Abstract

This study looked into the attitudes of students in Cameroon with various characteristics about the usage of computer-assisted learning tools. It was created to answer eight questions, including: Do female and male students have different attitudes on the usage of computer-related learning facilities?

Do students in public schools have a different attitude regarding the usage of computer-related learning resources than students in religious and non-religious private schools?

Do students who are interested in the arts have a different attitude regarding the usage of computer-related learning resources than students who are interested in science?

Is there a difference in attitudes between slow and quick learners when it comes to using computer-based learning resources?

Do students who use computers at home have a different attitude toward the use of computer-related learning facilities from those who do not use computers at home?

Do students who have access to the internet at home have a different attitude towards the use of computers related learning facilities from their counterparts who do not have access to the internet at home?

Do students who study computer science as a school subject have a different attitude regarding the usage of computer-related learning resources than students who do not take computer science?

Do students who are encouraged to use computers in a class by their professors have a different attitude toward using computer-related learning resources than students who are not encouraged by their teachers? A total of 1353 pupils from 18 schools were included in the study.

These schools were chosen at random from 35 schools in Cameroon’s North and South-West regions that have computer labs and internet access. A student questionnaire was employed as the research tool.

The data collected were subjected to descriptive and inferential statistical analysis, using the Statistical Package for the Social Sciences (SPSS). The major findings of the study were that female students have a less positive attitude towards the use of computer-related learning facilities than male students.

Students at religious schools are more enthusiastic about using computer-related learning resources than their peers in public and lay private schools.

Students’ attitudes on the usage of computer-related learning facilities were usually good, regardless of subject area.

Slower students are less enthusiastic about using computer-based learning resources than quicker students.

On the basis of these findings, recommendations for improving students’ attitudes regarding the use of computer-related learning resources were given for the development of educational policy and instruction. There were also suggestions for additional investigation.

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