The Teaching of Practical Skills Online in Professional Schools in the English-Speaking Sub-System of Education in Cameroon: Constraints and Possibilities

Abstract

The paper aimed at assessing the effectiveness of the teaching of practical skills online in professional schools in the English sub-system of education in Cameroon, during school shut down as a result of the COVID 19 pandemic. The study incorporated a descriptive survey, guided by three objectives that assessed resource availability, teacher competence and the possibility of effectively teaching practical skills online in the Cameroon context. It made use of two closed ended questionnaires, one for the teachers and the other for the students as well as an interview guide for the teachers. A total of 305 participants took part in the study from 5 Higher Education professional institutions made up of 258 students and 47 teachers. The students’ questionnaire was validated by 15 students who did not constitute part of the sample and the teachers’ questionnaire was validated by nine teachers. Only final year students participated in the study based on their willingness. Data were analysed descriptively and findings revealed that generally, the teaching practical skills online was not effective due to constraints like lack of resources and lack of teacher competence. As for possibility, the response was also negative due to electricity cuts, lack of a stable internet and cost on the part of students. Recommendations included the fact that the best approach to teaching practical skills is a blended mode. Also stakeholders must make a conscious effort to provide a conducive environment for online teaching since it has come to stay. Teachers and even students need training to effectively learn online.