Availability of online lesson plans and the loss of pedagogical autonomy among mathematics teachers in year 7 and 8 of basic education in the Democratic Republic of Congo: The case of schools in the Masina 1 secondary cluster

Abstract

This study analyses the impact of online lesson preparation resources on the pedagogical autonomy of secondary school teachers, within the context of the digital transformation of education. The aim was to examine the relationship between access to these resources, the frequency of their use and their effects on teaching practices. A mixed-methods approach was adopted. Data were collected from 42 teachers using a questionnaire, then analysed using descriptive statistics, the chi-squared test and Spearman’s correlation coefficient. A qualitative analysis of the verbatim transcripts complemented the study. The results show a statistically significant relationship between access to the worksheets and the frequency of their use (χ² = 41.95; df = 3; significance level 5%). Spearman’s correlation coefficient reveals a very strong positive correlation (ρ = 0.91), indicating that teachers with access to the worksheets use them more frequently. Furthermore, teachers mainly use these worksheets to save time. However, the qualitative analysis reveals contrasting patterns of use: some use them as a source of inspiration, thereby enhancing their autonomy, whilst others copy them directly, which may reduce it. The study highlights the dual role of these tools. Its limitations relate to the sample size and the self-reported nature of the data. It emphasises the need to strengthen teacher training.

Keywords: Online lesson plans; Pedagogical autonomy; Mathematics teaching; Basic education; Digital education.

Received Date: April 21, 2026

Accepted Date: May 12, 2026

Published Date: June 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/770