Students’ Assessment of an Automatic Educational Change: Opportunities for Online Learning in Crisis Regions in Cameroon

Published: 7 December 2020| Version 1 | DOI: 10.17632/4xxmncfkzr.1
Etta Aki


This is the raw data from a survey that employed a questionnaire with close and open ended questions. It was aimed at identifying and examining the experiences and challenges of online learning to provide opportunities for online learning for students in the North West and South West regions plagued by a socio-political armed conflict in Cameroon. The data was collected through an online survey at the wake of COVID-19 and validated with a score of 1 and Cronbach alpha reliability index of 0.752. The data was interpreted using percentages, frequency counts, chi-square and thematic analysis which revealed that students view online learning as an opportunity for continuing education in crisis regions, however younger and undergraduate students particularly have limited experiences (P<0.01) with online learning. Similarly, students perceive enormous challenges with online learning to which decision makers can address to make online learning effective in these areas. This data is limited to the case study of the University of Buea in one of the crisis regions in Cameroon.


Steps to reproduce

Authorisation for research was obtained from my faculty of service (Faculty of Education, University of Buea). This eased access, however, students consent were solicited through a statement of guaranteed confidentially as resource persons were contacted to share the survey online. This was accompanied by an explanation and willingness to participate.


University of Buea


Education, Educational Change, Educational Technology, Learning, Crisis Intervention