In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.

This study set out to investigate the relationship between techno-pedagogic skills and teachers’ performance in HTTTC Kumba. It was hypothesized that Techno-pedagogical skills have no significant relationship with teachers’ performance in HTTTC Kumba. A multistaged sampling technique was used for the study and all the fourteen departments in HTTTC Kumba were included in the study. A total of 42 teachers were selected using a simple random sampling technique. The instrument used for the study was a questionnaire. The data was analysed using frequencies and percentages for descriptive statistics while the Chi-Square Test and Pearson’s Coefficients of Correlation were used for testing the hypothesis in SPSS version 21. The results revealed that there is a significant positive relationship between techno-pedagogical skills and teachers’ performance in HTTTC Kumba. Based on the results of the findings, it was concluded that techno-pedagogical skills have a significant positive relationship with teachers’ performance in HTTTC Kumba. It was recommended that educational practitioners should know how to weave subject area content, pedagogy and technology effectively in their classroom interaction. Lack of knowledge in the part of teachers regarding techno-pedagogical skills is a major constraint in blending these aspects.

Mobile devices have become an inevitable part of the classroom. But how do we ensure that these mobile devices do not negatively influence learning? This study set out to examine what higher education students do when on their mobile devices while in class, why they do this and recommendations were made at the end on how to ameliorate this situation. The study revealed that students bring several mobile devices to class which are frequently involved in off task activities related to communication and seeking information. Moreover, the study revealed that this involvement differs by different academic majors. However, comfortable language does not have an effect on the students" behaviour. Furthermore, it was reported that the reasons for these off task activities are both teacher and student inclined. Thus, to cultivate a more favourable environment for learning in the presence of mobile devices, both teachers and students have a major role to play.

The objectives of this study were to investigate how CBA is implemented; to ascertain the implementation of CBA and how it affects the pupils’ academic performance; and to find out the challenges teachers face in the implementation of CBA in Primary Schools in Kumba sub division of Cameroon. A survey research design was used and the sample respondents and schools were selected using simple random sampling. This sample was madeup of 60 teachers from 6 schools (GS Fiango group I, GS Fiango group II, GBPS Kosala II, GBPS Kosala group III, GBPS Kosala group IV and GS Ekemba). A questionnaire was used to collect data. For administration of the instrument, the direct delivery method was used. Data collected was analyzed by both qualitative and quantitative methods. This study concluded from its findings that; The CBA is significantly being implemented by the teachers of primary schools in Kumba II sub-division; there is a significant relationship between teachers’ knowledge of the CBA and the effective implementation of the CBA in primary schools of Kumba II sub-division; teachers face several challenges while implementating CBA in primary schools in Kumba II sub-division. Based on these findings some recommendations were made.

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