OER Mainstreaming in Cameroon: Perceptions and Barriers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The government of Cameroon has been increasingly pre-occupied with the quality of learning outcomes and the lack of learning resources at all levels of the education system. Research on similar educational systems in Sub-Saharan Africa and beyond indicate that Ministries of Education are exploring the potential of open educational resources (OER) to cut down the high cost of textbooks and enhance the availability of quality learning materials in classrooms. To explore possibilities of mainstreaming OER under the Ministries of Basic and Secondary Education in Cameroon, a quantitative research design approach was used to survey n=393 Regional Pedagogic Supervisors from the 10 Regions of the country. The outcome of this study presents the factors shaping the perspectives of Regional Pedagogic Supervisors in terms of perceptions and barriers to using OER. The novelty of this approach is the application of a proven model for technology acceptance testing in the context of OER. Based on the findings, three major recommendations for mainstreaming OER in Cameroon with potential impact on lowering textbook costs and increasing learning outcomes were formulated.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it