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


  • 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




E-learning skills, teachers’ performance, teacher training


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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How to Cite

Lyonga, N. A. N. (2023). E-learning Skills’ Impact on Teachers’ Performance in Higher Technical Teachers’ Training College of the University of Buea, Cameroon. Innovare Journal of Education, 11(1), 18–23. https://doi.org/10.22159/ijoe.2023v11i1.47077



Research Article(s)