The influence of teaching on educational wastage in secondary schools of the Littoral Region of Cameroon

Ndifor Jean Ndemmazea

doi:10.5281/zenodo.14523864

Ndifor Jean Ndemmazea Department of Curriculum Studies and Teaching, Faculty of Education, University of Buea, Buea, Cameroon

DOI: https://doi.org/10.5281/zenodo.14523864

Keywords: Educational Wastage, Repetition, Stagnation, Dropout, Non-employability, Non-usability of knowledge and teaching

Abstract

The role of education in the growth of any country is so primordial that no one would want to see any lapses in the smooth running of a country’s educational system. The examination of any such lapses is, therefore, very essential. The Cameroon government invests significantly to ensure quality education, but the system still faces various challenges. One of these challenges identified is wastage. This study aims to investigate the impact of teaching on educational wastage in English-speaking secondary schools in the Littoral Region of Cameroon. This objective was then transformed through a research question into a research hypothesis. The study employed a mixed research methodology whereby an explanatory sequential research design was used. The sample population of the study consisted of 568 participants (412 lower sixth students, 112 teachers, 12 vice principals/deans of studies, and 32 heads of department). The research instruments used were the questionnaire, interview guide, and focus group discussion guide. These instruments were validated, and reliability coefficients of 0.743 and 0.768 were respectively obtained for the students’ and teachers’ questionnaires. Qualitative data were analyzed thematically by grouping common ideas or themes together, while quantitative data were analyzed using descriptive statistics and presented through frequencies and percentages. The hypothesis was tested using the Pearson Product Moment Correlation. Findings revealed that teaching has an inverse impact on educational wastage, meaning that better teaching results in lower educational wastage. The study recommended that teaching could be made active and lively through student-centered methods and the use of digital technology while encouraging slow learners through remedial teaching.

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