https://ajpojournals.org/journals/index.php/AJODL/issue/feed American Journal of Online and Distance Learning 2022-10-29T21:39:17+03:00 Journal Admin journals@ajpojournals.org Open Journal Systems <p>American Journal of Online and Distance Learning is an open access journal hosted by AJPO Journals USA LLC. This journal emphases on online/distance learning which is done by the use of internet in America. This journal’s content comprises of content such as maintenance of proper delivery structures and the courses offered and their design. This journal further discusses the factors that affect the performance of a student and his or her satisfaction. The American Journal of online and distance learning also shows the faculties and their administrative roles. This journal is useful to teachers, researchers, adult learners and those people who are training in cooperates. For its affordable prices, this journal is incomparable. Low journal fees give future researchers an incentive to publish their research work. This journal is also included in Google scientists and other directories. Furthermore, this journal also adds to the existing literature. The review remarks are issued within a period of two weeks after being reviewed by topnotch Online and Distance learning professors who emphasize on the quality of the journal. Therefore, this journal is appropriate for all the Online and distance learning related studies which is then published in both online and printed versions. Its indexed in google scholar, Crossref (DOI), Ebscohost, Research Gate among others.</p> https://ajpojournals.org/journals/index.php/AJODL/article/view/1256 Teacher Factors and Implementation of ICT Curriculum in Some Public Primary Schools in Mezam Division, North West Region of Cameroon 2022-10-29T21:39:17+03:00 Kibinkiri Eric Len journals@ajpojournals.org Nubonyin Hilda Fokong journals@ajpojournals.org Shwemyar Colette journals@ajpojournals.org <p><strong>Purpose:</strong> This study investigated teacher factors and implementation of ICT curriculum in some public primary schools in Mezam Division, North West Region of Cameroon.</p> <p><strong>Methodology: </strong>The study adopted a mixed method research paradigm. The argument of the study was anchored on the Technological, Pedagogical and Content Knowledge Model and the Technology Acceptance Model. A cross-sectional descriptive survey research design was used with a sample of 375 teachers and 72 head teachers who were teaching at the public primary schools in Mezam Division. Data obtained were analyzed using descriptive and inferential tools such as frequencies counts, percentages and multiple responses set.</p> <p><strong>Findings:</strong> Findings&nbsp; on hypothesis one showed that teachers’ level of training on ICT has a significant and positive influence on the implementation of ICT based curriculum (R= 0.490<sup>**</sup>, p-value 0.000&lt; 0.05). Again, findings on hypothesis two revealed that teachers’ use ICT infrastructures has a signiifcant and positive influence on the implementation of ICT curriculum (R= 0.392<sup>**</sup>, p-value 0.000&lt; 0.05).&nbsp; Lastly, findings show that teachers’ attitude towards ICT use has a signiifcant and positive influence on the implementation of ICT curriculum (R= 0.544<sup>**</sup>, p-value 0.000&lt; 0.05). Therefore, the study concluded that teacher factors have a significant and a positive influence on the implementation of ICT curriculum.</p> <p><strong>Recommendations:</strong> Based on the findings, it was recommended that teacher training colleges should ensure that the period given for practical implementation of ICT curriculum should be proportionate to the period spent in class to acquire theory on the implementation of ICT curriculum. This will ensure that pre-service teachers leave the college being well prepared with ICT competency. This will result effectively implementation of ICT curriculum in schools. Also, the Ministry of Education as well as the Regional Pedagogic Inspectors for ICT should organize regular and practical in-service training with demonstration lessons that help teachers develop basic, intermediate and advanced ICT skills.&nbsp; Having these ICT skills will help teachers to change their teaching practices and serve as essential element for effectively implementation of ICT curriculum into the classroom.</p> 2022-10-29T00:00:00+03:00 Copyright (c) 2022 American Journal of Online and Distance Learning