Online Learning and the Development of 21st Century Skills among History Students in Secondary Schools in the Northwest Region of Cameroon
Keywords:
Online Learning, Online Teaching Methods, Challenges of Online Learning, Development of 21st Century SkillsAbstract
This study aimed to investigate the potential of online learning in fostering the development of 21st-century skills among history students in the northwest region. Two research questions were formulated which were used to construct the questionnaire. The data was collected using a questionnaire for history students and interview guide for history teachers and RPIs. The study employed a mixed method approach. The population of this study was made up of Lowersixth and uppersixth hisotry students and history teachers in the North West Region of Cameroon. From this population 300 history students and 15 history teachers and Pedagogic Inspectors from 3 selected public secondary schools were obtained. The purposive and convenience sampling techniques were employed. Data were analyzed using descriptive and inferential statistics, along with thematic content analysis. The findings revealed that online teaching methods (P = 0.001, R = 0.858), challenges of online learning (P = 0.001, R = -0.641) significantly influenced the development of critical thinking, collaboration, and digital literacy among history students. However, challenges such as limited internet access, insufficient digital infrastructure, and inadequate teacher training were identified as barriers to the effective use of online learning. The study concluded that, while online learning has the potential to improve 21st-century skills, addressing infrastructural and training gaps is essential for maximizing its benefits. Based on these findings, recommendations were made to improve access to online learning resources, enhance teacher training, and align the curriculum with the technological needs of the contemporary educational landscape in the Northwest Region of Cameroon.
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