E-learning Skills’ Impact on Teachers’ Performance in Higher Technical Teachers’ Training College of the University of Buea, Cameroon

Ngemunang Agnes Ngale Lyonga

doi:10.22159/ijoe.2023v11i1.47077

Authors

Ngemunang Agnes Ngale Lyonga Department of Educational Foundations and Administration in the Faculty of Education, Higher Technical Teachers’ Training College (HTTTC), Kumba of the University of Buea, Cameroon https://orcid.org/0000-0003-1218-2027

DOI:

https://doi.org/10.22159/ijoe.2023v11i1.47077

Keywords:

E-learning skills, teachers’ performance, teacher training

Abstract

The aim of this study was to evaluate the effect of E-learning skills on the performance of teachers in HTTTC Kumba. It was hypothesized that E-learning skills have no significant effect on teachers’ performance in HTTTC Kumba. A sample of 42 respondents was obtained by multistage sampling and administered a questionnaire to. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results revealed that teachers in HTTTC Kumba are aware of E-learning and E-learning tools and are also of the opinion that the use of E-learning tools can improve performance, but they do not use E-learning platforms, nor do they believe that their students are better at E-learning platforms than in their traditional classrooms. It was recommended that education stakeholders should put all hands on deck to ensure a smooth integration of E-learning tools into the classroom.

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