iarjelIARJELIARJEL2708-5120https://doi.org/10.47310/iarjel.2021.v02i01.001An Assessment of Strategies Developed for Implementing the Various Components of Computer Studies in Secondary Schools in CameroonNGUIAMBAVéroniquePriscilleDepartment of Education Science, Advanced Teachers Training College for Technical Education (ENSET), University of Douala, CameroonThe purpose of this study was to identify and describe the computer studies programme strategies that secondary schools in Cameroon have put in place to implement computer studies. A survey was carried out in 120 secondary schools in the 10 Regions of Cameroon. Data were collected through various means: document analysis, classroom observations, questionnaires, interviews, analysis of students’ academic performance in computer studies at the General Certificate of Education Advanced Level and Baccalauréats and a focus group discussion with national inspectors. The data so collected were analysed using descriptive statistics of mean and standard deviation. Findings revealed that the strategies used for the implementation of computer programme include infrastructure and readiness strategies, planning and preparation strategies, strategies for training in computer, strategies for motivating students and teachers in the use of computer skills, sustainability, maintenance and support strategies and strategies for evaluating the computer studies programme. It also found out that school socio-economic area, the school type (or ownership) and the type of education offered by the school affected the strategies for implementing the programme. Recommendations were formulated for practice at the national, regional, school and classroom levels. The study recommended that both the Government of Cameroon and other stakeholders in education should plan adequately and prepared secondary schools to be ready for the implementation of the computer programmes in the school system.