Teacher Collaboration and the Digitalization of Mathematics Instruction in Secondary Schools in Bertoua Municipality, Cameroon

Abstract

The digitalization of mathematics instruction creates opportunities for interactive, engaging, and conceptually meaningful learning, yet its implementation in resource-constrained secondary schools remains uneven. This study examined the influence of teacher collaboration on the digitalization of mathematics instruction in secondary schools in Bertoua Municipality, East Region, Cameroon, focusing on joint lesson planning and peer observation. A convergent mixed-methods design was adopted. Quantitative data were collected from 46 mathematics teachers using a structured 25-item, four-point Likert-scale questionnaire, while qualitative data were obtained through semi-structured interviews with five purposively selected mathematics teachers. Quantitative data were analysed using descriptive statistics and simple linear regression, whereas qualitative data were subjected to thematic analysis. The two strands were analysed independently and integrated during interpretation to establish convergence and complementarity of findings. Joint lesson planning significantly predicted digitalization of mathematics instruction, explaining 42.8% of the variance (R2 = .428, F = 32.931, p < .001). Peer observation also significantly predicted digitalization, accounting for 21.0% of the variance (R2 = .210, F = 11.728, p = .001). Qualitative findings converged with the quantitative results, indicating that collaboration facilitated peer learning, digital resource sharing, experimentation, acquisition of digital teaching strategies, and teacher confidence. However, inadequate infrastructure, unreliable electricity and internet connectivity, workload, and limited institutional support constrained implementation. The study concludes that structured teacher collaboration is an important mechanism for advancing digitalization in mathematics instruction and recommends institutionalised collaborative planning, reciprocal peer observation, school-based digital resource repositories, protected professional-development time, and context-sensitive digital training.