This study examined the impact of head teachers’ instructional supervision practices on teachers’ performances in selected primary schools in Konye Sub-Division in Cameroon. The study used a descriptive survey design to explain the impact of head teachers’ classrooms visits and checking of teaching log-books (records) on teachers’ job performances. The sample size was made up of six head teachers and twenty-eight teachers selected from six schools from Konye Sub-Division, which included two state own, two confessional, and two lay private schools. A five section questionnaire was developed to collect data on head teachers’ and teachers. The questionnaire was administered during one of the researcher’s contact visits at the institutions. The researcher explained to the respondents who filled out the information on the questionnaire and returned after completion. The data was analyzed using SPSS version 20.0 for descriptive statistics that included the use of frequencies and percentages. Findings among others revealed the aspects that influence teachers’ performances during instructional supervision by head teachers was not only classroom visits but also observation of teaching (82% and 83.3%), examination of teaching and learning methods used by teachers during supervision (71.4% and 66.6%), regularly checking of records of work covered by teachers (92.9% and 83.3%), regularly checking and correcting of teachers’ lesson plans (89.3% and 100%), and holding sessions with teachers to guide on how to improve teaching and learning activities in primary schools.
This study set out to investigate the relationship between techno-pedagogic skills and teachers’ performance in HTTTC Kumba. It was hypothesized that Techno-pedagogical skills have no significant relationship with teachers’ performance in HTTTC Kumba. A multistaged sampling technique was used for the study and all the fourteen departments in HTTTC Kumba were included in the study. A total of 42 teachers were selected using a simple random sampling technique. The instrument used for the study was a questionnaire. The data was analysed using frequencies and percentages for descriptive statistics while the Chi-Square Test and Pearson’s Coefficients of Correlation were used for testing the hypothesis in SPSS version 21. The results revealed that there is a significant positive relationship between techno-pedagogical skills and teachers’ performance in HTTTC Kumba. Based on the results of the findings, it was concluded that techno-pedagogical skills have a significant positive relationship with teachers’ performance in HTTTC Kumba. It was recommended that educational practitioners should know how to weave subject area content, pedagogy and technology effectively in their classroom interaction. Lack of knowledge in the part of teachers regarding techno-pedagogical skills is a major constraint in blending these aspects.
This study investigated the attitudes and perceptions of student teachers towards assessment as they completed their teacher education training programme in a government teacher training college. Data were collected from 52 final year (end-of-
This paper examines the use of peer learning in students' success at the Higher Technical Teachers' Training College in Kumba, Cameroon. The study uses a quantitative descriptive data to determine the effectiveness of peer learning amongst students through the impact of study groups and peer tutoring on students' achievement. The study employed the descriptive survey design. Participants of the study were made up of 234 students drawn from both the first and second cycles of the 14 departments of the Technical Teachers' Training College (HTTTC), Kumba. The study sought to find out the effects of study groups and peer tutoring on students' achievement at HTTTC, Kumba. A structured questionnaire was used as the instrument for data collection. The data collected was analyzed descriptively using frequencies and percentages computed with the help of the SPSS V.20.0. Evidence from students' responses indicated that the importance of studying in groups with classmates and peer tutoring by other students in the success of their end-of-semester and final examinations cannot be overemphasized. By providing these learning environments in schools, students are able to form a cohesive group where they can express their ideas and help each other succeed. Based on the study findings, it is recommended that students who are more knowledgeable and have a good mastery of the subject or the concepts taught be paired by the teacher with other students for group work, class discussions and more purposeful structured learning. Teachers should also take advantage of the peer tutoring technique to encourage student-teachers to work in small mixed ability groups that will allow everyone whether fast or slow to share their ideas and build knowledge as well as interpersonal skills in the training process.
The study was carried out on academic support and its influence on the social adjustment of newly admitted students in Cameroon state Universities. The transition from secondary school to the University is one of the most stressful events in adolescents’ life and can have a negative impact on their social adjustment. The researcher made used of be mixed method with a concurrent nested research design. The instruments used for data collection was questionnaire, interview guide and open group discussion. The sample was made up of 759 students and 13 Guidance counsellors proportionately selected five state Universities (Univerity of Bamenda, University of Buea, University of Maroua and University of Yaounde 1 and university of Betoua). The quantitative data were analyzed using the descriptive and inferential statistical tools. The descriptive statistical tools used are frequency count, percentages and multiple responses set which aimed at calculating the summary of findings for each variable for a quick comprehension of the overall findings. To test the hypotheses of the study, the Spearman rho test was used. In addition to the Spearman’s rho test, the Cox and Snell test was equally computed to explain the explanatory between the variable in the hypothesis in terms of percentage to ease comprehension. On the other hand, the qualitative data derived from open ended questions were analysed using the thematic analysis approach with the aid of themes, groundings/frequency and quotations. Finding showed that academic support (r-value 0.280**, p-value < 0.001) influence the social adjustment of newly admitted University students. The positivity of the influence implied that newly admitted University students are more likely to be socially adjusted when they have good academic support. The implications of this finding is that an increase in academic support will increase the student level of social adjustment in the state Universities in Cameroon. Based on the finding, it was recommended that the guidance counselors, lecturers and the community should help adolescents in their transition process from secondary school to the University so that the can easily adjust in their social and learning environment.
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