A student at Government Technical High School (GTHS) Canada in Bamenda, located in the North West Region of Cameroon, raised concerns about the current mode of teaching, which heavily relies on online communication. The student, who chose to remain anonymous, expressed dissatisfaction with the impact this approach has on students’ education and their ability to prepare for exams.
The student lamented that teachers at GTHS Canada Bamenda have adopted a practise of sending notes exclusively online, presenting significant challenges for many students. One of the primary issues highlighted is the lack of consistent internet access and necessary devices for all students. This situation is deemed unfair, placing those without reliable internet connectivity or devices at a distinct disadvantage when it comes to accessing and copying class materials.
The student, who is preparing for the upcoming ATVE exam, shared the frustration of attending classes in person, paying fees amounting to 35,000frs, yet being compelled to spend a substantial amount of time copying notes on a cellphone at home. This practice, according to the student, diverts precious study time away from actual learning and exam preparation.
“I don’t see the essence of coming to school and paying a fee of 35,000 FCFA and attending every single class, but every day I am at home with my cellphone to my face, trying to copy a note sent online by my teachers. Instead of reading my book, I am copying notes just to save myself from being sent out of the class the next day,” the student expressed in the anonymous testimony.
This situation sheds light on the digital divide among students, creating disparities in educational opportunities. It emphasizes the need for a more inclusive approach to learning that accommodates the diverse circumstances of students at GTHS Canada Bamenda. As students grapple with these challenges, the school administration may face increasing calls to reassess its teaching methods and ensure a fair and accessible learning environment for all.