Use of tutorials and computer learning: A case study of information technology specialty students in two High schools in Cameroon

The integration of ICT (Information and Communication Technology) in pedagogical practices has led to the creation of various learning resources, including tutorials. Although beneficial for learning, it is crucial that students use them systematically and under the guidance of teachers. This article examines the use and impact of tutorials in the context of learning computer science. Mayer's cognitive theory of multimedia learning (2009) has provided a better understanding of their use in this field and their contribution to students in the Information Technology training program. The data, collected through semi-structured interviews, focused on the use and contribution of tutorials by first and final year students specializing in Information Technology in two high schools in Maroua, Cameroon. Convenience sampling allowed us to interview fourteen students and four teachers. The analysis of data collected reveals that video tutorials are widely favored by learners, even though their use is not prescribed by school computer science programs. Mainly in video format, these tutorials allow learners to optimize their time, practice more effectively, and develop practical skills. However, the explicit non-use of tutorials in the curriculum limits their optimal utilization and hinders students from fully exploiting their potential. Taking into account the students' interest in tutorials in learning computer science is a way to streamline their use and increase their benefits, while avoiding pitfalls.