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Social Sciences OPEN ACCESS

The Influence of Digital and Face-To-Face Lessons on Computer Science Students’ Academic Achievement in Secondary Schools in Cameroon

Zenabuin, Florence
University of Buea, Cameroon
Professor Rosemary M. Shafack
University of Buea, Cameroon
Professor Fedelis L. Alemnge
University of Buea, Cameroon
DOI Crossref DOI 10.37547/tajssei/Volume08Issue03-04
tajssei 2026
VOL. 8 / NO. 03 MARCH
FULL TEXT PP. 43-56
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VOLUME 8
ISSUE 03
YEAR 2026
PAGES 43-56
RESEARCH OVERVIEW

Abstract

This study investigates the effect of blending digital and face to face lessons, on Computer Science students’ academic achievement in secondary schools in Cameroon. The study employed a quasi-experimental design involving 100 students from Governemnt Bilingual High School Etoug-egbe and Governemnt High School Bokwango, Buea all in towns in Cameroon divided into two groups: one group of 50 students utilizing digital and face-to-face lessons, and a control group engaging solely traditional face-to-face instruction. The primary objectives included assessing the influence of blending digital lessons and face to face lessons on student’s academic achievement. The software used for Data Analysis was SPSS version 27, IBM SPSS Amos version. The data analysis included an ANOVA test revealing a significant difference in academic achievement among the groups, with an F-value of 11.464 and a p-value of less than 0.001. This outcome suggests that the blended approach employed had a pronounced effect on students' achievement, indicating the necessity for diverse instructional strategies to promote engagement and understanding. The findings underscore the effectiveness of blended learning tools, particularly structured digital resources like the digital lessons from the MINESEC distance learning platform https://distance-learning.minesec.gov.cm, in enhancing academic outcomes. While students’ grades, software and hardware skills gained traction through blending digital and face-to-face lessons, critical thinking development requires further exploration to ensure holistic student growth. This research contributes to the body of knowledge surrounding blended learning practices and offers insights for educators and policymakers aiming to optimize instructional strategies. The implications of this study stress the importance of adopting tailored digital teaching methods to enhance academic achievement in a subject like Computer Science, thereby recommending sustained investment in educational technology and infrastructure to facilitate impactful learning experiences.

RESEARCH TOPICS

Keywords

Digital lessons Academic achievement
SOURCES & SCHOLARSHIP

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