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
CAREGIVER SUPPORT AND ACADEMIC PROGRESS AMONG LEARNERS WITH SICKLE CELL DISEASE IN THE FAKO DIVISION, SOUTH WEST REGION OF CAMEROON
Section: Articles Keywords: caregiver support, academic progress, sickle cell disease, cultural support, spiritual support, Cameroon. Learners living with sickle cell disease (SCD) frequently experience recurrent health complications that disrupt school attendance, classroom participation and overall academic progress. While considerable attention has been devoted to the medical management of SCD, limited empirical evidence exists on how caregiver support contributes to the educational outcomes of affected learners, particularly within the Cameroonian context. This study examined the influence of caregiver support on the academic progress of learners diagnosed with sickle cell disease in the Fako Division of the South West Region of Cameroon. Specifically, the study investigated the effects of caregivers' cultural and spiritual support on learners' academic progress. The study adopted a sequential exploratory mixed-methods design. A total of 253 participants, comprising 36 caregivers, 177 secondary school students and 40 primary school pupils diagnosed with SCD, participated in the study. Participants were selected using purposive, simple random, convenience and snowball sampling techniques. Data were collected using questionnaires and semi-structured interviews. Quantitative data were analysed using descriptive statistics and linear and multiple regression analyses, while qualitative data were analysed thematically. The findings revealed that both cultural and spiritual caregiver support significantly and positively influenced learners' academic progress. Cultural support significantly predicted academic progress among secondary school students (β = 0.675, p < .001) and primary school pupils (β = 0.574, p < .001). Likewise, spiritual support exerted a significant positive influence on academic progress among secondary school students (β = 0.787, p < .001) and primary school pupils (β = 0.651, p < .001). Qualitative findings further demonstrated that caregivers promoted learners' educational engagement through culturally responsive care practices, faith-based encouragement, emotional reassurance and sustained family involvement. The study concludes that caregiver support constitutes an important protective factor for improving the academic progress of learners living with sickle cell disease. It recommends strengthened collaboration among families, schools and healthcare providers to promote culturally sensitive, holistic and learner-centred support systems that enhance educational participation and achievement.
caregiver support, academic progress, sickle cell disease, cultural support, spiritual support, Cameroon.
Siméon Boris NGUÉHAN Siméon Boris NGUÉHAN
Copyright (c) 2026 International Journal of Developmental Issues in Education and Humanities
BACKCHANNELLING IN ENGLISH AS A LINGUA FRANCA ONLINE DISCUSSIONS: STRATEGIES AND PERCEPTIONS
Section: Articles Keywords: ELF, backchannelling, online communication, interactional strategies, digital pragmatics The use of English as a Lingua Franca (ELF) in online discussions necessitates presents a need to understand how speakers manage interaction and signal understanding of digital spaces. This study assesses backchannelling strategies in ELF online discussions, with focus on how speakers of English use these strategies to manage interaction and signal understanding (of different discursive patterns). Addressing a gap in research on backchannelling strategies in ELF interactions, this study assesses: What backchannelling strategies do ELF speakers report using in online discussions? How do they perceive the importance of backchannelling for successful online interaction? And how do contextual factors influence backchannelling strategy use in ELF online discussions? To answer these questions, the study employs a survey design, targeting 100 ELF speakers who participate in online discussions to gather data on backchannelling strategy use, the perceived importance of strategies used, and contextual factors that influence strategy choice. The results of the study indicate that ELF speakers use a range of backchannelling strategies (such as emojis, textual cues like ‘ok’, ‘hmmmm’, likes), with high perceived importance for ensuring smooth communication and managing interaction in online contexts. The results have implications for language teaching and learning. The results shape our understanding of interactional competence in ELF-mediated digital communication and emphasize the adaptive use of backchannelling strategies across different online platforms and contexts. The study informs pedagogy on pragmatic strategies for ELF users in online interactions, and supports effective communication in global English contexts, with implications for applied language studies on interactional competence in ELF-mediated digital communication.
Clovis Ndichia Nkwain Clovis Ndichia Nkwain
ARCHITECTURE OF ARCHIVAL SURVIVAL: EVALUATING CLASSIFICATION SYSTEMS AND PRESERVATION OF CULTURAL HERITAGE IN CAMEROON
Section: Articles Keywords: Archival classification, preservation, cultural heritage, National Archives of Cameroon, records management, intellectual control. This study investigates how the classification or archival records influence the preservation of cultural heritage in the National Archives in Cameroon. Although classification is globally recognized as the foundation of archival function, its specific contribution to preservation outcomes in Cameroon remains underexplored. remains under-theorized. Archives Using a qualitative case study design, the study engaged five purposively selected senior archival personnel through semi-structured interviews. The sample size was justified by the specialized expertise required, and the study focuses on depth of insight rather than statistical generalization, consistent with a qualitative case study. Data were analysed thematically with a code check to enhance rigor. Findings reveal that the National Archives employs a combination of alphanumeric, subject-based, and thematic classification systems, which collectively enhance intellectual control, retrieval efficiency, and the physical safeguarding of cultural heritage materials. However, the effectiveness of these systems is significantly constrained by inadequate infrastructure, limited storage space, insufficient equipment, the absence of ICT-supported classification tools, and chronic underfunding. The study demonstrates that the classification contributes to preservation primarily by reducing handling, improving traceability, and supporting systematic arrangement, but its potential remains underutilized due to structural and technological limitations. The article argues that strengthening classification practices requires a coordinated investment in modern ICTs, standardized archival infrastructure, professional training, and sustainable funding. The study contributes empirical evidence to African archival scholarship by clarifying the direct link between classification practices and preservation outcomes in a resource-constrained national archival system.
Archival classification, preservation, cultural heritage, National Archives of Cameroon, records management, intellectual control.
Aloysius Nyuymengka Ngalim Aloysius Nyuymengka Ngalim
DIGITAL BATTLE FOR TRUTH: MISINFORMATION ON SOCIAL MEDIA AND THE CRISIS OF YOUTH EVANGELISATION IN THE NIGERIAN CATHOLIC CHURCH
Section: Articles Keywords: Battle, Crisis, Digital, Evangelisation, Misinformation, Social Media, Truth, Youth The rapid expansion of social media has fundamentally transformed the ways in which young people encounter, interpret, and practice their faith. While digital platforms have created unprecedented opportunities for evangelisation, they have simultaneously facilitated the widespread dissemination of religious misinformation, posing significant challenges to authentic faith formation among Catholic youth. Guided by Social Construction of Reality Theory, this study investigates the influence of digital misinformation on faith understanding, religious identity formation, and evangelisation experiences among Catholic youth in Nigeria. A convergent mixed-methods research design was adopted, involving a survey of 500 Catholic youths drawn from Nigeria's six geopolitical zones and 30 semi-structured interviews with young people, youth leaders, and clergy. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were subjected to thematic analysis to provide deeper contextual insights. The findings reveal that exposure to religious misinformation is pervasive, with 75% of respondents reporting frequent encounters with misleading religious content, predominantly through WhatsApp, Facebook, and TikTok. The study further demonstrates that such misinformation contributes to doctrinal confusion, encourages syncretic belief systems, weakens confidence in official Church teachings, and increasingly shifts trust towards online prophets, religious influencers, and unverified digital sources. Furthermore, young people's vulnerability to misinformation is exacerbated by limited digital literacy, inadequate catechetical formation, and strong peer influence within online communities, particularly WhatsApp groups. The study concludes that the contemporary crisis of youth evangelisation in Nigeria is intrinsically linked to the broader digital battle for truth. Addressing this challenge requires a holistic approach that integrates digital literacy education, contextually relevant digital catechesis, and a more visible, engaging, and credible online pastoral presence. Accordingly, the study recommends the development of a coordinated national digital evangelisation strategy, specialised digital communication training for clergy and pastoral workers, strengthened catechetical programmes that incorporate media literacy, and the active empowerment of young people as co-creators and ambassadors of authentic Catholic digital content capable of countering misinformation and promoting faith-based truth in the digital age.
Elizabeth Titilayo Aduloju Elizabeth Titilayo Aduloju
Examining the Perception and Interest of Secondary School Students towards Practical Agricultural Science Education in Delta State, Nigeria
Section: Articles Keywords: Perception, Interest, Practical Agricultural Science, Students The study looks into how senior high school students in Delta State perceive and are interested in practical agricultural science. To direct the inquiry, two research questions were put out. This study employed a descriptive survey as its research design. The demographic used for the study was Delta State agricultural science students. 200 pupils were selected as the study's sample. The study's instrument is the questionnaire. The mean and standard deviation statistics were used to examine the produced data. Among other things, the results showed that students' perceptions of practical agricultural science are outstanding. From the study, agricultural science instructors should keep encouraging students' interest in practical agricultural science through motivation, curiosity, and a variety of pedagogical techniques, as well as by offering agricultural science facilities and educational materials.
IMOBIGHE Mabel Uleburin IMOBIGHE Mabel Uleburin
APPRAISAL OF PRINCIPALS’ PEDAGOGIC FUNCTIONS ON SCHOOL CLIMATE IN SECONDARY SCHOOLS IN THE SOUTH WEST REGION OF CAMEROON
Section: Articles Keywords: Principals, Pedagogic Function, School Climate The study examined principals’ pedagogic functions on school climate in secondary schools in the South West region of Cameroon. Specifically, the study examined examine the extent principals do carry out their pedagogic function; assess principals’ perception of how execution of their pedagogic function influence school climate; and examine principals’ execution of their pedagogic function by school type. The study adopted a concurrent mixed method approach. Questionnaire comprised both closed and open-ended questions and structured interview guide were the instruments used. Data were successfully collected from 427 teachers and 27 principals. The simple random and purposive sampling techniques were used. The reliability coefficient of the questionnaire was 0.860 for pedagogic function and 0.853 for school climate. Quantitative data were analysed using Statistical Package for Social Science 27.0, and qualitative data thematically. Findings showed that principals’ pedagogic function has a positive and significant influence on school climate (coefficient value 0.212), significant at 1% level. Proper execution of pedagogic function was reported to promotes effective teaching learning, smooth running of the school, foster teachers’ assiduity, foster staff collaboration, enhance students’ study awareness, promote orderliness, and foster good teacher-student relationship while improper execution of pedagogic function was reported to cause students’ indiscipline, brings disorder in the school, slow teaching learning, hinder staff collaboration, result to poor academic performance, makes teaching ineffective. Principals irrespective of school do not significantly differ in the execution of pedagogic function but school climate was healthier for principals who adequately carry out their pedagogic function 70.3% than those who do not 48.0%. It was recommended that some training be offer to principals to strengthened to capacity in performing their pedagogic functions due to wanting in the teachers’ supervision, collaboration with teachers, and providing opportunities for teachers’ professional development.
Emmambu Sylvie Fotock Emmambu Sylvie Fotock
Impact des outils d’IA sur le contrôle de gestion dans les établissements financiers au Cameroun
Section: Articles Keywords: Management control, AI, SMEs, Contrôle de gestion, IA, EF Recent and ongoing advances in artificial intelligence (AI) have profoundly affected several sectors of activity, notably the financial sector, where AI is at the heart of companies' management control functions. The objective of this article is to examine the impact of AI tools on management control in financial institutions. To achieve this, the information used comes from primary sources, collected from 179 managers of financial institutions in Cameroon. Based on a multiple linear regression, two main results emerge. On the one hand, there is a positive but not significant impact of the existence of AI tools on management control within financial institutions. On the other hand, there is a positive and significant impact of the frequency of use of AI tools on the management control of these institutions. This result indicates that the frequency of use of AI tools is crucial for improving control. This result indicates that the frequency of use of AI tools is crucial for improving management control in SMEs in Cameroon.
Yves Vincent MBALLA ATANGANA Yves Vincent MBALLA ATANGANA
Pierre Ghislain TCHOFFO TIOYEM Pierre Ghislain TCHOFFO TIOYEM
Agricultural Productivity and Child Nutritional Outcomes in Cameroon: A Rural-Urban Comparative Analysis
Section: Articles Keywords: Agricultural productivity, Child nutritional outcomes, Rural households, Urban households, Household welfare Improving child nutrition remains one of the most pressing development challenges confronting many low- and middle-income countries despite sustained efforts to enhance agricultural production and food security. In Cameroon, where agriculture is a major source of livelihood, particularly in rural communities, concerns persist about the extent to which improvements in agricultural productivity translate into better nutritional outcomes for children. This study examines the effect of agricultural productivity on child nutritional outcomes in Cameroon while comparing the magnitude of the relationship between rural and urban households. Using secondary data from the Fifth Cameroon Household Survey (ECAM 5), the study employs a quantitative research design and estimates logistic regression models to analyse the relationship between agricultural productivity and child nutritional outcomes after controlling for relevant socioeconomic and demographic factors. The findings indicate that higher agricultural productivity significantly improves child nutritional outcomes through increased household food availability, dietary diversity, and income generation. The results further reveal that the positive effects of agricultural productivity are stronger among rural households than urban households, reflecting the greater dependence of rural livelihoods on agricultural activities. Maternal education, household welfare, access to improved sanitation, and dietary diversity are also found to exert significant positive influences on child nutrition. The study recommends the implementation of integrated rural development programmes that simultaneously promote agricultural productivity, nutrition education, and access to basic social services in order to accelerate improvements in child nutritional outcomes. Such interventions are essential for achieving sustainable reductions in malnutrition and poverty while supporting inclusive economic development in Cameroon.
Agricultural Livelihoods, Rural Exposure and Childhood Malaria Incidence in Cameroon: Evidence from the Demographic and Health Survey
Section: Articles Keywords: Malaria incidence, agricultural livelihoods, rural households, child health, rural economics Malaria continues to impose a substantial public health and economic burden across Sub-Saharan Africa despite decades of intensified control interventions, particularly among children under five years of age who remain the most vulnerable group. In Cameroon, where a large share of the population depends on agriculture and rural livelihoods, the interaction between agricultural practices, rural exposure, and malaria risk remains insufficiently understood. This study investigates the effect of agricultural livelihood dependence on childhood malaria incidence in Cameroon, with particular emphasis on rural-urban disparities. Using secondary data from the Demographic and Health Survey (DHS), the study employs a binary logistic regression model to examine the determinants of malaria incidence among children while controlling for socioeconomic, demographic, environmental, and regional factors. The findings reveal that children in agricultural and rural households exhibit higher exposure to malaria risk due to increased proximity to vector breeding environments, although improved household wealth, maternal education, and better housing conditions significantly reduce malaria incidence. The rural effect remains statistically significant even after controlling for confounding factors, highlighting persistent spatial inequalities in health outcomes. The study recommends integrated rural development policies that combine agricultural modernisation with environmental health interventions, improved housing infrastructure, and strengthened malaria prevention programmes.
Tamiya Japheth Tangouh Tamiya Japheth Tangouh
MOTIVATION AS AN INGREDIENT FOR EFFECTIVENESS AND EFFICIENCY IN THE TEACHING AND LEARNING ENTERPRISE OF THE PRESBYTERIAN EDUCATION AUTHORITY (PEA)
Section: Articles Keywords: Motivation, effectiveness, efficiency, teaching, learning, Presbyterian Education Authority, Cameroon This mixed-methods study examined the influence of motivation on teaching effectiveness in Presbyterian Education Authority [PEA] secondary schools in Cameroon. Grounded in the reality of declining enrolment, delayed salaries, and low teacher morale in Anglophone Cameroon, the study sought to determine the extent to which financial and non-financial motivation contribute to educational productivity. Using a cross-sectional research design, data were collected from 158 participants comprising teachers, administrators, and Form Five/Upper Sixth students across 11 PEA secondary schools in the South West and North West Regions. Instruments included closed and open-ended questionnaires, semi-structured interviews, and focus group discussions. Quantitative data were analyzed using SPSS Version 21.0 with descriptive statistics and mean scores against a critical value of 2.00. Qualitative data were subjected to thematic analysis. Results indicate that motivation influences student performance, but only to a limited extent [M = 2.37]. A majority of PEA teachers reported low job satisfaction [M = 1.85], citing inadequate salaries, poor working conditions, and limited professional growth as primary concerns. While non-financial motivators such as recognition [M = 2.77] and conducive classroom environments [M = 2.58] received higher ratings, financial factors remained the greatest source of dissatisfaction [M = 1.96]. Analysis of GCE Ordinary and Advanced Level results from 2011–2015 revealed that a significant proportion of students scored at the lower grade bands, suggesting suboptimal academic productivity. The study concludes that although motivation is a necessary ingredient for effectiveness and efficiency, its impact in PEA schools is constrained by structural and financial deficits. It recommends a dual approach: improvement of financial remuneration through bi-annual salary reviews, profit-sharing, and tuition waivers for teachers’ children; and strengthening of non-financial strategies through recognition, reduced workload, training, and infrastructure upgrades. The findings contribute to educational policy discourse in Cameroon by highlighting the need for context-specific motivation frameworks in faith-based educational institutions.
Motivation, effectiveness, efficiency, teaching, learning, Presbyterian Education Authority, Cameroon
Bongajum Dora Lemnyuy Bongajum Dora Lemnyuy
DOUBLE TRANSITION INTERGENERATIONNELLE DURABLE ET DIGITALE DES PME FAMILIALES AU CAMEROUN
Section: Articles Keywords: family-owned SMEs; intergenerational succession; digital transition; sustainable development; Cameroon. Against a backdrop of accelerating digital transformation and growing demands for sustainable development, family-owned SMEs face major challenges during intergenerational succession processes. This article analyses the dual intergenerational transition – towards sustainability and digitalisation – of family-owned SMEs in Cameroon. It aims to understand how these businesses reconcile the principles of family continuity with the imperatives of organisational transformation. Adopting an inductive qualitative approach based on a multiple-case study, the research draws on twelve semi-structured interviews conducted with key stakeholders from eight family-owned SMEs. The results reveal that the dual transition is influenced by contextual factors such as family culture, wealth governance and the profile of the successor. Similarly, it is clear that formalised family governance and digital leadership are key drivers in ensuring a coherent and sustainable transition.
family-owned SMEs; intergenerational succession; digital transition; sustainable development; Cameroon.
Yves Vincent Mballa Atangana Yves Vincent Mballa Atangana
UNVEILING THE COMPLEXITIES OF WOMEN'S PARTICIPATION IN AI AND ENTREPRENEURSHIP IN AFRICA
Section: Articles Keywords: Women in AI, Entrepreneurship, Ethics, Diversity and Inclusion, Africa In the African context, discourse on AI ethics remains inadequate without acknowledging the historical underrepresentation of women in the field. Numerous obstacles impede women's success in AI and entrepreneurship. One such challenge is cultural norms surrounding caregiving responsibilities, which can make it difficult for women to pursue demanding careers. In many AI applications, women face inequitable treatment that often reflects historical biases. These biases manifest in algorithms, datasets, and the ways technologies interact with social norms. They perpetuate gender stereotypes and inequalities, undermining the fairness, accuracy, and efficacy of AI systems. The Women in AI Ethic’s movement seeks to enhance visibility, representation, and empowerment for women, promoting AI systems that uphold fundamental human values, including respect for individuality, dignity, and human rights. Exclusion restricts the diversity of perspectives essential for ethical and inclusive innovation and sustains systemic imbalances. AI systems developed without women's input risk reinforcing prejudices that disproportionately affect vulnerable communities, while the scarcity of female role models in AI entrepreneurship may deter future generations of women from entering the field. This paper advocates for ethical frameworks, comprehensive datasets, and diverse leadership structures to address these challenges. Using an analytical framework, it investigates the implications of women's underrepresentation in entrepreneurship and AI development in Africa. The study concludes that inclusive and equitable strategies in AI and entrepreneurship are vital for enhancing justice, transparency, and accountability, ensuring that women's participation is both recognized and empowered in Africa's technological future.
Women in AI, Entrepreneurship, Ethics, Diversity and Inclusion, Africa
Philip Chika Omenukwa Philip Chika Omenukwa
RESEARCHER'S INDIVIDUALISM : THE MANAGER'S RATIONALITIES IN AFRICA
Section: Articles Keywords: Researcher individualism, managerial rationalities, knowledge production, African epistemology, intrinsic values, ethics, contextual knowledge, Management Sciences. The production of knowledge in Management Sciences has traditionally been examined through the lenses of institutional legitimacy, scientific objectivity, and socio-cultural validation. However, emerging psychosocial challenges within universities and research environments call for a critical re-examination of the role of the researcher as an individual actor whose personal values, experiences, and rationalities influence the knowledge creation process. This exploratory article investigates the intersection between the researcher's individualism and managerial rationalities within African contexts. It argues that scientific knowledge is not merely a product of methodological rigour and social validation but is also shaped by the intrinsic ethical orientations, cultural identities, and subjective interpretations of researchers. Drawing on contemporary debates in epistemology, management studies, and African-centred scholarship, the article explores how African researchers negotiate tensions between universal scientific norms and context-specific realities. The discussion further identifies and maps the core values that may characterise African managerial rationalities, including communal responsibility, social solidarity, ethical accountability, cultural authenticity, and developmental commitment. The article concludes that recognising the individual and contextual dimensions of knowledge production strengthens the ethical foundations, practical relevance, and societal responsiveness of management research in Africa. It advocates for a more reflexive and human-centred approach to scientific inquiry that acknowledges the researcher as both a knowledge producer and a culturally embedded social actor.
Researcher individualism, managerial rationalities, knowledge production, African epistemology, intrinsic values, ethics, contextual knowledge, Management Sciences.
TCHOMGOUO NZALLI Jean Gédéon TCHOMGOUO NZALLI Jean Gédéon
TCHATCHOUA NYA Magloire TCHATCHOUA NYA Magloire
SENTIMENT D’AUTO EFFICACITE PERSONNELLE ET COMPETENCES ACADEMIQUES DES ETUDIANTS A PROFIL ATYPIQUE DE L’UNIVERSITE DE DOUALA
Section: Articles Keywords: personal effectiveness, academic skills, students, atypical profile, master's cycle Many students apply for admission to a Master's program in a different field at the end of their Bachelor's degree. Since the Bachelor's degree is where the fundamentals of a discipline are taught, it might seem easy for a student who hasn't completed this cycle to experience difficulties adapting to the Master's level. However, we have observed that students who entered new programs after obtaining a Bachelor's degree in another field perform better in the Master's program than some students who remained in the same program. The objective of this study is to determine whether self-efficacy influences the development of academic skills in students with atypical profiles. The theory of self-efficacy developed by Bandura (2003) forms the theoretical basis of this research. The study adopts a quantitative design; data were collected through a questionnaire administered to 100 students with atypical profiles at the University of Douala. Analysis of the data using Pearson's correlation yielded the following results: HR1: rxycal = 0.378 with a probability of P = 0.000. HR2: rxycal = -0.102 with a probability of P = 0.004. HR3: rxycal = 0.638 with a probability of P = 0.000. HR4: rxycal = -0.238 with a probability of P = 0.001. These results lead us to conclude that persuasive communication is the source of personal effectiveness that most influences the development of academic skills in atypical Master's students.
Douanla Djiala Adeline Merlyne Douanla Djiala Adeline Merlyne
Consumption of Aphrodisiacs among Adolescents: A Risky Behaviour in the Far North Region of Cameroon
Section: Articles Keywords: use, adolescence, aphrodisiac, risky behavior, consommation, aphrodisiaque, conduite à risque This study explores aphrodisiac use among adolescents in the Far North region of Cameroon as a risky behavior. Using a qualitative approach based on semi-structured interviews, six regular adolescent users were interviewed. The results reveal that this use is influenced by peer pressure, the expectations of sexual partners, and the easy availability of the products. This practice, a source of health risks, underscores the need for increased awareness and regulatory oversight. The study seeks to understand the phenomenon of aphrodisiac use among adolescents, which, over time, becomes a risky behavior requiring further investigation to fully explain this phenomenon. A sample of six adolescents was selected using the purposive sampling technique. Data were collected using a semi-structured interview guide and analyzed using thematic content analysis. To conduct this research, we asked ourselves: what could explain aphrodisiac use among adolescents? The objective of this study is to identify the factors influencing aphrodisiac use among adolescents. It is based on the following hypothesis: several factors explain adolescent aphrodisiac use. After analyzing the data collected in the field, we concluded that adolescents do use aphrodisiacs, and that this use is justified by several reasons: the pursuit of pleasure, the desire to push boundaries, and sexual performance. This constitutes a risky behavior that necessitates psychological support, potentially provided through an active listening service to assist adolescents. Parents bear primary responsibility, followed by the State through the relevant ministries of youth and education, religious leaders, and the entire community.
Proximal Feeding Processes and Refinement of Bipedal Walking in institutionalised children aged 12 to 30 months in Cameroon: A longitudinal bioecological study of developmental trajectories
Section: Articles Keywords: Proximal Feeding Processes, Refinement of bipedal walking, Substitute family institution, Developmental trajectory The acquisition of bipedal locomotion is a major milestone in early motor development. Although neurological and environmental determinants of motor development have been widely studied, few longitudinal investigations have examined the specific role of feeding processes in African institutional settings. This study investigates the influence of feeding processes on the longitudinal refinement of bipedal locomotion among institutionalized children aged 12–30 months in Cameroon. Grounded in Bioecological Theory of Human Development, the study employs the PPCT model (Process–Person–Context–Time) to explore developmental trajectories. A prospective longitudinal multicenter design was conducted with two institutionalized children followed from 12 to 30 months of age. Data were collected across six measurement waves using the Brunet-Lézine Revised (2001) and adapted Scale, the Healthy Eating Index, the Dietary Diversity Score, a Feeding Assessment Scale, direct observations, and semi-structured interviews. Findings indicate that nutritional quality, dietary diversity, hydration, and caregivers’ feeding competencies significantly influence motor developmental trajectories. Improvements in nutritional indicators were associated with accelerated locomotor achievements, whereas nutritional deterioration corresponded with developmental stagnation. The study introduces the concept of Structured Proximal Feeding Processes (SPFP) as a theoretical extension of the PPCT model (Process, Person, Context, Time) of the bioecological theory of human development.
NLATE Géraud Modeste NLATE Géraud Modeste
Digital Leadership Practices for Enhancing Staff Well-being and Organizational Growth in Delta State Private Universities
Section: Articles Keywords: Digital Leadership, Practices, Staff Well-being, Organizational Growth, Private universities, Delta State, Nigeria This study examined digital leadership practices for enhancing staff well-being and organizational growth in private universities in Delta State, Nigeria. Three research questions guided the study, and three null hypotheses were tested at the 0.05 level of significance. A descriptive survey with ex-post facto design was adopted. The population comprised 1000 staff of private universities in Delta State. Using cluster sampling, 250 staff were selected from Admiralty University of Nigeria, Ibusa; Edwin Clark University, Kiagbodo; Michael and Cecilia Ibru University, Agbarha-Otor; Novena University, Ogume-Amai; Western Delta University, Oghara; Eagle Heights University, Omadino-Warri; and Margaret Lawrence University, Umunede/Sports University, Ugboko. Data were collected using a self-developed questionnaire titled “Digital Leadership Practices for Enhancing Staff Well-being and Organizational Growth Questionnaire (DLPESWOGQ)”. The instrument was pilot-tested and established reliable with a test-retest coefficient of 0.84. A four-point Likert scale of Strongly Agree, Agree, Disagree, and Strongly Disagree was used. The researchers personally administered 250 copies of the questionnaire and retrieved them. Data were analyzed using simple percentages, mean, standard deviation, and t-test. A benchmark mean of 2.50 was set for decision on research questions. Findings revealed that effective digital leadership practices significantly enhance staff well-being and organizational growth by fostering supportive digital environments. A significant number of staff remain uncomfortable with digital tools and competencies, preferring traditional methods that rely on physical presence and direct supervision to accomplish tasks as the digital culture is not human-centred. The study concluded that digital leaders who prioritize employee well-being and leverage technology for innovation and productivity drive sustainable organizational growth. It was recommended that private university management invest in digital leadership training to improve staff welfare and institutional performance.
AFRICAN TRADITIONAL VALUES AND GLOBALIZATION AS PREDICTORS OF FUNCTIONAL FAMILY BACKGROUND AMONG PUBLIC UNIVERSITY UNDERGRADUATES IN OGUN STATE
Section: Articles Keywords: African value, globalization, family, higher education This study examined the Africa traditional value and globalization as predictors of functional family background among public university undergraduates in Ogun State. The population of the study comprised all undergraduates of Tai Solarin Federal University of Education with a sample of 400 undergraduate students using a stratified random sampling technique. Data were collected using the Africa Traditional Value Questionnaire (ATVQ), Globalization Questionnaire (GQ), and Functional Family Background Questionnaire (FFBQ) with reliability coefficients of .78, .77, and .78 respectively. Findings from the study revealed no significant relationship between African traditional value and functional family background (r = -0.001, p > 0.05), a significant relationship between globalization and functional family background (r = .135, p < 0.05), and a significant combined influence of African traditional value and globalization on functional family background (F = 3.519, p< 0.05). The study concluded that functional family background among undergraduates is shaped by both traditional and modern influences, but other unexamined factors may also play substantial roles. It was recommended, among others, that policymakers, educational planners, and university management should develop programmes that integrate positive African cultural values with beneficial global practices.
OSIYEMI, Emmanuel. Sunday OSIYEMI, Emmanuel. Sunday
IMOH, Simon Iruoghene IMOH, Simon Iruoghene
ADEBAYO, Olalekan Rahman ADEBAYO, Olalekan Rahman
Copyright (c) 2025 International Journal of Developmental Issues in Education and Humanities
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
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
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.