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Indigenous Instructional Strategies and the Curriculum of Secondary General Education in Cameroon

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Indigenous Instructional Strategies and the Curriculum of Secondary General Education in Cameroon


Chongwain Lilly Oyoma Jehovah



Chongwain Lilly Oyoma Jehovah "Indigenous Instructional Strategies and the Curriculum of Secondary General Education in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3, April 2021, pp.265-270, URL: https://www.ijtsrd.com/papers/ijtsrd39809.pdf

This study examined the influence of indigenous instructional strategies and the secondary general education curriculum in Mezam Division, Bamenda, North West Region of Cameroon. A descriptive and a cross-sectional survey research design with a mixed approach for data collection was used. The sample population was constituted of students and teachers of some selected secondary schools and parents within the Bamenda II, Bamenda III and Tubah sub-divisions in Mezam with a sample size of 384 respondents. Data obtained was analysed descriptively and inferentially using cross tabulations, frequencies, percentages and charts. The Chi-Square test was used to analyse the lone specific research hypothesis. The aim was to find out the level of significance of responses from the categorical variables in view of the impact of indigenous knowledge to the curriculum of secondary general education. Findings on showed that there is a significant impact of indigenous instructional strategies on the secondary general education curriculum in Cameroon. In conclusion, the introduction of livelihood skills that constitute educational elements of indigenous instructional strategies are worth integrating into the curriculum of secondary general education. Based on the finding, it was recommended that, there is need for the systematization of indigenous instructional strategies so as to ease its exploration and development for educational purposes. There is the need for the modification of the curriculum to suit the economic needs of learners and communities.

Indigenous knowledge, indigenous values, indigenous instructional strategies


IJTSRD39809
Volume-5 | Issue-3, April 2021
265-270
IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470
Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

International Journal of Trend in Scientific Research and Development - IJTSRD having online ISSN 2456-6470. IJTSRD is a leading Open Access, Peer-Reviewed International Journal which provides rapid publication of your research articles and aims to promote the theory and practice along with knowledge sharing between researchers, developers, engineers, students, and practitioners working in and around the world in many areas like Sciences, Technology, Innovation, Engineering, Agriculture, Management and many more and it is recommended by all Universities, review articles and short communications in all subjects. IJTSRD running an International Journal who are proving quality publication of peer reviewed and refereed international journals from diverse fields that emphasizes new research, development and their applications. IJTSRD provides an online access to exchange your research work, technical notes & surveying results among professionals throughout the world in e-journals. IJTSRD is a fastest growing and dynamic professional organization. The aim of this organization is to provide access not only to world class research resources, but through its professionals aim to bring in a significant transformation in the real of open access journals and online publishing.

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