Purpose: This paper investigated the influence of classroom environment on the academic performance of students in secondary schools within the Bamenda II Municipality. More specifically, this study investigated the influence of classroom environment on the academic performance of students in secondary schools within the Bamenda II, Mezam Division of the North West Region of Cameroon. Methodology: One hundred and sixty two (162) students were sampled across three secondary schools to get their opinion on the issue under investigation. A cross-sectional survey research design was used and the sample of the study emerged through a simple random and convenient sampling techniques. A questionnaire was administered on the respondents. The questionnaires were analyzed based on the research hypothesis. Findings: The findings indicated that the classroom environment has a significant influence on the academic performance of the students. Recommendation: From the findings, it was recommended that; corporate organizations and individuals should be encouraged by the schools to donate generously in cash and kind for the provision of staff educational development and construction of more classes.
Purpose: This study examined school-community relationship and government secondary schools’ development in the North West Region of Cameroon. It specifically, investigated how the relationship between school leaders (principals) and the school- host communities in terms of communication and leadership attitude, determined government secondary schools’ development in Mezam Division of North West Cameroon. Methodology: A mixed method, sequential explanatory design was adopted in carrying out the study. A sample size of 230 government secondary school stakeholders – made up of 200 school-host community members and 30 school principals were sampled from four government secondary schools in using the Krejcie and Morgan table of sample size determination. A structured close-ended likert-scale questionnaire for school-host community members and interview guide for principals were used to collect data. Descriptive statistics (in the form of frequencies, percentages, charts and tables) and inferential statistics (the two-way ANOVA and Regression analysis) were used in analysing the data to answer the research questions and test the hypotheses. Finding: The regression coefficient showed that when the principal has zero school-community communication strategy, government secondary schools’ development is at 27.315. Also, when principals’ school-community communication strategy increases by one unit, government secondary schools’ development increases by 0.235. This increase is significant as indicated by F (1,198) = 17.220 with p = 0.000 (p < 0.05). The regression coefficient revealed that when the principal has zero or negative school-community leadership attitude, government secondary schools’ development is at 30.553. However, when principals’ school-community leadership attitude increases by one unit, government secondary school development increases by 0.117. This increase is significant as indicated by F (1,198) = 8.074 with p = 0.005 (p < 0.05). Conclusion: School-community communication and attitude have positive effect on government secondary schools’ development. Recommendation: The study recommend government to adopt pertinent policy measures to motivate greater and inclusive community participation in secondary schools’ development in the region. The study also recommend school leaders to offer opportunities for refreshed in-service trainings on the effective management of school-community relationship on top of creating a positive attitude and working climate with host-communities. This is important considering the critical role of school-host communities and stakeholders in not only school but educational development as a whole.
Purpose: The paper underprops the prominence of visual teaching techniques as a teaching method to better engage students during the teaching and learning processes, and to make outstanding endorsements for it to be adopted in all the schools in Cameroon. It is on this prelude that, this study sought to bargain on the positive effects of visual teaching techniques in the development of English Language competencies. Methodology: The study used the survey research design which comprises of cross sectional and quantitative designs. Data used was solicited from primary sources; through questionnaires and experimental observation checklist. Sample respondents made up of 52 teachers and 373 form three students selected from government, lay private and mission schools in Mezam Division. The study employed the descriptive and inferential statistics using SPSS version 25. Findings: The findings of the study revealed that, the use of visual scaffolding will positively impact the development of English Language competencies. Not only does it act as a burly enhancer for the development of language competencies but it equally develops creative skills, critical thinking skills and problem solving skills. Conclusion: Visual scaffolding technique is an asset in teaching English as a second language. Recommendations: From the findings this study recommended that, teachers must be prepared and willing to use visual techniques to better engage their students especially with the current trends of events, teachers should be sensitized and trained on the importance of visual scaffolding and the development of competencies in English language.
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