Unlocking academic potential through digital technologies: Evidence and implications for basic education policy in Cameroon

This study evaluates the individual and synergistic impacts of students’ access to digital technologies at home and in school on academic performance in Cameroon. We apply the inverse probability weight regression adjustment (IPWRA) model to data from the PASEC 2019 survey. The results show that students' access to digital technology at home is driven by socioeconomic and locational factors, such as living in an urban area, having access to electricity at home, and living in a dual-parental-headed home. The quality of school infrastructure and level of community engagement in school operations enhance students' access to digital technology in schools. Additionally, living in a dual-parental home with access to electricity and attending a privately owned school with a higher infrastructure index increases the likelihood of students having access to digital technologies both at home and in school. The treatment effect estimates show that students' access to digital technology at home, in school, and simultaneously at home and in school are all associated with improvements in mathematics and reading scores. Heterogeneity analysis results show that the relationship between digital technology and academic performance is highly contingent on gender, location, and education sub-system. By providing the first evidence for Cameroon on the complementary effects of digital access across learning environments using a rigorous quasi-experimental design, we offer new insights into how digital inequalities translate into learning outcomes. Our findings underscore the need for targeted and context-sensitive digital education strategies.