International Journal of Developmental Issues in Education and Humanities
The International Journal of Developmental Issues in Education and Humanities (IJDIEH) is a peer-reviewed, open access academic journal committed to advancing interdisciplinary research at the intersection of education, human development, and the humanities. The journal provides a scholarly platform for the publication of high-quality original research, critical reviews, and evidence-based studies that address contemporary challenges in education systems, social development, cultural transformation, and policy innovation. It particularly encourages contributions that explore developmental perspectives within educational practices, human behavior, and societal progress. IJDIEH welcomes submissions from global scholars, researchers, educators, and policymakers, with a focus on generating impactful knowledge that contributes to academic discourse and practical solutions in both developed and developing contexts. The journal maintains a rigorous double-blind peer review process to ensure academic integrity, originality, and relevance.
Faculty of Education, University of Buea, Cameroon
MOTIVATION IN ENGLISH TEACHING AS A FOREIGN LANGUAGE: A PROBE INTO THE DYNAMICS OF “LOCALIZING” EXTRACURRICULAR DISCUSSIONS DURING LESSONS
Section: Articles Keywords: Motivation, localizing, extracurricular, discussions This study was titled; motivating the English-as-a-foreign-language-classroom: a probe into the dynamics of “localizing” extracurricular discussions during lessons. The purpose of the study was to gather data in order to answer the following questions; How is English taught and learnt in the Mfoundi Division? What techniques do teachers use in this specific area to overcome the problem of low proficiency in English? What types of activities do francophone learners utilize to develop their English language skills? What are the pedagogical implications of these techniques? Data was collected from 108 respondents in a stratified sampling technique in from some linguistic centers in Yaounde municipality using a questionnaire and an observation scheme. Hypothesizing that that extracurricular discussions which have been fine-tuned to reflect the everyday experiences, learning styles and expectations of learners spur them to speak in the classroom, the study’s examination of teachers’ use of motivational strategies revealed that there was a general tendency for teachers to capitalize on strategies that would prompt learners to speak in class. Concerning the learners, their initial motivation to study English was first determined before their actual exhibition of motivated behavior or response to the motivational strategies employed by their teachers. It was discovered that learners responded to all motivational strategies, albeit in varying degrees. As concerns extracurricular discussions, it was observed that they motivate learners more when they are localized or when they reflect the local realities and everyday experiences of learners. It was recommended that; teachers should pay attention to the various motivational strategies they employ in the classroom; teachers should not only endeavor to depart from stereotypes in teaching techniques and lack of knowledge in the learners, but should equally contribute to learners’ self-awareness and to the understanding of others through the use of localized discussion; c<span style="font-size: 11.0pt; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-font-weight: bold;">curriculum designers should in consequence bear in mind that materials included in course books should be familiar to learners for them to react to them; <span style="font-size: 11.0pt; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-font-weight: bold;">Curriculum designers on their part should emphasize the contextualization of speaking topics in the curriculum. The correlative method of analysis was used and there is no claim that all has been done. The study was limited to the analysis of localized extracurricular activities. The question of how to proceed to the localization of these extracurricular discussions was not considered. It would therefore be interesting to dig into that domain to further research.
Norbert Wirsiy Nyuyki Norbert Wirsiy Nyuyki
Copyright (c) 2026 International Journal of Developmental Issues in Education and Humanities
CLEAN SCHOOL POLICY IN ACTION: A FOCUS ON MORAL CLEANLINESS IN SECONDARY SCHOOLS IN THE SOUTHWEST REGION OF CAMEROON
Section: Articles Keywords: Moral Cleanliness, School Effectiveness, Unethical Issues, Restorative Justice, Cameroon Education, Operant Conditioning This study investigated the effects of moral cleanliness on school effectiveness in secondary schools within the South West Region of Cameroon. Guided by B.F. Skinner’s Operant Conditioning Theory (1953), the research examined stakeholder perceptions of school effectiveness, the predictive impact of moral cleanliness, and leadership strategies for managing behavioral misconduct. Employing a convergent parallel mixed-methods design, quantitative and qualitative data were simultaneously collected from a multistage sample of exactly 1,024 participants across Fako, Kupe-Manenguba, Manyu, and Meme divisions. The target sample comprised 24 principals, 500 teachers, and 500 terminal-class (Form Five and Upper Sixth) students. Data collection instruments included structured Likert-scale questionnaires for teachers and students, semi-structured interview guides for principals, and field observation checklists. Quantitative data were processed using EpiData 3.1 (EpiData Association, Odense, Denmark) and analyzed via SPSS 25.0 (IBM Corp., Armonk, New York) using descriptive statistics and Simple Linear Regression, while qualitative strands underwent thematic analysis.Descriptive findings revealed a critical moral crisis, with 81.4% of teachers and 76.6% of students identifying their institutions as morally unclean due to pervasive issues such as student fighting (83.8%), substance abuse (83.1%), and gang-related sexual activity (82.7%). Regression analysis confirmed that moral cleanliness is a significant predictor of school effectiveness (R=0.386, p<0.05), explaining 14.9% of the variance (R^2=0.149) in institutional success, with morally clean schools demonstrating a 70% effectiveness rate compared to 57% in unclean environments. Despite existing policies, a significant "responsibility gap" persists, leaving 53.9% of teachers dissatisfied with institutional performance.Based on these findings, it is recommended that MINESEC and school principals apply Skinnerian behavior modification principles to reward positive student conduct through campus integrity awards and proactive morning assembly mentoring. Secondly, principals must reform Parent-Teacher Association (PTA) networks into active family-school partnerships that draw parents directly into the disciplinary loop to support struggling students. Finally, institutional counselors should systematically incorporate moral cleanliness frameworks and reinforcement schedules into their guidance sessions.
Adiaga Etuk Josephine Adiaga Etuk Josephine
INDIGENOUS STORYTELLING AND THE CHALLENGE OF MORAL DECADENCE AMONG ADOLESCENT STUDENTS IN MANYU COMMUNITIES, SOUTH WEST REGION OF CAMEROON
Section: Articles Keywords: Indigenous Storytelling, Challenge of Moral Decadence, Adolescent Students, Manyu Communities, South West Region of Cameroon The study aimed to investigate the effects of storytelling on moral decadence among adolescent students from Manyu communities of the South West Region of Cameroon. The specific objective was to examine the role of storytelling to curb moral decadence among adolescent students. The theoretical underpinnings of the study was informed by Family systems theory of Murray Bowen (1978), Pierre Dasens (2003) Integrated Theoretical Framework for Cultural Human development, William Glasser’s (1965) Choice Theory and Reality Therapy (CTRT), Rational Emotive Behavioural Therapy (REBT) (1955) of Albert Ellis, Mediated Mutual Reciprocity Theory for Cognitive Enrichment of Therese Tchombe (2019) and African Socialisation and Emotion Regulation Adjustment theory of Emmanuel Tani, (2024). The study employed the sequential exploratory ethnographic mixed method design whereby, both qualitative and quantitative data were collected through focus groups, interviews, and questionnaires. A sample of 48 parents was selected from four subdivisions in Manyu Division. That is, 4 chiefs, 16 parents for interview and 28 parents for focus group discussions. In addition, 361 adolescents were purposefully selected from some selected secondary schools in Buea Municipality, located in the South West Region of Cameroon. Amongst were: Saint Therese International Bilingual School Buea, Summerset Bilingual College, Inter Comprehensive College, Government Bilingual High School Molyko-Buea, Government High School Buea Town, and Government High School Bokwango. An open-ended focus group and interview guide for parents, knowledgeable others, and a questionnaire for adolescents were the main instruments for data collection. Data was analyzed using the Statistical Package for the Social Sciences version 3.0, Atlanta, Georgia. Both descriptive and thematic examination was used. Descriptive statistics, frequencies, percentages, and thematic analysis were used to describe the results. The inferential statistics were tested by subjecting the data to analysis of Variance (ANOVA) and Multiple Regression Analysis to confirm the verified hypothesis. ANOVA and Multiple Regression analysis show that storytelling has a significant impact on moral decadence, with r greater than r-crit and the magnitude of impact being moderate. Given that the value for r (0.341) and r-crit (0.087) at an alpha level of significance 0.01, it is evident that storytelling significantly influences moral decadence. Parents and other knowledgeable individuals, who are often the primary promoters and users of storytelling, should use this strategy more frequently with adolescent students. This approach can help guide their lives and instill essential competencies through culturally sensitive adaptations, thereby reducing moral decline. Counselors, whether trained or untrained, should also incorporate storytelling into their sessions.
Therese Mungah Shalo Tchombe Therese Mungah Shalo Tchombe
LES CLASSES D’EXAMEN DES LYCÉES PUBLICS D’ENSEIGNEMENT GÉNÉRAL DE NGAOUNDÉRÉ ET LA PÉDAGOGIE DES URGENCES À L’ÈRE DU NUMÉRIQUE: ANALYSE RÉTROSPECTIVE DES INNOVATIONS MANAGERIO-PÉDAGOGIQUES PENDANT LA CRISE SANITAIRE DE COVID-19
Section: Articles Keywords: exams classes, government high schools, emergency pedagogy, managerial and pedagogical innovations, Covid-19 pandemic, Ngaoundéré, classes d’examen, Lycées publics, pédagogie des urgences, innovations managerio-pédagogiques, pandémie de covid-19 et Ngaoundéré The total lockdown related to the Covid-19 pandemic drastically disrupted existing teaching practices in Ngaoundéré. During this period, Principals of government general high schools were called upon to adopt innovative managerial and pedagogical approaches. This article, from a retrospective perspective, analyzes the strategies and concrete actions of six Principals of general education institutions in Ngaoundéré in support of exam classes during the Covid-19 pandemic. Drawing on theories of strategic analysis and pedagogical improvisation, the study employs a qualitative methodology focused on document analysis and structured interviews with these school administrators. The analysis of the collected data reveals that the six principals involved in this study innovated their management practices by implementing part-time classes, dividing exam classes into smaller groups, recruiting substitute teachers to support permanent staff, using WhatsApp groups to distribute digital resources, and making physical materials available to students. These innovations, based on managerial and pedagogical improvisation, allowed the various candidates to face the B.E.P.C., the Probatoire, and the Baccalaureate at the end of the 2019-2020 school year. The results above highlight the resilience of educational institutions in a crisis context.
THE EFFECTS OF PHYSICAL THERAPY ON ATHLETES’ RECOVERY FROM INJURY IN BAMENDA NORTH WEST REGION OF CAMEROON
Section: Articles Keywords: Physical therapy, traditional therapy, athletes’ Recovery and Injury This research sought to examine the effects of physical therapy on athletes’ recovery from injury in Bamenda North West Region of Cameroon. Football athletes are susceptible to injuries due largely to the physical contact; overtraining and psychological demands for outstanding performance on the field of play. This study was conducted in Bamenda elite 1 and 2 teams; PWD, YOSA, Bafut Rangers Foncha Street and Bafmeng United. The research design used in this study was concurrent mixed method design. The population was divided in to both the target and accessible population of the study. The researcher used the purposive sampling technique to select players of each team with sampling size of 23 injured players to work with. Descriptively, the data was presented on tables, frequencies, means and percentages. Regression was used analyze quantitative data, content thematic analysis was used to analyze qualitative data results shows that physical therapy has a significant effect on athlete’s recovery from injury at 0.01 level of significance and 14.5% of the variations in athletes’ recovery from injury can be accounted for by their use of physical therapy. The study made recommendations to the Ministry of Sports and Physical Education, the government should offer support and funding towards traditional therapy centers that specialize in treating sports- related injuries. Ensure that players receive prompt and appropriate treatment for their injuries to prevent further complications. All in all, it was found out that, physical therapy helps athletes to recover from injury. For recommendations, to ministry of sports and physical education, the government should offer support and funding towards traditional therapy centers that specialize in treating sports- related injuries. For further studies, my research was a mixed method research, so, another researcher can conduct a purely quantitative study or purely qualitative study.
NTOH CLIFORD CHIBENDAH NTOH CLIFORD CHIBENDAH
Exploring Parenting Belief and Parenting Styles in Predicting STUDENTS’ Achievement in Secondary Schools in Delta State, Nigeria
Section: Articles Keywords: Parenting Beliefs, Parenting Styles, School Counseling, Academic Achievement The research examined the connection among parenting beliefs and styles with regards to academic performance of learners. Information was collected from forty-nine (49) parents of school-aged learners enrolled in secondary education concerning their parenting practices and their children’s academic results. To analyze the gathered data, Pearson r and multiple regression analysis were employed. The results indicated that factors like parental involvement, completion of homework, amongst others significantly contributed to the variance in grade point averages. Also, it was discovered that authoritative parenting was found to have a positive and noteworthy relationship with both rational and irrational parenting beliefs. It was also seen that irrational parenting beliefs were positively and significantly connected with the completion of homework. It was recommended that school counselors take into account the sway of parenting on learner’s achievement in developing academic programmes.
Egbule Elizabeth Osita Egbule Elizabeth Osita
Between Body, Culture and Identity: Towards an Integrative Psychopathological Model of Hysterectomy in the Cameroonian Context
Section: Articles Keywords: Cameroon, Culture, Feminine identity, Hysterectomy, Lived body, Psychopathology In Cameroon, hysterectomy cannot be understood solely as a surgical procedure intended to treat certain gynaecological conditions. Although it belongs to the medical field, it also carries deep psychological, cultural, social and identity-related meanings. In a context where motherhood, fertility and family continuity play an important role in the social recognition of women, the loss of the uterus may be experienced as a major bodily and symbolic rupture. It may transform women’s relationship with their bodies, weaken their sense of femininity, affect self-esteem, and expose some women to shame, guilt, social withdrawal, conjugal or family rejection, as well as anxious and depressive manifestations. This theoretical article aims to propose an integrative psychopathological analysis of the experience of hysterectomy in the Cameroonian context. It brings together several interpretative frameworks, including the psychodynamic approach, the phenomenological approach, transcultural psychopathology, the community-based approach and logotherapy. This perspective makes it possible to understand hysterectomy as a multidimensional experience in which the lived body, cultural norms, representations of motherhood, religious beliefs, family relationships and the search for meaning contribute both to psychological suffering and to the possibilities of identity reconstruction. The research therefore argues for the need for an integrative psychopathological model capable of guiding both empirical research and clinical care. Such a perspective calls for moving beyond a purely biomedical response in order to provide support that is sensitive to the bodily, psychological, cultural, spiritual and community realities of women who have undergone hysterectomy in Cameroon.
Marie-Chantale NTJAM Marie-Chantale NTJAM
SUJET: Audit de la performance des écoles primaires privées de la ville de Ngaoundéré: Analyse de la perception des parents d'élèves sur la qualité des services éducatifs
Section: Articles Keywords: Audit, School Performance, Parental Perception, SERVQUAL, Governance, Ngaoundéré. This research examines the performance of private schools in the city of Ngaoundere through the lens of participatory auditing. Observing a "perception gap" between the managerial promises of school proprietors and the actual experiences of families, the study is grounded in the accountability paradigm and the SERVQUAL model. The objective is to demonstrate that parental feedback constitutes an indispensable auditing lever for optimizing school governance. Using a descriptive and analytical quantitative approach, a structured questionnaire was administered to a final sample of 78 parents. Data were processed using IBM SPSS Statistics, and the results highlight a strategic tripod of performance : Tangibility, which is the dominant driver of satisfaction and initial attractiveness; Transparency, which is directly conditioned by the clarity of administrative communication ; and Active Listening. The study demonstrates that school quality in the private sector of Ngaoundéré is a multidimensional construct where material and relational factors are inseparable. It propose the systematic integration of parental judgment into internal audit mechanisms to mitigate the "institutional blindness" of proprietors and ensure the long-term sustainability of these establishments.
Audit, School Performance, Parental Perception, SERVQUAL, Governance, Ngaoundéré.
DADJE HOUMA Halimatou DADJE HOUMA Halimatou
COMPARING THE HUMAN AND DEEPL ENGLISH TRANSLATIONS OF NICOLE BROSSARD’S DÉSERT MAUVE: THE APPLICATION OF LARSON’S TRANSLATION QUALITY ASSESSMENT MODEL
Section: Articles Keywords: Literary Translation, Human Translation, DeepL Translation, Translation Accuracy, Automatic Translation, Larson’s Quality Assessment Model, Désert mauve. The advent of artificial intelligence (AI) and the proliferation of automatic translation tools have generated questions about the quality of AI-generated literary translation. This study set out to apply Larson’s (1984) model to compare the human and DeepL translations of Nicole Brossard’s Desert mauve, to judge the accuracy, clarity, and naturalness of each version and to determine which is precise. After analysing twenty purposively selected excerpts, the study revealed that on one hand, the human translator was constrained by sociological and the communicative realities of her recipients, which made just 50% of her excerpts accurate, for she sometimes over translated or under translated. Since DeepL, on the other hand, did not function under such constraints, it produced 75% accurate renderings. It thus concluded that the human translator was not accurate and failed to precisely convey the source text author’s intention to target readers because she lacked a framework for literary analysis other than metatexts, which made her assume the author’s intention. The study resolved that DeepL is accurate for rendering literary texts, although the translations it produces must be post-edited for them to be completely exact, clear and natural.
Literary Translation, Human Translation, DeepL Translation, Translation Accuracy, Automatic Translation, Larson’s Quality Assessment Model, Désert mauve.
Tanyitiku Enaka Agbor Bayee Tanyitiku Enaka Agbor Bayee
University Massification and the Paradox of Graduate Unemployment in Cameroon: The Case of the University of Buea
Section: Articles Keywords: Massification, Graduate Unemployment, Skills Gap, Credential Inflation, Signalling Theory, Triple Helix Model, University of Buea, Cameroon Over the last two decades, the higher education sector in Cameroon has undergone rapid massification, dramatically increasing the volume of university graduates. Concurrently, the nation is grappling with a severe socio-economic paradox: soaring rates of graduate unemployment amidst persistent employer complaints of talent scarcity. This study investigates this paradox within the context of the University of Buea (UB). Anchored in a tripartite theoretical framework—Human Capital Theory, Signalling Theory, and the Job Competition Model—this research adopts a Pragmatist, Explanatory Sequential Mixed-Methods Design (QUAN $\rightarrow$ qual). Quantitative data was collected via stratified random sampling of recent UB graduates ($N=400$), while qualitative data was derived from purposive semi-structured interviews with Cameroonian Human Resource Managers ($N=15$) and UB administrators ($N=10$). Descriptive statistics reveal a critical 62.5% un/underemployment rate among respondents. Furthermore, Multiple Linear Regression analysis proves that a structurally induced lack of practical training is the strongest predictor of this unemployment ($\beta = -.415, p < .001$). Reflexive Thematic Analysis of qualitative data explains this statistical failure: massification has induced severe bureaucratic paralysis at UB, forcing an over-reliance on theoretical pedagogy. Consequently, employers have lost trust in the mass-produced Bachelor's degree as a reliable signal of competence, triggering systemic credential inflation and pushing state university graduates to the back of the labor queue. The study concludes that transitioning from mass enrollment to mass employability requires the urgent operationalization of the Triple Helix Model, mandating institutionalized University-Industry Partnerships to co-design curricula and facilitate practical immersion.
Ngweamaw Isabelle Mensiii Ngweamaw Isabelle Mensiii
Copyright (c) 2025 International Journal of Developmental Issues in Education and Humanities
STUDENTS’ PERCEPTION OF SCHOOL GOVERNANCE SYSTEM AS CORRELATE OF ETHICAL VALUES AND ACADEMIC PERFORMANCE AMONG CATHOLIC SENIOR SECONDARY SCHOOLS IN IJEBU-ODE, OGUN STATE
Section: Articles Keywords: School governance, ethical values, academic excellence, Catholic schools, Character education The study investigated students’ perception of school governance system as a correlate of ethical values and academic performance among Catholic senior secondary schools in Ijebu-Ode, Ogun State. The study adopted a correlational research design. A sample of 200 students was selected through stratified random sampling technique. Data were collected using three instruments: Students’ Perception of School Governance Questionnaire (SPSGQ), Students’ Ethical Value Scale (SEVS), and Academic Performance Questionnaire (APQ). Findings revealed that students demonstrated high levels of academic performance (<!-- [if gte msEquation 12]><m:oMath><m:bar><m:barPr><m:pos m:val="top"/><m:ctrlPr></m:ctrlPr></m:barPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="bi"/></m:rPr>X</m:r></m:e></m:bar></m:oMath><![endif]--> <!-- [if gte vml 1]><v:shapetype id="_x0000_t75" coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"> <v:stroke joinstyle="miter"/> <v:formulas> <v:f eqn="if lineDrawn pixelLineWidth 0"/> <v:f eqn="sum @0 1 0"/> <v:f eqn="sum 0 0 @1"/> <v:f eqn="prod @2 1 2"/> <v:f eqn="prod @3 21600 pixelWidth"/> <v:f eqn="prod @3 21600 pixelHeight"/> <v:f eqn="sum @0 0 1"/> <v:f eqn="prod @6 1 2"/> <v:f eqn="prod @7 21600 pixelWidth"/> <v:f eqn="sum @8 21600 0"/> <v:f eqn="prod @7 21600 pixelHeight"/> <v:f eqn="sum @10 21600 0"/> </v:formulas> <v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"/> <o:lock v:ext="edit" aspectratio="t"/> </v:shapetype><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:7.5pt; height:15.75pt'> <v:imagedata src="file:///C:\Users\OWNER\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png" o:title="" chromakey="white"/> </v:shape><![endif]--> =3.13) and ethical values (<!-- [if gte msEquation 12]><m:oMath><m:bar><m:barPr><m:pos m:val="top"/><m:ctrlPr></m:ctrlPr></m:barPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="bi"/></m:rPr>X</m:r></m:e></m:bar></m:oMath><![endif]--> <!-- [if gte vml 1]><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:7.5pt;height:15.75pt'> <v:imagedata src="file:///C:\Users\OWNER\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png" o:title="" chromakey="white"/> </v:shape><![endif]--> =3.20). A significant relationship was found between students’ perception of school governance and their ethical values (r = .683, p< 0.01), while a moderate significant relationship was found between governance perception and academic performance (r = .440, p< 0.01). The study concluded that school governance is a powerful pedagogical and moral force in student development, and that Catholic schools with positively perceived governance systems are better positioned to achieve their dual mandate of academic excellence and moral formation. It was recommended that schools implement structured opportunities for ethical decision-making, expand academic recognition programmes, and conduct regular student perception surveys to monitor and improve governance practices.
Osiyemi, Emmanuel Sunday Osiyemi, Emmanuel Sunday
Akinsanya, Patrick Olujenyo Akinsanya, Patrick Olujenyo
Imoh, Simon Iruoghene Imoh, Simon Iruoghene
Olusanya, Kayode John Olusanya, Kayode John
Adebayo Olalekan Rahman Adebayo Olalekan Rahman
TRANSLATING EMOTIONAL DISCOURSE IN DJAILI AMADOU AMAL’S LES IMPATIENTES: THE INTERSECTION OF PATRIARCHY AND FEMINISM
Section: Articles Keywords: Translation, Emotional Discourse, Patriarchy and Feminism, Stylistic Features, Epistemic Markers This study is motivated by the fact that despite the omnipresence of emotions in literary texts, elements of emotions are usually overlooked in literary analysis. Whereas the conceptual dimension of every text shares a symbiotic relationship with the emotional dimension. The study set out to: identify, analyze and explain the stylistic features and epistemic markers of emotions in Djiali’s Les Impatientes, and determine the effectiveness of the replication of the source language emotional dimensions in Les Impatientes into the target language (English). The study employed a corpus-based and an analytical research design. Data was collected qualitatively through content analysis. Thus, fourteen (14) elements relating to emotional discourse were collected in the parallel corpus and analyzed using the explicatory approach and synchronization. This involved matching the source language and target language excerpts to determine whether aspects of emotional discourse were successfully replicated from French into English. Findings reveal that patriarchy and feminism are both overwhelmingly present in Djaili’s Les Impatientes, with patriarchy having 50% and feminism 50% from the selected excerpts. Findings also reveal that emotional discourse has been presented through a plethora of stylistic features like innuendo (14.2%), irony (29%), oxymoron (7.1%), rhetorical questions (7.1%), repetition (7.1%) sarcasm (21.3%), and satire (14.2%). Moreover, the following four epistemic markers have been used to portray emotional discourse in Djaili’s Les Impatientes: discovery (21.3%), existence (29%), hearing (7.1%, and knowing (42.6%). The translator succeeded to replicate the source language emotional dimensions into the target language. Thus, success or failure to replicate emotional discourse in Djaili’s Les Impatientes hinges on the understanding of the stylistic features of the novel as well as the epistemic markers, as these elements have a bearing on the emotional charge of the text.
SKILL ACQUISITION LEVELS OF UNDERGRADUATES IN PUBLIC UNIVERSITIES IN OGUN STATE, NIGERIA
Section: Articles Keywords: Skill acquisition, human capital, graduate employability, university-industry partnership, higher education Despite increased enrollment in higher education, many graduates still lack the practical skills, problem-solving abilities, technological competency, and entrepreneurial capacity required by the contemporary labour market a gap that that prioritise theoretical knowledge over practical application. This study examined the level of skill acquisition among undergraduates in public universities in Ogun State, Nigeria. The study adopted a descriptive survey research design. The population comprised 59,312 undergraduates from public universities in Ogun State with a sample of 1,190 undergraduate using proportionate stratified sampling technique. Data were collected using the Skill Acquisition Questionnaire (SAQ) with reliability coefficient ɑ = .912. Findings revealed that undergraduate students possess; a high level of technical skill (<!-- [if gte msEquation 12]><m:oMath><m:bar><m:barPr><m:pos m:val="top"/><m:ctrlPr></m:ctrlPr></m:barPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>X</m:r></m:e></m:bar></m:oMath><![endif]--> <span style="font-size: 10.5pt; line-height: 125%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 5.5pt; mso-text-raise: -5.5pt; mso-font-kerning: 0pt; mso-ligatures: none; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> = 3.09), a high level of business management skill (<!-- [if gte msEquation 12]><m:oMath><m:bar><m:barPr><m:pos m:val="top"/><m:ctrlPr></m:ctrlPr></m:barPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>X</m:r></m:e></m:bar></m:oMath><![endif]--> <span style="font-size: 10.5pt; line-height: 125%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 5.5pt; mso-text-raise: -5.5pt; mso-font-kerning: 0pt; mso-ligatures: none; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> = 3.16), a high level of soft skill (<!-- [if gte msEquation 12]><m:oMath><m:bar><m:barPr><m:pos m:val="top"/><m:ctrlPr></m:ctrlPr></m:barPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>X</m:r></m:e></m:bar></m:oMath><![endif]--> <span style="font-size: 10.5pt; line-height: 125%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 5.5pt; mso-text-raise: -5.5pt; mso-font-kerning: 0pt; mso-ligatures: none; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> = 3.17), a high level of experiential learning skill (<!-- [if gte msEquation 12]><m:oMath><m:bar><m:barPr><m:pos m:val="top"/><m:ctrlPr></m:ctrlPr></m:barPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>X</m:r></m:e></m:bar></m:oMath><![endif]--> <span style="font-size: 10.5pt; line-height: 125%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 5.5pt; mso-text-raise: -5.5pt; mso-font-kerning: 0pt; mso-ligatures: none; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> = 3.21), and a high level of continuous learning skill (<!-- [if gte msEquation 12]><m:oMath><m:bar><m:barPr><m:pos m:val="top"/><m:ctrlPr></m:ctrlPr></m:barPr><m:e><m:r><m:rPr><m:scr m:val="roman"/><m:sty m:val="p"/></m:rPr>X</m:r></m:e></m:bar></m:oMath><![endif]--> <span style="font-size: 10.5pt; line-height: 125%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; position: relative; top: 5.5pt; mso-text-raise: -5.5pt; mso-font-kerning: 0pt; mso-ligatures: none; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> = 3.12). It was concluded that undergraduates possess strong skill readiness, though gaps remain in industry-standard softwares and internship exposure. The study recommended among others that universities should strengthen structured technical skill development programme through industry partnership.
Skill acquisition, human capital, graduate employability, university-industry partnership, higher education
Akorede Serifat ODUMADE Akorede Serifat ODUMADE
GOOD GOVERNANCE AND COMMUNITY DEVELOPMENT: CASE STUDY OF BUEA MUNICIPALITY
Section: Articles Keywords: Good Governance, Community Development, Buea, Municipality Good governance is a vital pre-requisite instrument for the improvement of community development of every country. This is because the improvement in any government agencies largely depend on good governance. It is through good governance that development projects and programs are realized in a community. In a state where good governance is practice, accountability of governmental institutions is a priority. But in Cameroon, particularly in Buea, good governance is thrown overboard, because there is no public accountability. This poor governance is directly linked to the nature of leadership and governance in practice, nationwide. The leadership style does favor the development of good governance. Government structures lack effective coordination, transparency and public accountability. This has greatly limited active public participation in governance. The study seeks to examine the role of good governance on community development in Buea Municipality. The research made used of Community Economic Development approach or theory propounded by Blakeley in 1994. The research instruments used included both closed-ended and opened ended questionnaires. Results from the field were analyzed quantitatively with the use of chi square. Presentation of findings was done with the use of frequency distribution table and pie chart. It was examined that; good governance plays a positive role in community development. The study recommending that, for good governance to exist in Buea, there should be the rule of law, encouragement of community participation, transparency and accountability.
Dr. Tanwie Linda Ngewie Dr. Tanwie Linda Ngewie
THE INFLUENCE OF PARENTS’ COLLABORATIVE PARTICIPATION ON EFFECTIVE SECONDARY SCHOOL ADMINISTRATION IN THE SOUTH WEST REGION OF CAMEROON
Section: Articles Keywords: Shared decision making, parents’ collaborative participation, effective secondary school administration, South West Region of Cameroon This study examines the influence of parents’ collaborative participation on effective secondary school administration in the South West Region of Cameroon. The mixed-methods research approach specifically using the concurrent research design. Questionnaires and an interview guide were the instruments used for the study. The questionnaire was for parents, students and community members and an interview guide for principals. The sample population for the study was made up of 100 participants. The study employed both probability and non-probability sampling approaches to come out with the sample in phases. Data from the questioners were analyzed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while the interviews were analyzed thematically. The Spearman’s rho was used to test the research hypotheses formulated in the study. Findings showed that the positive sign of the correlation value implies that continues parents’ collaborative participation in decision making will contribute significantly to effective school administration and this is supported with an explanatory power of 77.9% (Nagelkerke statistics= 0. 77.9). Therefore, it was generally recommended that to enhance effective secondary school administration in the South West Region, it is essential to formalize and institutionalize inclusive decision-making structures that actively engage teachers, parents, students, and community members. School leaders should implement regular forums and workshops that facilitate open communication, foster trust, and encourage collaborative input from all stakeholders.
effective secondary school administration
Tambeagbor Heritah Taku Tambeagbor Heritah Taku
THE DOUBLE BURDEN: REFUGEE INFLUX, HUMAN CAPITAL, AND HUMAN SECURITY IN RURAL HOST ECONOMIES OF CAMEROON
Section: Articles Keywords: refugee influx, human security, rural labour markets, humanitarian aid, instrumental variables, social services, sustainable livelihoods The protracted conflict in the Central African Republic (CAR) has triggered a significant influx of refugees into the rural economies of Cameroon’s East Region, intensifying competition over scarce resources and pressuring local infrastructure. This study aimed to first evaluate the human security status of CAR refugees, host communities, and control groups; second, identify the key drivers of human security; third, investigate the causal effect of humanitarian strategies on human security outcomes. This study employs a rural economics framework drawing on a large-scale survey of 3,540 respondents and focus group discussions. We construct a multidimensional Human Security Index (HSI) to quantify welfare outcomes. Recognising endogeneity in aid placement, we utilise innovative instrumental variables, including conflict intensity, border stretch, and distance from conflict zones, in a two-stage least squares (2SLS) estimation. The findings revealed an alarmingly low aggregate human security status (HSI = 0.457) across all groups, with host communities and control groups faring worse than refugees. The analysis identified that while emergency aid interventions had a positive causal effect on human security, strategies aimed at recovery and resilience-building were critically inadequate and, for host communities, often had negative effects, failing to mitigate the strain on local labour markets and social services. Key drivers included proximity to conflict, access to aid, and socio-economic characteristics, with the study concluding that the current humanitarian response exacerbates dependency and fails to facilitate a sustainable transition from relief to development within the rural host economy.
Tabi Cherrycharry Agwa Tabi Cherrycharry Agwa
Gertrud Buchenrieder Gertrud Buchenrieder
INCOME BETWEEN HARVESTS AND ILLNESS: SEASONAL AGRICULTURAL EARNINGS AND HEALTHCARE UTILISATION IN RURAL CAMEROON
Section: Articles Keywords: Seasonal income, Agricultural households, Healthcare utilisation, Rural Cameroon, Income volatility, Health economics, Logistic regression In agrarian economies, income does not arrive smoothly across the year. It comes in waves, often tied to the harvest calendar. Yet illness does not wait for harvest. This study examines the effect of seasonal agricultural income fluctuations on healthcare utilisation in rural Cameroon using nationally representative secondary data. The main objective is to determine whether variability in farm income across seasons significantly influences the likelihood that rural households seek formal healthcare when faced with illness. Specifically, the study seeks to estimate the effect of seasonal income variability on outpatient visits, use of public and private health facilities, and health expenditure patterns. The analysis draws on data from the Fourth Cameroon Household Survey, employing a logistic regression framework and robustness checks using probit and instrumental variable specifications. The findings reveal that households experiencing higher seasonal income volatility are significantly less likely to utilise formal healthcare services during lean seasons. The negative effect is more pronounced among smallholder households without access to savings or credit. The results suggest that income smoothing mechanisms play a critical role in protecting health-seeking behaviour. The study recommends that the Ministry of Public Health, in collaboration with the Ministry of Agriculture and Rural Development and the Ministry of Finance, design seasonal health financing schemes and agricultural income stabilisation policies to reduce vulnerability in rural communities.
Application of E-Learning in Business Education Programme in Universities in South-South States, Nigeria
Section: Articles Keywords: E-Learning, Business Education, Students, Universities, Internet This study examined the application of e-learning in Business Education programme in universities in South-South, Nigeria. It was guided by three research objective. The study adopted the descriptive survey design for its investigation. The population of the study comprised 138 respondents (lecturers) from state owned universities in South-South States. The instrument for data collection was the checklist and questionnaire. Data generated were analyzed using the mean and standard deviation and t-test statistics. Findings revealed that there exists no noteworthy disparity between the mean ratings of male and female respondents on the extent of availability of e-learning facilities in business education programme in universities in South-South, States. The study concluded that e-learning facilities are available and are being utilized in tertiary institutions in the South-South States. The study recommended amongst others that government should furnish institutions with modern e-learning facilities with a view to making the teaching learning process seamless.
L'accompagnement personnalisé des enfants déficients intellectuelles et les stratégies de gestion du stress et de l’anxiété: Le cas des enfants porteurs de trisomie 21
Section: Articles Keywords: Personnes trisomique, stress et anxiete, adaptation, strategies intellectuelles personnalisees, developpement cognitif etemotionnel. La est une limitation profonde et significative des fonctions intellectuelles et des comportements inadaptés d’apres l’OMS. Les personnes trisomiques vivent cette réalité sur le plan de retard mental. Il est nécessaire de déterminer une approche centre sue la situation de ces personne toute fois en prenant en compte les forces et les faiblesses ainsi des objectifs pour élaborer un plan d’intervention adapte permettant de répondre aux besoins spécifiques de ces personnes. L'accompagnement personnalisé des enfants porteurs de trisomie 21 est un enjeu fondamental pour leur développement global et leur inclusion sociale. Cette recherche met en lumière le fait que chaque enfant présente une variation significative dans ses capacités intellectuelles et développementales, ce qui suppose une nécessaire adaptation des contenus et des méthodes pédagogiques et L'approche éducative ne doit pas se limiter à une simple transmission de connaissances. Il est crucial d’aborder la dimension émotionnelle du soutien éducatif. Les enfants porteurs de trisomie 21 peuvent rencontrer des difficultés émotionnelles dues aux défis liés à leur condition, tels que des sentiments de frustration ou d’isolement. Gardou (2005) insiste sur le fait que l'accompagnement éducatif doit également cibler la construction de l'estime de soi et la confiance en soi des enfants. Mettre sur pied des expériences partagées qui leur sont non seulement bénéfiques pour leur développement social, mais elles contribuent également à leur développement cognitif, en leur offrant des occasions d'apprentissage dans un cadre ludique et interactif. Les interventions en counseling familial jouent un rôle déterminant dans l'accompagnement des familles d'enfants atteints de trisomie 21, en offrant des stratégies adaptées qui visent à renforcer la dynamique familiale et à améliorer la qualité de vie de tous ses membres, En intégrant ces stratégies dans leur quotidien, les familles peuvent non seulement améliorer la gestion des comportements de l'enfant, mais également renforcer leur propre confiance en matière de parentalité. Les stratégies de gestion du stress et de l’anxiété au sein des familles d'enfants atteints de trisomie 21 sont cruciales pour assurer non seulement le bien-être des parents, mais également celui de l'enfant. En apprenant à gérer leur propre stress, les parents deviennent également des modèles pour leurs enfants, qui peuvent ainsi acquérir des compétences en matière de gestion émotionnelle dès leur plus jeune âge. Il est également pertinent d'encourager la communication ouverte au sein de la famille. La création de liens avec d'autres parents se révèle être un levier efficace pour atténuer le stress et favoriser une dynamique familiale positive. Ce soutien communautaire renforce le sentiment d'appartenance à un groupe, ce qui peut considérablement améliorer le bien-être émotionnel des membres de la famille. L'impact sur la résilience familiale est un aspect fondamental à considérer dans le cadre des interventions éducatives destinées aux enfants atteints de trisomie 21. En effet, la résilience familiale se définit comme la capacité d'une famille à surmonter des situations difficiles et à s'adapter aux défis liés à l'éducation d'un enfant présentant des besoins spécifiques. Le développement de projets communs d'inclusion représente un outil fondamental pour renforcer la coopération entre institutions éducatives et familles d'enfants atteints de trisomie 21, favorisant ainsi leur épanouissement et intégration dans la société.
Personnes trisomique, stress et anxiete, adaptation, strategies intellectuelles personnalisees, developpement cognitif etemotionnel.
IGOUI MOUNANG Gilbert IGOUI MOUNANG Gilbert
CONTEMPORARY CHALLENGES TO HIGHER EDUCATION IN CAMEROON
Section: Articles Keywords: Higher Education, Challenges, Governance, Cameroon, Contemporary This article explores Cameroon higher education landscape, a sector crucial to the socio-economic development of the country. In the past, Cameroon higher education was directed by various political and economic considerations that have generated its current structure. Areas of concern in the institutions of learning, include structural problems that weakens its effectiveness, governance, the quality of education, professionalization, accessibility to facilities, state of the art infrastructures, digital technology, financial constraints and matching training and degrees with the exigencies of the job market. The two research questions that guided the study, were to what extent does effective Strategic Planning Influence Quality teaching in Higher Education in Cameroon and to what extent does good governance promote quality teaching in higher Education. The statement problem according to observation states in Cameroon, the situation is access to education is a fundamental concept that refers to the possibility for higher education students to benefit from quality education, regardless of their socio-economic status or geographical origin (Amartya Sen, 1999). This article uses a literature review and methodology, supporting its analyses with the core-periphery theory to analyze the historical evolution and contemporary challenges facing the sustainable development of higher education in Cameroon. The study proposes innovative reforms to improve governance and quality assurance, which is an indispensable resource for policymakers, educators, and all stakeholders interested in the future of higher education in Cameroon. Policymakers, scholars, and employers must collaborate to recreate curricula to keep up with the demand of the job market and aligning the teaching-learning processes with digital technology.
ASONGWE Cyprian FOCHE ASONGWE Cyprian FOCHE
THE HISTORY OF EDUCATION IN CAMEROON: COLONIAL LEGACIES AND PEACE EDUCATION
Section: Articles Keywords: History of Education, Colonial Legacies, Peace Education, Cameroon In this paper, we have drawn from primary literature and oral sources to demonstrate the history of education in Cameroon from indigenous African education in the 16th Century, through education in Cameroon in the pre-colonial era (1844-1884), the period when missionaries managed education, the colonial era (1884-1960/61): including German protectorate (1884-1914); French mandate (1916-1946); British mandate (1916-1946). French trusteeship (1946-1960), British trusteeship (1946-1961), as well as independence and reunification, that is under the Federation (1961-1972), the United Republic (1972-1984), and to current concerns about education in the Republic of Cameroon (1984-present date). Since independence, one of the greatest worries of the Cameroon government has been how to maintain peace, unity and national integration. This paper showcases factors affecting the various stages of change (sociological, social, political, economic, cultural and historical) in each era of the educational system development. We discuss the nature and content of peace education curriculum that can help to achieve this, while calling for greater inclusion of local and diverse indigenous cultures that should promote an integrated decolonized peace education curriculum for the next generation of peace building educational researchers, university stakeholders and policymakers. We conclude by recommending the importance of peace education curriculum for Cameroon universities which should be re-invented as a vector for peace, unity and national integration in the country.
History of Education, Colonial Legacies, Peace Education, Cameroon
Emmanuel Monjong Njouny Emmanuel Monjong Njouny
REFLECTIONS ON BARRIERS FACED BY HEARING IMPAIRED LEARNERS AND ITS EFFECT ON THE TEACHING AND LEARNING PROCESS
Section: Articles Keywords: Barriers, Hearing Impaired Learners, Teaching And Learning Process Students with hearing impairment face diverse challenges in regular schools as well as inclusive schools which greatly affects their access and full participation in academic programs thereby having an effect on the teaching and learning process. A descriptive survey study on the barriers faced by hearing impaired learners and its effects on the teaching and learning process in the following schools were examined; G. B. H. S Mendong, Academic School of Excellence Bastos, and WECARE school all of Yaoundé. The study examined the institutional and infrastructural, social barriers, teaching methods, and academic performance faced by the hearing-impaired students and its effects on the teaching and learning process. The study was guided by a conceptual framework which explained the relationship between infrastructural and institutional, social barriers, teaching method and academic performance and how it affect the hearing-impaired learners in the teaching and learning process. Learning outcomes achieved when the barriers were present and when the barriers had been eliminated. Two theories were used to show the relevance of eliminating barriers to hearing impairment. That is the attachment theory of John Bowlby and the social cognition theory of mind by Brenda Schick (2002). The sample population of the study included 40 learners with hearing impairments from all the schools and 10 teachers. Research instruments used to select the respondents were mainly questionnaires one administered to learners and the other given to teachers. Purposive sampling was also used because the researcher wanted to select only all the learners with hearing impairments from the three schools as well as teachers concerned with the teaching of these children. For the purpose of this study two sets of questionnaires were prepared for the learners and for the teachers. The questionnaires were piloted in a school not in the selected sample. Collected data was analysed using the statistical package for social sciences (SPSS) version 2.0 and reported in form of frequency tables and percentages. Correlation analysis was carried out to test the hypotheses. The findings reveal that significant barriers for hearing impaired students exist and they included the mode of instruction used by teachers; level of education of the sign language interpreter, inadequate classroom space and furniture, absence of overhead projectors during lessons, inadequate signage especially in workshops and laboratories, noisy classroom environment and challenges during integrating with peers leading to loneliness and isolation. The study recommends that the various legislations enacted be enforced in all learning institutions. The support staff be given mandatory basic training on accommodation strategies for impairments learners as a whole. Necessary hearing aids materials should be provided to facilitate the teaching learning process. Thus, making learners with impairment to control and excel in education.
Barriers, Hearing Impaired Learners, Teaching And Learning Process
Egbe Gwendoline Arrika Epse Ayuk Egbe Gwendoline Arrika Epse Ayuk
Egbe Lilian Ayuk-Tabi Egbe Lilian Ayuk-Tabi
SUBSTANCE ABUSE AND ITS IMPACT ON ADOLESCENT COGNITIVE AND EMOTIONAL DEVELOPMENT IN SOME SELECTED FACULTIES IN BAMENDA UNIVERSITY OF CAMEROON
Section: Articles Substance abuse, defined as the recurrent and maladaptive use of psychoactive substances such as alcohol, cannabis, tobacco, and prescription drugs that interfere with daily functioning (American Psychiatric Association, 2013), has become one of the most pressing developmental and public health concerns in adolescent populations. The World Health Organization (2022) estimates that nearly 25% of adolescents worldwide experiment with psychoactive substances before age 19, a phenomenon associated with impaired neurocognitive functioning, emotional instability, and heightened vulnerability to psychiatric disorders. Within the Sub-Saharan African context, rapid urbanization, peer group pressures, socio-economic hardship, and weak regulatory structures have contributed to a surge in adolescent substance use (Atilola, 2017). In Cameroon, the situation is alarming, with studies indicating increasing levels of alcohol, cannabis, and tramadol consumption among secondary school and university students (Ngwa & Nfor, 2021; Ngeh, 2022). Adolescents in universities, navigating critical transitions in cognitive and emotional development, are especially at risk of the deleterious effects of substance abuse. This study investigated the impact of substance abuse on cognitive and emotional development in adolescents enrolled in selected faculties of the University of Bamenda. The research was underpinned by four complementary theoretical perspectives. Piaget’s Cognitive Developmental Theory (1972) asserts that adolescence is characterized by formal operational thought, marked by abstract reasoning and advanced problem-solving. Substance abuse, however, disrupts these cognitive capacities, impairing memory, concentration, and decision-making. Erikson’s Psychosocial Theory (1968) situates adolescence in the identity versus role confusion stage, where individuals attempt to consolidate a coherent sense of self. Substance abuse may distort this developmental trajectory by weakening emotional regulation, destabilizing self-esteem, and encouraging maladaptive coping strategies. Bandura’s Social Learning Theory (1977) emphasizes that substance use is often learned through observation and reinforcement within peer networks, highlighting the influence of role models and social environments. Finally, Bronfenbrenner’s Ecological Systems Theory (1979) frames adolescent substance use as the result of multi-level interactions among the microsystem (family, peers), mesosystem (school, faculty environment), exosystem (community and policies), and macrosystem (cultural norms). These frameworks collectively guided the study and provided a lens for interpreting findings. Empirical evidence supports these theoretical claims. Neurodevelopmental studies demonstrate that psychoactive substances directly impair prefrontal cortex functioning, limiting working memory and inhibitory control (Volkow et al., 2019). Patrick and Schulenberg (2014) found that substance use during adolescence predicts emotional dysregulation, depressive symptoms, and poor academic achievement. Similarly, Atilola (2017) and Mbatchou (2020) reported that adolescents in West and Central Africa who abuse substances experience heightened risk of anxiety, identity confusion, and academic disengagement. These insights underscore the urgent need for context-specific investigations in Cameroon, particularly in university settings where students are exposed to peer pressure, independence, and experimentation. A cross-sectional survey design was employed. A sample of 300 adolescents was drawn from three selected faculties of the University of Bamenda using stratified random sampling. The research instruments included the Drug Abuse Screening Test (DAST-10) to assess substance use patterns, the Rosenberg Self-Esteem Scale to measure emotional self-worth, and the Cognitive Emotion Regulation Questionnaire (CERQ) to evaluate adaptive and maladaptive coping strategies. Data were entered and analyzed using SPSS version 26. Descriptive statistics (frequencies, percentages, means, and standard deviations) described demographic variables and prevalence rates, while inferential statistics were employed to examine relationships. Specifically, Pearson correlation tested associations between substance abuse, cognitive functioning, and emotional adjustment; ANOVA determined differences across gender and faculty; and multiple regression analysis evaluated the predictive power of substance abuse on cognitive and emotional outcomes. The results indicated a 42% prevalence of substance abuse among respondents. Alcohol (68%) and cannabis (53%) were the most frequently consumed substances, followed by tobacco (29%). Cognitive outcomes revealed a significant positive correlation between frequency of substance use and impairments in memory retention, concentration, and executive functioning (r = .41, p < .01). Emotional outcomes included diminished self-esteem, heightened anxiety, depressive tendencies, and irritability, with regression analysis showing that substance use predicted 37% of the variance in emotional maladjustment (β = .37, p < .05). Gender analysis showed that males reported higher rates of substance abuse and more severe cognitive impairments than females. Faculty-specific differences were also observed, with students in faculties characterized by greater social exposure and peer-centered activities being more susceptible to substance abuse and its adverse developmental outcomes. The study concludes that substance abuse exerts a profound negative influence on adolescent cognitive and emotional development, undermining academic achievement, psychosocial adjustment, and long-term well-being. These findings are consistent with earlier reports by Volkow et al. (2019) and Ngwa and Nfor (2021), reinforcing the urgency of comprehensive intervention strategies. Recommendations include the integration of faculty-based counseling services, university-wide substance abuse awareness campaigns, and preventive education programs tailored to adolescents’ developmental needs. Policies should also promote parental engagement, community-based monitoring, and partnerships between universities, health professionals, and non-governmental organizations. Furthermore, interventions should be informed by ecological perspectives, recognizing the interplay of family, peer, institutional, and cultural influences in shaping adolescent substance use behaviors. In sum, the study contributes to developmental psychology and public health by providing empirical evidence on the cognitive and emotional consequences of substance abuse among adolescents in a Cameroonian University context. By highlighting both prevalence and developmental impacts, it offers actionable insights for educators, policymakers, and mental health professionals working to reduce adolescent vulnerability, promote resilience, and support healthier academic and emotional outcomes.
DR YIMELI LONPA MIRABELLE DR YIMELI LONPA MIRABELLE
HOME-BASED PARENTAL ACADEMIC SUPPORT AND CLASSROOM ENGAGEMENT AMONG SECONDARY SCHOOL STUDENTS IN FUNDONG MUNICIPALITY
Section: Articles Keywords: Home-Based, Parental Academic Support, Classroom Engagement, Secondary School Students, Fundong Municipality This study examined the relationship between parental input in home-based tasks—specifically chore/task assignment and follow-up for task completion—and students’ engagement in classroom activities in selected secondary schools in Fundong Municipality. The study adopted an explanatory sequential mixed-methods design. Quantitative data were collected using a 4-point Likert-scale questionnaire with a reliability coefficient of 0.798, while qualitative data were gathered through a structured interview guide. Quantitative data were analyzed using descriptive statistics and Pearson’s product–moment correlation, whereas qualitative responses were subjected to thematic content analysis. Findings from the first research objective revealed a significant moderate positive correlation between parental task assignment and students’ engagement in classroom work (r = 0.446, p = 0.010). Over 70% of students reported that being assigned home tasks positively influenced their classroom engagement. Interview responses further indicated that parents perceived domestic task assignment as a means of fostering responsibility, discipline, independence, and active participation in school learning. Results from the second objective showed a strong positive correlation between parental follow-up on task completion and students’ classroom engagement (r = 0.618, p = 0.001). Approximately 83% of students acknowledged that parental monitoring and feedback enhanced their attentiveness and participation in classroom activities. Based on these findings, the study concludes that consistent parental involvement in assigning and monitoring home tasks contributes significantly to students’ behavioural engagement in school. It is therefore recommended that parents intentionally assign age-appropriate responsibilities and regularly follow up on task completion, providing guidance and encouragement to promote discipline, self-reliance, and meaningful engagement in classroom learning.
Home-Based, Parental Academic Support, Classroom Engagement, Secondary School Students, Fundong Municipality
Dr Lum Bobga Jacqueline Achiri Dr Lum Bobga Jacqueline Achiri
Dr. Lukong Evelyn Shulika Dr. Lukong Evelyn Shulika
PLANIFICATION ADMINISTRATIVE ET RENDEMENT SCOLAIRE EN ZONE ZEP: ANALYSE DE LA « DÉRIVE NUMÉRIQUE » DANS LES ÉTABLISSEMENTS PRIVÉS DU SEPTENTRION CAMEROUNAIS
Section: Articles Keywords: Administrative planning,, Academic performance,, Educational technology,, Northern Cameroon,, Priority Education Zone (ZEP),, School management. In the Priority Education Zones (ZEP) of Northern Cameroon, the massive introduction of mobile technologies in schools has led to the emergence of the "downward-facing generation" phenomenon. Through this study, we analyze the critical role of administrative planning as a tool for regulating these practices within private institutions. By employing a mixed-methods approach—combining surveys of 300 students and interviews with school administrators in Garoua, Maroua, and Ngaoundéré—we demonstrate that this digital drift is less a technological inevitability than a direct consequence of an institutional normative vacuum. Our findings reveal that the absence of digital charters and strategic planning leaves smartphone usage entirely to the recreational sphere. Conversely, we establish that the planned integration of mobile devices as didactic tools compensates for the shortage of physical textbooks and significantly improves student engagement. Ultimately, our research advocates for a transition from surveillance-based administration toward contractual and pedagogical digital management, an essential condition for transforming the smartphone into an instrument of resilience and academic success in the Northern regions.
School Decision-making Process and Teachers Participation in Educational Policy Implementation in Meme Division, South West Region of Cameroon
Section: Articles Keywords: School decision-making Process, Teacher's Participation, Policy Implementation, teachers’ participation in school meetings, teachers’ consultations during school meetings and delegation of responsibility to teachers during school meetings Our research study is titled "School decision- making Processes and Teachers' Participation in Educational Policy Implementation." The full participation of teachers in school decision making process, will boost their spirit just for the fact that their ideas also count. These will also bring about teachers' job satisfaction since the school climate is conducive for them to teach and implement all the school policies handed to them by their Principal. Teachers are Nation Builders and they are those to easily and effectively implement all the educational rules and regulations. Given that they have direct contact with the students, they are in the best position to know on what to suggest, which will be of help to the educational sector in general and the students in particular. The principal research question is as follows: "To what extent does school decision- making process influence the participation of teachers in implementing educational policy?".The specific research question are: To find out the extent to which teachers’ participation in school meetings influences their implementation of educational policy, to investigate the extent to which teachers’ consultations during school meetings influences their implementation of educational policy and lastly, to verify the extent to which delegation of responsibility to teachers during school meetings influences their implementation of educational policy. These questions were then transformed to hypothesis. The methodology adopted a sample survey design with an accessible population of 525 teachers who have taught for at least three years. The sample size was made up of 350 teachers. 350 questionnaires were administered to 20 randomly selected Secondary schools in the Kumba municipality of Meme Division, South West Region of Cameroon. Also, interview guides were administered as the second research instrument to four principals representing the three schools in order to confirm the quantitative data. The data collected was analyzed using the Spearman Correlation Index and multiple regressions. The result obtained shows that there is a positively high relationship between school decision-making process (teachers’ participation in school meetings, teachers’ consultations during school meetings and delegation of responsibility to teachers during school meetings) and teachers' participation in educational policy implementation; as a determinant from the correlation index of 0,863. From the above, we conclude that the research maintains the view that the full participation of teachers in school decision-making process will significantly influence the implementation of educational policy. A good number of recommendations were given to the Ministry of Secondary Education, Principals and Teachers. Principals should encourage their teachers by fully involving them in school decision making.
School decision-making Process, Teacher's Participation, Policy Implementation, teachers’ participation in school meetings, teachers’ consultations during school meetings and delegation of responsibility to teachers during school meetings
ASSISTANT LECTURERS ATTITUDE TOWARDS THE EDUCATION OF STUDENTS WITH DISABILITIES IN THE TWO ENGLISH SPEAKING STATE UNIVERSITIES IN CAMEROON
Section: Articles Keywords: Assistant Lecturers, Attitude, Assistant Lecturers Attitude, Education, Education of Students with Disabilities, English-Speaking Universities This study investigated the attitude of Assistant Lecturers towards the education of students with disabilities in English-speaking Universities in Cameroon. A descriptive survey design was used to collect data from 125 Assistant Lecturers at the University of Bamenda and University of Buea. The study employed a descriptive survey design. Data was collected by adapting a tool (questionnaire) that was designed by Sniatecki, Perry and Snell in 2015. Data was analysed by measuring all indicators of the study on a four-point Likert scales with the response options of “strongly disagree” equalled one and “strongly agree” equalled four. The researcher presented data and provided the mean, median, standard deviation, and percentage agreement. Percentage agreements were calculated by adding strongly disagree and disagree to strongly agree and agree. The findings reveal that Assistant Lecturers generally hold positive attitudes towards the education of students with disabilities. However, factors such as lack of training and resources, as well as inadequate infrastructure, can hinder the effective inclusion of students with disabilities in Higher Institutions of Learning. The study therefore recommends that universities provide training and resources to support Assistant Lecturers in promoting Inclusive Education.
Assistant Lecturers, Attitude, Assistant Lecturers Attitude, Education, Education of Students with Disabilities, English-Speaking Universities
Levai Pensiga Wabila Levai Pensiga Wabila
Copyright (c) 2025 International Journal of Developmental Issues in Education and Humanities https://creativecommons.org/licenses/by-nc-nd/4.0/
Societal Expectations Of Exemplary Behavior As Role Models And Its Influences On The Identity Formation On Some Selected Clergy Children In The Mezam Division Of The North West Region Of Cameroon
Section: Articles Keywords: Societal expectations, identity formation, exemplary role models, clergy’s children Purpose The purpose of this research was to examine the societal expectations of exemplary behaviour as role models and its influence on identity formation on some selected clergy’s children of the Mezam Division of the North West Region of Cameroon. The study aimed at examining the influence of societal expectations of exemplary behaviour as role models on identity formation of clergy’s children. Materials and Methods The convergent mixed-methods design was used in conducting this study. To collect quantitative data, the cross-sectional survey design with the aid of a questionnaire made up of closed ended items was used. Qualitative data was collected through the phenomenological approach with the aid of an interview guide made up of open-ended questions. A sample of 60 purposefully selected clergy’s children were recruited for this study. Findings Quantitative data was analyzed using descriptive and inferential statistical tools; frequency counts, graphs, percentages and the Pearson test and regression analysis was used to test hypotheses. Thematic analysis with the aid of themes and quotations was used for qualitative data. The association between identity formation (IF) and the pressure of being a role model (PRM) is strong and negative (r = –0.608, p < 0.00001). This means that as the pressure on clergy’s children to always be perfect role models increases, their capacity for developing a stable and clear personal identity diminishes.
Tantoh Mengwi Claudine Tantoh Mengwi Claudine
Structuring Teacher Pedagogy Assessments: Effects on Teaching and Learning in Basic Education in Cameroon
Section: Articles Keywords: Teacher Pedagogy, Assessment, Structuring, Teaching, Learning, Basic Education Teacher pedagogy assessment generally, is crucial for adjusting instruction, improving teacher practice and fostering deep learning, as well as overall educational quality, which today has become a growing concern among stakeholders in education according to the Organization for Economic Co-operation and Development (OECD, 2019). However, the problem motivating this study is the observed persistent challenges in teacher pedagogic assessment, leading to low academic standards, due to the poor teaching quality. The main question in this study is: How does teacher pedagogy assessment impact teaching and learning outcomes? The study uses Bloom’s theory of assessment pedagogy (1971), which posits that assessment must be continuous and integrated into the teaching and learning process. The methodology consists of a questionnaire survey of 100 teachers in Public Primary Schools. Data was analyze using descriptive statistics and analysis of variance, with results showing that assessment of teacher pedagogy in every aspect, have a significant positive impact on teaching and learning outcomes. Recommendations go to school administrative heads, policy-makers, as well as to teachers. Firstly, to organize more in-service training seminars, workshops on pedagogic assessment strategies, techniques and approaches for teachers to be skillful. Secondly, a well set assessment standards criteria in terms of lesson planning, content knowledge, communication skills, as well as feedbacks be defined in determining level of objectives attained.
Teacher Pedagogy, Assessment, Structuring, Teaching, Learning, Basic Education
Dr. Mbonteh Vivian Mbole N. Dr. Mbonteh Vivian Mbole N.
DYNAMICS OF PORTFOLIO ASSESSMENT STRATEGY IN EVALUATING THE ENGLISH LANGUAGE SKILLS FOR PUPILS WITH HEARING IMPAIRMENTS IN FAKO DIVISION, SOUTH WEST REGION OF CAMEROON
Section: Articles Keywords: Portfolio assessment, Evaluation, English Language Skills, Hearing Impairment This study examined the impact of portfolio assessment on evaluating the English language skills of pupils with hearing impairment in Fako Division, Cameroon. Portfolio assessment, as an informal and learner-centred approach, was explored within the framework of inclusive education, where traditional assessment methods often fail to adequately reflect the abilities of learners with hearing loss. The research utilised a quasi-experimental design involving pupils with hearing impairment in selected inclusive primary schools. Data were gathered through English language tests, classroom observations, and interviews with parents, teachers, head teachers, and the divisional delegate. Quantitative data were analysed using descriptive statistics, t-tests, and regression analysis, while qualitative data underwent thematic analysis. The results indicated that pupils subjected to portfolio assessment performed significantly better in English language skills than those assessed through conventional methods. Statistical analysis (SPSS t-tests and regression) showed that pupils assessed via portfolios scored notably higher on post-tests (portfolio group mean=12.78 versus control=11.14; t(38)=2.919, p<.05). Regression analysis demonstrated that portfolio use was a strong predictor of language improvement (β=0.336, p<.001). Classroom observations and interview findings further revealed that portfolio assessment encouraged ongoing learning, increased learner engagement, self-reflection, and heightened teacher awareness of individual progress. The study concludes that portfolio assessment is an effective method for evaluating the English language skills of pupils with hearing impairment and recommends its systematic adoption within inclusive classroom practice.
Portfolio assessment, Evaluation, English Language Skills, Hearing Impairment
Ngenwie Emilia Tanyie Ngenwie Emilia Tanyie