Instructors’ Techno-pedagogical Predisposition and Quality Higher Education in Cameroon

This study seeks to illustrate the influence that instructors’ techno-pedagogical predisposition exerts on the ongoing quest for quality higher education in Cameroon. It stems from the premise that despite the efforts deployed for modern technologies to be adequately integrated, and effectively used in the pedagogical process within the higher education arena, the teaching staff is not yet aligning in great numbers with this new dawn. The question that is on every lip is, why instructors’ apathy on the adoption of technological innovations in the pedagogical process? The blame from literature review is largely laid on access to technological devices, and users’ technological skills. This study is a correlational survey involving the random sampling technique, based on Krejcie, and Morgan’s (1970) model for the selection of 213 instructors from five higher educational institutions in Cameroon. Data were collected via questionnaire administration, and analysis / interpretations were done with the help of SPSS according to Spearman’s Correlation Index. Findings show that instructors’ access to techno-pedagogical devices does not significantly affect the quality of higher education whereas their training and initiatives in techno-pedagogy have a significant influence on the quality of higher education in Cameroon. This is illustrated in the overall P-value of ˂0.05 obtained; hence, the need for remedial measures to be taken.