Cette étude menée au Cameroun, auprès de 1 944 femmes et hommes, essaie de prédire l’intention d’utiliser le préservatif féminin. Les résultats indiquent que les deux sexes réalisent de faibles scores d’intention, notamment en matière de croyances, de préférence du préservatif masculin au Fémidon, de valorisation sociale, de normes subjectives, et de contrôle comportemental perçu. Par ailleurs, des variables, habituellement absentes dans les modèles de l’action raisonnée et du comportement planifié, peuvent améliorer leur valeur prédictive. Même si le sexe explique une part significative de la variation de l’intention, cette part reste par ailleurs moins importante que celles de certaines variables sociodémographiques. On se demande si ce n’est pas à elles, plutôt qu’à la femme, à qui il est prioritairement destiné, qu’il faut adresser le Fémidon.

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The aim of this study is to investigate technological competences and technological tools usage by primary school teachers. The inability of primary school teachers to substitute traditional teaching methods with modern technological tools and applications during COVID-19 motivated the researchers to carry out this study. The study made use of a survey research design. Technology implementation and computer use for instructional teachers sub scales were used to collect data. Related literature was reviewed based on skills and knowledge of teachers and the various technologies used for instruction. The samples were 398 teachers who are teaching using ICT and the simple random sampling method was employed to select these respondents. Data was collected from teacher-respondents using tables, percentages, charts, mean, standard deviations and one sample t-test. The results showed an average level of technological competences possess by primary school teachers and types of technological tools used for teaching and learning. These results indicate that primary school educators and instructors lack the competences to install software on their computers and faced difficulties in using more advanced technologies. The study strongly recommends effective in-service training for teachers, easy access and connection to network services as well as the provision of technical assistance to schools. This will enable teachers to effectively acquire skills and knowledge for technology integration in education. Primary schools and teachers should also be equipped with modern technologies especially during this period of COVID-19.

This study was designed to assess how primary identification markers affected social tolerance in a multi-tribal setting among a heterogeneous population. A sample of 312 participants was selected using the purposive sampling technique. A search of the literary documentation yielded three modalities of the dependent variable. Thus, data were collected from the Feeling Thermometer, Affirmative Action, and Multiculturalism scales. We assessed participants' levels of identification with identity markers to determine their impact on social tolerance. The findings suggest that measures of social tolerance are somewhat significantly influenced by Cameroonians' levels of affiliation with their key identity markers. However, tolerance decreases when tribal identity becomes stronger. Conversely, the effect of linguistic and religious identification forces on social tolerance varies depending on the object to be tolerated. These findings contribute to a better understanding of the determinants that influence social tolerance in a tribal setting.