Transforming Education in Cameroon: An Evaluation of the Effectiveness of Curricular and Pedagogic Reforms in Advancing Secondary School Goals in Kupe-Muanenguba Division
Abstract
Amid global demands for education systems to respond to dynamic socio-economic and technological shifts, Cameroon has undertaken substantial curricular and pedagogic reforms to improve the quality and relevance of secondary education. This study examined the impact of these reforms on the advancement of secondary school goals in Kupe-Muanenguba Division in the South West Region of Cameroon. Anchored in Change Management Theory, the research adopts a mixed-methods correlational design, drawing data from 200 teachers and 12 principals across 12 secondary schools. A multi-stage sampling technique combining purposive, proportional stratified, and simple random sampling was used to ensure a diverse and representative sample. Data were collected through a structured questionnaire titled ‘Teachers’ Perceptions of Reforms and School Success’ and a semi-structured interview guide administered to school principals. Quantitative data were analysed using descriptive statistics and Pearson’s product-moment correlation via SPSS (version 21.0), while qualitative data from interviews were subjected to thematic analysis and triangulated to enhance validity. Findings reveal that pedagogic reforms, notably the Competency-Based Approach (CBA), bilingual instruction, and student-centered methodologies, show a moderate, statistically significant positive relationship with the advancement of secondary school goals (r = .416, p < .01). Conversely, curricular reforms, although aligned with national policy objectives, exhibit no significant correlation with goal attainment (r = –.023, p = .747). Structural challenges including inadequate digital infrastructure, limited vocational education, and high teacher dissatisfaction emerge as key barriers. The study concludes that effective pedagogic practices, rather than curricular restructuring alone, are more impactful in advancing secondary education objectives, and recommends increased investment in teacher support, infrastructure, and contextualised curriculum implementation to enhance the impact of educational reforms in the division and in similar settings.
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