. In relation to the effectiveness of information and

communication technology, Becta (2004) pointed out that direct causal effects are not

always easily identifiable and drawing clear conclusions on the effects of ICT from the

range of research evidence and reports available can be problematic. According to Becta,

factors such as differences in sample sizes, methodologies and effects limit effective

comparisons.

Despite intense arguments on the instructional effectiveness of media and

information and communication technology several studies have reported positive

impacts of ICT on students’ learning and have shown that media and ICT are not mere

vehicles to deliver instruction but transformers of instructional process. Hirschbuhl &

Bishop (2000) pointed out that the Internet, PowerPoint and interactive computer-based

multimedia are transforming schools and colleges and the way students learn. Regular

use of ICT across different curriculum subjects (across the curriculum) can have a

beneficial motivational influence on students’ learning (Wishart 1999; Cox 1997). Also,

the use of ICT for instruction improves students’ confidence, motivation and self-esteem

(Software and Information Industry Association 2000; Passey 2000). Students are

generally more ‘on task’ and express more positive feelings when they use computers

than when they are given other tasks to do (Dede, 1998; Becker 2000; Reid & BFI,

2002). In the same light, Passey (2000) and Harris & Kington (2002) reported that online

learning engages de-motivated and disaffected students.

The use of Internet for instruction supports collaborative learning in several

dimensions. It provides opportunities to collaborate on assignments with people outside

or inside school (Chiu, 2002; Lipponen, 2000; Willinsky, 2000) and to access online

course resources (Chiu, 2002). Also, the use of Internet for instruction makes it possible

for students to form partnerships with peers around the world, while collaborating to

complete tasks, through such programmes as Learning Circles, which are based around

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cross-classroom collaboration, or tele-collaboration (Riel, 1998). Wireless networks can

encourage students in the use of social computing tools such as e-mail and messaging by

supporting flexibility in access, and hence extending collaboration (Gay, 2001).

Research findings (Waston, 1993, Selywin, 1999b; Ofsted, 2001) cited in Loveless

(2003) indicate that there are observed positive effect on children learning with ICT when

there were complex interactions between the individual learners, their working partners,

the ICT resources and the teacher.

Irrespective of the fact that Cameroon like most African countries are still in the

initial stage of integrating ICT in education at large and in counselling to be more

specific as stipulated by Mbangwana and Otang (2006), there is much evidence from

previous studies that do pave the way to a promising and more fruitful counselling

services with the use of ICT.

Studies by Rickwood (1995), Zubrick (2000), Sawyer et al (2001) cited by Marilyn

(2003) give an outline of the history of ICT use in counselling. According to these

researchers, suicide tendencies were so much prevalent in young Australian children aged

4 to 17 years. It was difficult to reach out and help these children with the traditional

face-to-face counselling until alternative ICT-related techniques were incorporated into

the system. To buttress this point, Kids Help Line (KHL); an Australian based

organisation that provides telephone and online counselling services for young people

posted its first website in 1996 and began providing e-mail counselling by 1999.

Moreover, Moore (1992) found only 30% of counsellors using computers in counselling

related tasks. However, Owen and Weikel (1999) carried out a later study and found that

the proportion has increased to 88%.

A good number of works have been undertaken to elaborate some ICT-related

programmes that are being used to effectuate counselling services. Mclellan (1999)

recognised that e-mailing could be used to assist students and parents by providing direct

channels of communication. The creation of Websites and Electronic newsletters for

counselling was supported by Myrick (1997) and says it can serve as links connecting

information on financial aid, career and college exploration, standardised tests, job

opportunities and so on. Jongekrijg and Russel (1999) says online counselling journals

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will enable counsellors to connect to current research and techniques of counselling

presented in these journals. Mclellan (1999) and Myrick (1997) also supported the use of

ICT by counsellors in networking. Studies by Zehr (1999), Sabella (1995) and Cornell

(1999) all cited by Myrick (2001) see online colleges, chat rooms, and electronic groups

respectively as important ICT components that are being used to do exploit in the fields

of counselling and counsellor education. Teleconferencing, telesurveillance, distance

education, video recording in counselling are major areas that have been researched and

found to provide impressive results in the art of counselling.

The use of ICT in counselling is characterised by some strengths and weaknesses

as outlined by the following writers. According to Guanipa (2001), the asynchronous

nature of e-mail counselling provide both counsellor and client ample time for reflection.

Murphy and Mitchell (1998) say ICT in counselling reduces stigmatisation. Client

anonymity associated with online counselling according to KHL (2003) provide an

objective and conducive platform for socially and physically arkward clients. According

to Murphy (2001) and Wright (2002) cited by Marilyn (2003), ICT in counselling have

the shortcoming of subverting traditional power relationships between client and

counsellor. Owen and Weikel (1999) pose the problem of doubt of proper care to client,

also that confidentiality is compromised as messages could be intercepted, and there is

also the portrayal of false personality by some clients and counsellors. The manifestation

of techno phobic tendencies make up another limitation online counselling is facing.

Milone (1999) sees limited training as a weakness, not neglecting the inequality of

computer access by all clients and counsellors. Despite the aforementioned limitations

faced by ICT used in counselling, the way forward is never without hurdles so optimism

could be a remedy to minimise these weaknesses and fully engage the new information

and communication technology in counselling.

Visscher, Wild, Smith & Newton (2003) reported that very little large scale

studies have been carried out on the use of information and communication technology in

the management and administration of schools despite the fact that schools all over the

world have adopted information technology systems. To this effect, they suggested that

for these systems to be designed and used to full-effect, knowledge is urgently needed on

the implementation, use and effects of established computerized School Information

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Systems (SISs). In the same regard, Kerr (1999) noted that although many schools have

rushed into installing computer systems for collecting and processing information about

students, teachers, and school finances few studies exist of the ways in which these

systems have affected organisational structure of schools. To this effect Kerr pointed out

that how educational administrative decisions are made using technology should be one

of crucial issues to be investigated when studying how teachers, students and

administrators deploy technology. According to Kerr, technology can be a mechanism for

reducing the number of administrative layers (bureaucratic hierarchy) in a school system

and fostering greater responsibility and empowerment for teachers at local level and as a

tool for traditional administrative realms such as how to plan school finances and

communicate with the public.

One of the few studies on the integration of technology into school management is

a study on the factors affecting the use of Management Information System (MIS) as a

tool for informing and evaluating teaching and learning in schools whose finding shows

that despite an overwhelming acceptance of the values of such systems, they are

generally used to provide statutory returns and administrative type function and not as a

tool for self evaluation, performance management, alerting and feedback needed to

evaluate teaching and learning process (Strickley, 2004). Contrarily to this finding Davis,

Desforges, Jessel, Somekh, Taylor and Vaughan (1997) are of the opinion that

information technology tools are currently revolutionalising school administration and in

the future will revolutionalise school structure, breaking down classroom walls to virtual

classrooms and “Open University”.

Statement of the problem

Studies (BECTA, 2000-2004) have shown that ICT is being used in educational

processes. Similar studies (Mambeh, 2005; Mbangwana & Mambeh, 2006; Mbangwana

& Otang, 2006; and Tchombe, 2006) show that ICT is integrated in Cameroon schools

and is being used as tools for educational processes. The integration and use probably

must have been as a result of bold claims that ICT as new tools used in new ways has the

potential to enhance the quality of education and also probably because of the irresistible

role of technology in today’s globalise society.

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The use of ICT in education does not automatically add quality to it. ICT meant

for education could as well or possibly be used for trivial, destructive and immoral

purposes. However, there is growing evidence that the effective use of ICT enhances the

quality of education (Becta, 2004). From the above, there are opposing viewpoints with

regard to the contribution of ICT towards enhancing the quality of education. To resolve

this argument, there is need for empirical research-based evidence on the impact of ICT

on the quality of education. However, only few of such studies have been carried out in

other countries and in different educational levels as well as none of these at the level of

Cameroon State Universities.

It should be noted that reports (MINESUP/DPRC/CELULULE DE LA

PROSPECTION, 2003; Ndongko & Ngwei, 2000) show that Cameroon State

Universities are plagued with problems of lack of infrastructure, high student/teacher

ratio, high repetition rate, high level of dropouts and so on. These problems probably

affect the quality of education in these universities. The question that arises is that does

the current use of ICT in Cameroon State Universities contribute towards solving these

problems and hence improving the quality of education?

This study hopes to have implication for practice; it could bridge the knowledge

gap that exists between the use of ICT in education and its actual impact in relation to

educational quality. Worth mentioning further is the importance of this study to policy

makers and investors to have research-based evidence if their efforts and investments for

ICT in education is worthwhile. This study would provoke and suggest areas of further

research on ICT and the quality of education.

Objective of the Study

The objective of this study is to find out perceived the contributions of ICT

towards improving the quality of education in Cameroon State Universities. This

objective is guided by research questions.

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Research Questions

The research questions of the study are:

1) What are the perceived contributions of ICT towards improving the quality of

instruction in Cameroon State Universities?

2) What are the perceived contributions of ICT towards enhancing the quality of

counselling in Cameroon State Universities?

3) What are the perceived contributions of ICT towards ameliorating the quality

of administration in Cameroon State Universities?

4) What are the difficulties students, teachers, counsellors, and administrators

face in using ICT to improve the quality of education in Cameroon State

Universities?

Brief Description of Site and Background

This study was carried out in State Universities of the republic of Cameroon.

Cameroon is a bilingual (English and French) central African state with 10 administrative

provinces (2 English-speaking and 8 French-speaking) with a population of 16 million

inhabitants and about 279 ethnic groups. It shares its international boundaries with

Nigeria to the west, northwards by the plains of the lake Chad basin, eastwards by

Central African Republic and Chad, southwards by Gabon, Equatorial Guinea and Congo

Brazzaville. Geographically, it covers a landscape of 475 square kilometres bordered to

the west by the gulf of Guinea coastline opening to the Atlantic Ocean. Plateaus,

mountains and plains topographically characterize Cameroon with the famous volcanic

mount Cameroon (4070 meters) being the highest point. The vegetation is dominantly

savannah, humid grassland and the equatorial rainforest with two major seasons (wet and

dry). Economically, the main exports are cocoa, coffee, cotton, banana, rubber,

aluminium, timber and petrol. (Country guide, 2001)

The construction of Cameroon State Universities in relation to its two official

languages were intended as follows; Universities of Douala, Dschang, Ngoundere and

Younde 11 (Soa) as purely Franco-saxon, University of Buea as Anglo-saxon and the

University of Younde 1 (Ngoa-Ekelle) as bilingual. The actual field reality shows that

bilingualism is exercised in all Cameroon State Universities. According to records

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(MINESUP/ DPRC/CELULULE DE LA PROSPECTION, 2003), Cameroon State

Universities have a student population of 74,105 with 28,404 female students (38%) and

45,701 male students (62%). The population of teaching staff is 2,436 teachers with 354

female teachers (14.53%) and 2,082 male teachers (85.47%). This gives an overall

student/teacher ratio of 31/1. It is worth noting that this ratio marks a great disparity

between different Universities, Faculties, and Departments.

In terms of ICT access, all state universities have a total number of 821 computers

serving a population of 78,926 individuals (that is, 2,436 teachers, 2,385 support staff and

74,105 students) giving a ratio of individuals per computer of 97/1 (MINESUP/

DPRC/CELULULE DE LA PROSPECTION, 2003).

Table: 1 Statistical table of Cameroon State Universities

Students

Teachers

Teacher/

Student

ratio

Individual

/

computer

ratio

Uni

vers

ity

M F Total M F Total

Support

staff

Com

pute

rs

Buea 3549 373

3

7282 201 71 272 384 90 1/27 83/1

Douala 7855 446

1

1231

6

329 69 398 438 150 1/31 88/1

Yaoundé1 1327

5

879

0

2206

5

835 121 974 517 333 1/23 71/1

Yaoundé11 9129 558

5

1471

4

228 45 273 219 40 1/54 381/1

Ngoundere 5350 205

7

7407 170 14 184 272 90 1/41 88/1

Dschang 6543 377

8

1032

1

301 34 335 557 40 1/31 281/1

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METHODOLOGY

Research Design, Population and Sample of the Study

The cross-sectional survey research methodology was used to carry out this

research study. Cross-sectional survey was appropriate for this study because it provides

huge amounts of data within a short period in line with the time frame of this study.

The population of the study consists of all students, teachers, administrators,

counsellors and information technology (IT) specialists of the six state universities of

Cameroon. From statistics and with a population growth rate of 2.87, the population is

estimated to be over 85,000 individuals with 74,105 students and 2,436 teachers

inclusive.

Simple random sampling was used to select four out of six state universities.

These universities are Universities of Buea, Douala, Yaoundé 1, and Yaoundé

11.Convenience sampling was used to obtain the research participants. The sample

consisted of 513 students, 84 university lecturers, 17 counsellors, 7 administrators and 4

Multi-media Centre coordinators. The choice of this sampling technique is because it is

less complex and less time consuming. Besides obtaining data from research participants,

we purposely targeted to observe the classroom, the computer laboratory, and the IT

centre in each of these Universities.

Table 2: Sample Table

Students

Teachers

University M F Total M F Tota

l

Cou

nsel

lors

Adm

inis

trat

ors

IT

Coo

rdin

ator

s

Tot

al

Buea 71 89 160 9 12 21 3 1 1 186

Douala 54 44 98 6 9 15 3 1 1 118

Yaoundé1 61 91 152 12 6 18 6 3 1 180

Yaoundé11 56 47 103 20 10 30 5 2 1 141

Total 242 271 513 47 37 84 17 7 4 625

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Research Instrument

The data collection instruments used for this study are questionnaires, semi-

structured interview and observation guides. Questionnaires were used for students and

teachers, semi-structured interview guides for counsellors and administrators and

observation guides for the classroom, computer laboratory, and IT centre. We were

observing ICT tools (hardware and software) whether present or absent, functional or

non-functional, and whether they are being used for instruction, counselling or

administration. The first part of the questionnaire addressed personal data about

respondents; the second part consisted of questions related to quality of instruction,

counselling, and administration. After the validation of the instrument and the project

supervisor’s approval for administration, the researchers personally administered the

questionnaires, conducted interviews and carried out observations. Attempts made to

obtain permission from University authorities for data collection proved tough and time

consuming so the researchers resolved this problem by constructing identification badges

with the ROCARE logo which were used alongside personal identification documents as

well as informants to access respondents.

Method of Data Analysis

Statistical Package for Social Sciences (SPSS) version 12.0 for Window software was

used to analyse data collected. The quantitative data were analysed using descriptive

statistics namely percentage, frequency, mean, standard deviation and variance. Content

analysis was used to analyse qualitative data.

Problems Encountered

In the course of this work, we encountered a number of problems thus: Some

respondents despised researchers’ identification documents and insisted on official

authorization documents to do the research. IT centre coordinators were not interviewed

because they complained of lack of time to attend to the researchers. Some of the

respondents who showed interest in participating ended up not returning their

questionnaires despite repeated reminder. Meanwhile some respondents (especially

teachers) returned unanswered questionnaires and their reasons were that they were too

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busy with their school work. Respondents that were interviewed refused voice recording

and photographs. Also, due to late arrival of funds, it was very difficult to meet up with

the deadline given for the research.

FINDINGS

The findings of this study are got through quantitative and qualitative analyses

based on research questions. Thus, the first part of this section constitutes quantitative

statistics.

Quantitative Analysis

Prior to the presentation of quantitative data relating to research questions, data on

the profile of research participants are presented.

Students’ Profile

Distribution of students in faculties and departments

In this study, a total of 513 students participated. These students were drawn from

eight faculties (Arts, Education, Arts letters and social sciences, Social and management

sciences, Law and political sciences, Science, Economic science and applied

management, Economic science and management), three schools (ENS, ENSET, FMBS).

Students from thirty-two departments of these faculties and schools participated in the

study. The age distribution of the students is shown in table 3.

Table 3: Frequency distribution table of students’ ages.

Age range Frequency

15-20 years 57

21-25 years 253

26-30 years 103

Above 30 years 100

Total 513

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E-mail and e-group addresses

As regards owning e-mail addresses, 87.9% of students have e-mail addresses

whereas 12.1% do not. Of the 513 students, 85.0% do not have e-group addresses while

15.0% do have e-group addresses.

Frequency of use of ICT at campus, cyber shops, and at home by students.

Sixty-seven percent (67 %) of students use ICT on campus, 88.1% use ICT at

cyber shops, and 38.6% use ICT at homes.

Teachers’ Profile

Distribution of teachers in faculties and departments

Eighty-four percent (84%) of teachers who participated for this research were

drawn from six (6) faculties (Science, Education, Law and political science, Economic

science and management, Letters and social sciences, Arts letters and social sciences) and

two schools (ENS, ENSET). These teachers are distributed in 13 departments.

E-mail and e-group addresses

Concerning possessing e-mail address, 96.4% have e-mail addresses as opposed to

3.6% without e-mail addresses. Eighty-five and a half percent (85.5%) do not have e-

group addresses whereas 14.5% do have e-group addresses.

Frequency of use of ICT at campus, cyber shops, and at home by teachers.

Of the 84 teachers who participated in the study, 96.3% use ICT on campus, 100%

use ICT at cyber shops, and 25.9% use ICT at home.

Counsellors’ Profile

E-mail and e-group addresses

Seventeen counsellors participated in this study of which 82.4% have e-mail

addresses as oppose to 17.6% without e-mail addresses.

Frequency of use of ICT at campus, cyber shops and at home by counsellors

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Eighty-two and half percent (82.5%) of counsellors use ICT on campus, 82.4%

use ICT in cyber shops and none of them use ICT at home.

Contribution of ICT towards Improving the Quality o f Instruction

Students’ Perceptions

Table 4: Weighted Mean of Students’ Responses relating the contribution of ICT towards improving the Quality of instruction

Instructional Activities Mean Std.

Deviation Variance ICT usage has enhanced students’ access to further education through alternative delivery mode such as distance education and open learning (DEOL)

3.5235 .63909 .408

The use of ICT has facilitated the doing of assignments

3.4387 .61651 .380

The use of ICT in Cameroon State Universities has facilitated research work

3.3809 .77930 .607

With the Use of ICT teachers and students have easily been up dating their course content.

3.3059 .72812 .530

The use of ICT has improved the mechanism of Obtaining feedback

3.0756 .73319 .538

The use of ICT has resolved the problem of High student-teacher ratio.

2.9267 .78485 .616

The use of ICT has led to an increased students’ motivation

2.9058 .79679 .635

ICT usage has improved the quality of Library services

2.7447 .98319 .967

ICT usage has enhanced student-teacher communication

2.5870 .83695 .700

ICT usage has facilitated the lesson presentation process

2.5476 .81533 .665

The use of ICT has resolved the problem of instructional materials in Cameroon State Universities

2.4061 .85805 .736

Total 32.8425 Overall Mean 2.985

Students perceive that ICT has contributed most to enhance distance education

(3.52). Doing of assignment (3.44) and research (3.38) closely follows this. However the

contribution of ICT is perceived by the students to be least with respect to resolving the

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problem of instructional materials (2.41). The overall contribution of ICT towards

improving the quality of instruction is rated to 2.99 on a scale of 4 this implies ICT has a

positive contribution towards improving the quality of instruction from students’ point of

view.

Teachers’ Perceptions

Table 5: Weighted mean of teachers’ responses relating the contribution of ICT towards improving the quality of instruction

Instructional Activities Mean Std.

Deviation Variance With the use of ICT, students and teachers have easily been updating course content

3.7778 .41833 .175

ICT has provided more opportunities for the professional growth of teachers.

3.6071 .49132 .241

ICT usage has enhanced students’ access to further education through alternative delivery mode such as distance education and open learning (DEOL).

3.6071 .49132 .241

The Use of ICT has facilitated the doing of assignments.

3.5714 .56581 .320

The use of ICT in Cameroon State Universities has facilitated research work.

3.5357 .56922 .324

The use of ICT has resolved the problem of high student-teacher ratio.

3.4815 .50277 .253

The use of ICT has improved the mechanism of obtaining feedback relating to teaching learning process.

3.0714 .65465 .429

ICT usage has enhanced student –teacher communication.

2.7500 .57822 .334

The use ICT has led to an increased students’ motivation.

2.6667 .67082 .450

ICT usage has improved the quality of library services.

2.6429 .85929 .738

The use of ICT has resolved the problem of instructional materials in Cameroon State Universities.

2.4643 .73544 .541

ICT usage has facilitated the lesson presentation process.

2.3214 .76301 .582

Total 37.4973 Overall mean 3.12

19

As shown table 5, teachers perceive that ICT has contributed most with respect to

updating course content which is closely followed by the professional growth of teachers

and distance education respectively. On the other hand teachers hold that ICT has the

least contribution in relation to facilitating lesson presentation process. The overall rating

of teachers’ perception of the contribution of ICT towards improving the quality of

instruction is 3.12 on a scale of 4. This indicates a positive contribution of ICT towards

improving the quality of instruction in Cameroon State Universities according to

teachers.

Comparing tables 4 and 5 shows that both students (2.99) and teachers (3.12) have

a positive perception of the contribution of ICT towards improving the quality of

instruction in Cameroon State Universities.

Contribution of ICT Towards Improving the Quality o f Administration

The quantitative analysis of data collected through structured interview with

administrators of Cameroon state universities is shown in table 6.

20

Table 6: Quantitative data relating to the use of ICT towards improving the quality of

administration

Activities Mean Std.

Deviation Variance The use of ICT has facilitated the management of school records

4.0000 .00000 .000

ICT has ameliorated financial management 4.0000 .00000 .000 ICT usage has made easy the planning of administrative activities

4.0000 .00000 .000

The use of ICT has led to an improve access of administrators to the external community through networking

3.8571 .37796 .143

The use of ICT has facilitated the registration of students

3.8571 .37796 .143

The use of ICT has facilitated the supervision of staff

3.7143 .48795 .238

ICT usage has relieved administrators of heavy workload.

3.0000 .00000 .000

The use of ICT has helped in the re-integration of students with specialized needs.

2.7143 .48795 .238

ICT usage has led to an increased access of school administrators to parents

2.2857 .75593 .571

ICT has helped improve school attendance. 1.7143 .48795 .238 Total 33.1428 Overall 3.31

Table 6 shows that administrators are of the opinion that ICT has made the

greatest contribution towards improving the management of school records, financial

management and planning of administrative activities. ICT has made the least

contribution towards improving school attendance and access of school administrators to

parents. The overall mean for ICT contribution towards improving the quality of

administration in Cameroon State Universities is 3.31 on a scale of 4. This implies ICT

has made a positive impact on the quality of School administration.

Contribution of ICT Towards Improving the Quality o f Counselling

As regards the impact of ICT on the quality of counselling, the quantitative

analysis of data collected through structured interview with counsellors of Cameroon

state universities is shown in table 7.

21

Table 7: Weighted mean of Counsellors’ responses relating to the use of ICT towards improving the quality of counselling.

Activities Mean Std.

Deviation Varianc

e With the use of ICT career orientation services have improved in quality.

3.2143 .42582 .181

The use of ICT has increased learners and teachers’ knowledge of the needs of the world of work.

3.0000 .67937 .462

ICT usage in counselling has facilitated the storage and retrieval of clients’ cumulative records.

2.9286 .73005 .533

The use of ICT has enhanced the dissemination of school brochures to a wide range of people.

2.6429 .84190 .709

The use of ICT has assisted in the mediation of various members of the school community. thereby reducing conflicts.

2.5000 .51887 .269

ICT usage has improved on the quality of study schedules elaborated for students.

2.5000 .51887 .269

The use of ICT has increased the chances of choosing right course of study in relation to students’ intellectual abilities.

2.5000 .51887 .269

The use of ICT has facilitated counsellors access to parents of clients (students).

2.2143 .42582 .181

ICT in health counselling has helped to step up the health standards of members of the school community.

2.0000 .00000 .000

The use of ICT has enhanced students and teachers’ access to counsellors.

2.0000 .00000 .000

ICT usage in counselling has enable clients with similar concerns to share in same discussion forums.

1.9286 .73005 .533

The use of ICT in counselling has improved referral services to colleagues.

1.9286 .73005 .533

Total 29.3573 Overall mean 2.45

From table 7 Counsellors affirm that the use of ICT in counselling has made

greatest contribution towards improving the quality of career orientation services (3.21)

and knowledge of the world of work (3.00) respectively. On the other hand counsellors

hold the opinion that the use of ICT in counselling has made the least contribution

towards improving referral services (1.93) and the sharing of concerns in discussion

forums (1.93). On the whole, the mean for the contribution of ICT towards improving the

22

quality of counselling is 2.45 on a scale of 4. Therefore, counsellors hold that the use of

ICT has made little contribution towards the improvement of the quality of counselling

services in Cameroon State Universities.

Qualitative Analysis

The qualitative data were collected with the use of open-ended questionnaire

items, semi structured interview and observation guides. These qualitative data are

presented according to research questions.

To what extent does ICT contribute to the quality of Education in Cameroon State

Universities?

Students’ assessment

� ICT has Permitted distance education and open learning.

� ICT has Facilitated research in Cameroon State Universities and improved its quality.

� ICT has brought about rational thinking and cognitive development of students.

� Information and communication technology has facilitated the doing of assignment.

� The acquisition of knowledge at a relatively low cost has being made possible with the

use of ICT.

� ICT has helped students to improve course content by providing access to recent

information as well as improve the quality of lessons taught by teachers.

� The use of ICT has resulted to globalisation of education and mass schooling.

� ICT has enable students to have access to online encyclopaedia and possibility of

obtaining online certificates.

� ICT has resolved the problem of school management and organization.

� ICT has facilitated the management of information through easy storage and retrieval.

� ICT has offered flexibility in education by providing different delivery modes.

A student commented that the use of ICT has brought about considerable

improvement in education. This comment is cited thus, “Les TICs ont relevé le niveau de

l’éducation d’ une manière significative mais ce relèvement n’est pas encore suffisante. Il

faut encore des efforts au niveau des pouvoirs publics pour atteindre un niveau

considerable.” Also, some students assessed the contribution of ICT towards improving

23

the quality of education in terms of proportion as follows: 60%, 65% (for those who are

using it) and 12/20.

Notwithstanding the abovementioned positive assessment, students reported the

following negative impacts of ICT in Education. ICT has made some students to be lazy

because they think there exist a ready-made bank of knowledge at the Internet. In

addition, students reported that most of their mates are minimizing the role of the teacher

because of the alternative source of instruction. Furthermore, some students reported that

some of their mates use ICT more for non-instructional purposes such as down loading

music, pornographic images, and games.

Teachers’ or lecturers’ assessment

In relation to this question responses from lecturers are presented as follows:

� ICT has helped a lot in enhancing research work.

� The use of ICT in the teaching-learning process has resulted to a more participatory

approach of learning.

� ICT has enabled teachers to be exposed to a wide range of information which in turn

assist them to update their course contents.

� ICT has facilitated distance and opening learning.

� With the use of ICT there is a considerable reduction in time spent in lesson

preparation.

� The use of ICT enabled teachers to complete their scheme of work and syllabuses.

Besides this assessment, some lecturers made the following salient comments:

� The presence of ICT is yet to be felt in our Cameroon education system

� The impact of ICT will only be felt with the availability of ICT related resources.

24

Counsellors’ assessment

� Seventy-five percent (75%) of counsellors reported that ICT has been a good tool in

professional counselling whereas 25% of them assessed the impact of ICT on

professional counselling as being very good.

� As regards educational and social counselling, counsellors rated the contribution of

ICT to be average.

� Counsellors were of the opinion that ICT has improved remarkably the quality of

education.

Obstacles Hindering ICT from Improving the Quality of Education in Cameron

State Universities

Based on responses to open questionnaire items, semi-structural interview and

observation guides, the following obstacles were recorded.

Obstacles Faced by Students

Field observation and students’ responses indicated the following impediments to

the use of ICT for quality education.

� Inadequate knowledge and skill in the use of ICT due to little or no training as well as

high cost of training.

� ICT equipments are expensive.

� Limited number of ICT tools in Cameroon State Universities.

� Many outdated and non-functional computers and other related ICT tools.

� Irregular electricity supply at multimedia centres.

� ICT equipments not adapted for students with physical disabilities.

� Some websites and Internet documents require passwords prior to access.

� Poor Internet connections.

� Lack of appropriate software.

� Preferential access to ICT Centre is being accorded to post-graduate students.

� One of the ICT Centre (in the University of Yaoundé 1) is temporarily closed down.

� Overcrowded ICT Centres.

� Overcrowded Amphi-theatres wherein lecturers made little use of ICT tools in lesson

delivery.

25

Obstacles Faced by Teachers

Teachers cited the lack of ICT equipments, websites which reflect Cameroonian

context, finances, functional laboratories, pre-service and in-service training in

pedagogical use of ICT and access to ICT resources as problems which hinder them from

using ICT for quality instruction. In addition, qualitative data indicated that teachers

faced the problem of poor quality of network, and non-functional websites provided by

the universities. Furthermore teachers reported that students’ complaints about Internet

assignments discourage them from using this tool for assignment.

Obstacles Faced by Counsellors

Like teachers, counsellors complained of lack of training in the use of ICT for

quality education, equipments, slow Internet connections (small bandwidth), lack of

computers and Internet services in their offices which is compounded by the lack of

subsidized funds for ICT related counselling services.

DISCUSSIONS

ICT for Instruction

This study shows that both the teachers and students perceive that the use of ICT

has made a positive impact on the quality of instruction in Cameroon State Universities.

This falls in line with the findings of studies by Waston, 1993; Selyven, 1999b; Ofsted,

2001 cited in Loveless (2003) that there are observed positive effects on children learning

with ICT when there were complex interactions between the individual learners, ICT

resources and their teachers.

Comparatively, teachers perceive a more positive contribution of ICT towards

improving the quality of instruction than students (see tables 4and 5). This probably

implies that ICT enhances the quality of teaching than learning.

From teachers and students perceptions, the top four instructional activities, which

have benefited more from ICT, are DEOL, research, updating course content and

assignments. This likely means that the quality of both teachers and students research in

Cameroon State Universities has been improved with the use of ICT. It is probable that

problem solving is being enhanced with the use of ICT for instruction. Also new forms of

26

instructional delivery such as distance education and open learning are being greatly

facilitated by ICT.

Meanwhile the instructional activities, which have benefited least from ICT, are

ICT as instructional materials, the lesson presentation process, student-teacher

communication and the quality of library services.

As earlier mentioned, Cameroon State Universities are plagued with the problem

of high student/teacher ratio, data on table 4 shows that this problem is being resolved

with the use of ICT. This is possible because with ICT, a teacher can teach several

students at different locations at the same time. Also, with the use of ICTs, universities

are having students who do not come to school to learn (distance education students).

This finding relating to ICT use is inconsistent with field observation that you still see

teachers teaching overcrowded amphi theatres with the traditional lecture method and not

using ICT tools like power point presentation.

It would have been expected that with the use of ICT, the problem of instructional

materials such as textbooks and workbooks is being resolved. One of the finding of this

study show that ICT is not contributing much in this domain. Much effort is required

towards using ICT as instructional tools, which can provide other sources of instructional

materials. Lesson presentation is one of the instructional activities, which has not

benefited much with the use of ICT because this is consistent with field observation

wherein no teacher was observed presenting his lesson with power point. This can be

attributed to lack of software and hardware needed for ICT supported lesson presentation

and lack of skills as indicated under problems faced by teachers.

ICT for Administration

Administrators perceived a positive impact of ICT on administration. This finding

is consistent with the view of Davis et al (1997) that information and communication

technology tools are currently revolutionalising school administration. The areas of

administration that have benefited most from ICT are; management of school records,

financial management, and planning of administrative activities. Whereas school

attendance and administrators’ access to parents least benefited from ICT use. The

perception that school attendance does not derive much benefit from ICT is contradictory

27

with previous findings that ICT motivates students. If ICT motivates students, most of

them will not absent from school. The negative perception that ICT contributes little

towards enhancing administrators-parents communication is possibly due to the fact that

either of them does not have ICT tools. Another possibility can be that both of them lack

ICT tools.

ICT for Counselling

Findings from this research show that counsellors have a negative perception on

the contribution of ICT towards improving the quality of counselling in Cameroon State

Universities (an overall mean of 2.45 on a scale of 4) see table 7. From the study, career

orientation services and knowledge of the world of work are the areas that are most

influenced positively by the use of ICT whereas activities like the making of referrals,

discussion forums, and client- counsellor communication were least influenced positively

by the use of ICT (1.91, 1.93, 2.00 respectively). The overall negative perception of ICT

improving quality counselling is probably because some counsellors do not posses the

basic skills required to manipulate the computer and other ICT-related tools. This view

has been raised prior to this study by Milone (1999) that limited or no training constitutes

a major setback for the effective use of ICT in the practice of counselling. Findings from

this work indicate that school counsellors (82.4%) do use ICT on campus. The negative

perception therefore could also be interpreted in the sense that counsellors may be using

ICT on campus for non- professional (personal) reasons.

The negative perception of ICT impact through discussion forums to counsel a

large number of individuals with similar concerns is not in accordance with studies by

Mitchell (1998) and KHL (2003) giving the importance of discussion forums in

counselling as a conducive platform for socially and physically awkward clients and the

fact that it reduces stigmatisation.

The most glaring problems from field observation that can be used to explain these

results are lack of ICT equipments, slow connections and limited access to available

equipments. Whatever be the difficulties faced in the use of ICT for counselling, the role

of ICT to the 21st century counsellor should never be undermined.

28

RECOMMEMDATIONS

To the Government and Cameroon State University Authorities The government should continue to invest in ICT in education because it has the

potential to improve the quality of education in general and higher education in

particular. The potential of ICT to improve the quality of education is evident in this

study and previous ones. The government should increase her spending on ICT and as

such create more ICT centres equipped with enough and up-to-date computers and other

ICT equipments in Cameroon State Universities. This will resolve the problem of high

student per computer ratio and replacement of non-functional computers. The bandwidth

of Internet supply to Cameroon State Universities ICT Centres should be increased to

solve the problems of poor and slow Internet connection.

The government should reduce taxes on ICT equipments and if possible make ICT

equipments to be tax-free (exempted from taxation). This can solve the problem of high

cost of ICT equipments and services as well as the unavailability of ICT equipments to

teachers and students.

The Ministry of Higher Education in collaboration with her partners should design

ICT driven-curriculum. This ministry should ensure the training of university teachers

and students on the pedagogical use of ICT through in-services training programmes such

as seminars and workshops. Also, seminars and workshops on educational use of ICT

should be organised for state universities counsellors and administrators as well as other

actors of these universities. This is going to solve the problem of inadequate skills and

knowledge to use ICT for quality education. The effort of the Cameroon Ministry of

Higher Education that began in 2003 to enable lecturers buy computers on hire purchase

should continue. This can improve lecturers’ access to computers which is a very

important ICT resource.

For the Teachers

Teachers should continue to use ICT to improve the quality of their instruction.

Teachers should encourage their students to exploit ICT based resources in learning.

They should create e-group addresses for their courses and use ICT to improve on

student-teacher communication. Teachers who have deficiency in the ability to

effectively use ICT for teaching should collaborate with more experienced peers to learn

29

informally the use of ICT for instruction. Teachers should actively participate in ICT

workshops and seminars.

For the Students

Students should use ICT facilities at their disposal as learning tools which have the

potential to improve on their school performance and consequently the quality of

education. Also, students should guard against abusive uses such as using ICT for

pornography. That is students are recommended to practice ethical use of ICT and respect

rules governing the use of equipments in multimedia centres of their institutions.

Furthermore, students should not think that the use of ICT can downplay the roles of their

teachers. The use of ICT in education can change the roles of teachers but cannot replace

them.

For Counsellors

Counsellors should make efforts to effectively use ICT to improve the quality of

counselling services in Cameroon State Universities. Counsellors should perceive ICTs

as new tools which if use effectively can transform and enhance counselling services.

Problems counsellors and counselees usually encounter can easily be handled if

counselling is assisted with ICT.

FURTHER RESEARCH

This study has implication for further research. The following are suggestions for

further research.

1) A study with an experimental design on the impact of ICT on the quality of education

in Cameroon State Universities.

2) The impact of ICT on the quality of Cameroon Higher Education

3) A detailed study on the effect of ICT on the quality of instruction in Cameroon State

Universities

4) A detailed study on the effect of ICT on the quality of administration in Cameroon

State Universities.

30

5) A detailed study on the effect of ICT on the quality of counselling services in

Cameroon State Universities.

6) The impact of ICT on information management and library services in Cameroon

State Universities.

31

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35

Réseau Ouest et Centre Africain de Recherche en Education Educational Research Network for West And Central Africa

ROCARE SMALL GRANT RESEARCH PROJECT IN EDUCATION2006/2007

The Use of Information and Communication Technology (ICT) for Quality Education in Cameroon State Universities Researchers OTANG Ebot Achale (Principal Researcher) MAMBEH Christian Tani CHONGWAIN Lilly

QUESTIONNAIRE

Dear Respondents, The purpose of this study is to find out the perceived contribution of ICT towards improving the quality of Education in Cameroon State Universities. This study hopes to contribute towards the improvement of the quality of Education with the use of ICTs. This questionnaire is anonymous and does not require respondents to write their names. The first part of the questionnaire aims at building statistical profile of the group of respondents and not of the individual that make up the group. The confidentiality of this questionnaire is guaranteed by the fact that all responses will be treated as data coded numerically during data analysis and interpretation. You are therefore requested to answer this questionnaire as objective as possible.

We count on your kind collaboration.

Thanks for your cooperation

OTANG Ebot Achale and colleagues

36

STUDENTS’ QUESTIONNAIRE

SECTION A 1. Mark [x] beside the choice that describes you Gender: Male [ ] Female [ ]

2 Please fill the following

Institution ___________________________________________________________ Faculty or School (if applicable) __________________________________________ Department (if applicable) ______________________________________________ Level (if applicable) ___________________________________________________ Age: ______________________________________________________________

SECTION B

3. Put a tick in front of the item you have a – e-mail address b – e-group address 4. Put a tick where appropriate to indicate your frequency of using computer or Internet-based facilities in the following locations.

Location Never Sometimes Often

Campus

Cyber shops (Cyber Cafés)

Home

37

.5. Beside each of the statements presented below, please indicate whether you Strongly

Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD) with the statement related

to the use of ICT to improve the quality of Education in the following areas.

ICTs FOR INSTRUCTION (TEACHING-LEARNING PROCESS)

Scale

Statement SA A D SD

The use of ICT facilitated the doing of assignments.

The use of ICT has improved the mechanism of obtaining

feedback.

With the use of ICT teachers and students have easily been

updating their course content.

The use of ICT has resolved the problem of high student- teacher

ratio.

ICT usage has enhanced student’s access to further education

through alternative delivery mode such as distance education

and open learning (DEOL).

The use of ICT in Cameroon State University has facilitated

research work.

The use of ICTs has resolved the problem of instructional

materials in Cameroon State Universities.

ICT usage has facilitated the lesson presentation process.

ICT usage has enhanced student-teacher communication.

The use of ICT has led to an increased students’ motivation.

ICT usage has improved the quality of library services.

6. Are you interested in using ICTs for learning? Yes No 7. Do you use ICTs to study on your own? Yes No 8. Do you have enough computer and ICT literacy skills needed to use ICT for

learning? Yes No 9. Has the use of ICT improve in a way your performance in tests and

examinations? Yes No 10. What are the difficulties you encounter in the use of ICTs for learning? 11. In your opinion, how can you assess the contribution of ICT towards

improving the quality of education in Cameroon State Universities?

38

TEACHERS’ QUESTIONNAIRE

SECTION A

1. Mark [x] beside the choice that describes you Gender: Male [ ] Female [ ]

2. Please fill the following

Institution ____________________________________________________ Faculty or School (if applicable) __________________________________ Department (if applicable) _______________________________________ Level (if applicable) ____________________________________________ Age: ________________________________________________________

SECTION B

3. Put a tick in front of the item you have

a – e-mail address b – e-group address

4. Put a tick where appropriate to indicate your frequency of using computer or Internet-based facilities in the following locations.

Location Never Sometimes Often

Campus

Cyber shops (Cyber Cafés)

Home

39

5. Beside each of the statements presented below, please indicate whether you

Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD) with the statement related to the use of ICT to improve the quality of Education in the following areas.

ICTs FOR INSTRUCTION (TEACHING-LEARNING PROCESS)

Scale Statement SA A D SD

The use of ICT facilitated the doing of assignments. The use of ICT has improved the mechanism of obtaining feedback relating to teaching learning process.

With the use of ICT teachers and students have easily been updating their course content.

The use of ICT has resolved the problem of high student- teacher ratio.

ICT usage has enhanced student’s access to further education through alternative delivery mode such as distance education and open learning (DEOL).

The use of ICT in Cameroon State University has facilitated research work.

The use of ICTs has resolved the problem of instructional materials in Cameroon State Universities.

ICT usage has facilitated the lesson presentation process. ICT usage has enhanced student-teacher communication. The use of ICT has led to an increased students’ motivation. ICT has provided more opportunities for the professional growth of teachers.

ICT usage has improved the quality of library services.

6. How can you assess the contribution of ICT enabling you to cope with your workload?

7. How can you appreciate the contribution of ICTs towards lesson planning, delivery and evaluation?

8. What are the difficulties you encounter in the use of ICTs in teaching? 9. In your opinion, how can you assess the contribution of ICTs towards improving

the quality of education in Cameroon State Universities?

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ADMINISTRATORS’ INTERVIEW GUIDE

1. Gender: Male [ ] Female [ ] 2. a) Institution ____________________________________________________ b) Age: ________________________________________________________ 3. Do you have

a – e-mail address Yes [ ] No [ ] b – e-group address Yes [ ] No [ ]

ICTs FOR SCHOOL ADMINISTRATION

Scale Statement SA A D SD

The use of ICT has led to an improved access of administrators

to the external community through networking.

ICT usage has led to an increase access of school administrators

to parents.

The use of ICT has facilitated the management of school

records.

ICT has ameliorated financial management.

ICT has made easy the planning of administrative activities.

The use of ICT has facilitated the registration of students.

The use of ICT has facilitated the supervision of staff.

ICT has helped improve school attendance.

The use of ICT has helped in the re-integration of students with

specialised needs.

ICT usage has relieved administrators of heavy workload.

Suggest five priority strategies that can be employed to improve the quality of

administration in Cameroon State Universities with the use of ICTs.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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COUNSELLORS’ INTERVIEW GUIDE

1. Gender: Male [ ] Female [ ]

2. a) Institution ___________________________________________________ b) Age: ________________________________________________________ 3. Do you have

a – e-mail address Yes [ ] No [ ] b – e-group address Yes [ ] No [ ]

4. ICTs FOR GUIDANCE COUNSELLING

Scale Statement SA A D SD

ICT usage in counselling has facilitated the storage and retrieval of clients’ cumulative records.

The use of ICT has enhanced the dissemination of school brochures to a wide range of people.

The use of ICT has increased the chances of choosing right course of study in relation to students’ intellectual abilities.

The use of ICTs has increased learners and teachers knowledge of the needs of the world of work.

ICT usage has improved on the quality of study schedules elaborated for students.

The use of ICTs has assisted in the mediation of various members of the academic community thereby reducing conflicts.

The use of ICTs has facilitated counsellors’ access to parents of clients (students).

The use of ICTs has enhanced students and teachers access to counsellors.

The integration of ICT in counselling has improved referral services to colleagues.

ICT usage in counselling has enabled clients with similar concerns to share in same discussion forums.

With the use of ICT, career orientation services have improved in quality.

ICT in health counselling has helped step up the health standards of members of the school community.

5. Have ICTs been of help to you as a professional counsellor? 6. How long have you been using ICTs in Counselling? 7. Have counselling services been made more accessible to students with the use of ICTs? 8. How can you appreciate the use of ICTs towards improving the quality of Educational counselling, Professional counselling, Social counselling, Personal counselling and finally the quality of Education in Cameroon State Universities?

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9. What are the difficulties you face in using ICTs in counselling?

OBSERVATION GUIDE FOR

IT CENTRES, COMPUTER LABORATORIES AND CLASSROOMS

Name of Centre:………………..

Date:……………………………

Time:……………………………

ICT Resources Present 1 Absent Remark Desktop Computers

Laptop Computers Tablet Computers Handheld Computers

Projectors Electronic whiteboards

Printers Scanners Digital cameras Videoconferencing facilities

Photocopiers Webcams Webphony Television Telephones

Material

Fax Machines ICT Coordinator ICT Monitors

Human

ICT Technicians Policy Rules and

Regulations

1 = Indicate number

– SOFTWARE

Tick (√) if available or mark (X) if absent beside each of the following software.

4b.1 Word Processing Programmes e.g. MS Word [ ]

b.2 Presentation programmes e.g. MS PowerPoint [ ]

b.3 Spreadsheets e.g. MS Excel [ ]

b.4 Communication e.g. Internet Explorer [ ]

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b.5 Database management e.g. MS Access [ ]

b.6 Entertainment e.g. Windows media player [ ]

b.7 Tutorials [ ]

b.8 Anti-virus programmes [ ]

Sitting position (description) - Arrangement of computers/ workspace - Whether users bring along complementary materials such as pens, books

etc to their workplaces - Synchronous teaching and learning - Internal atmosphere: whether noisy or calm - Electricity supply: Whether regular or irregular - Nature and number of furniture Other Observations