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Journal articles on the topic 'Cameroon and School Environment'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Lashire, Azefack Honorine, and Huboh Samuel Ringmu. "The Impact of Social Media on Moral Values among Young Adults in Cameroon Secondary Schools in the Centre Region." International Journal of Research and Innovation in Social Science VIII, no. XII (2024): 162–74. https://doi.org/10.47772/ijriss.2024.8120012.

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The pervasive influence of social media on young adults’ moral values has raised concerns globally, particularly in Cameroon, where secondary school learners are increasingly exposed to social media. This study argues that social media usage, parental involvement, peer influence, and school environment significantly impact moral values among young adults in Cameroon secondary schools. Purpose: The purpose of this study is to investigate the impact of social media on moral values among young adults in Cameroon secondary schools in the Centre Region, examining the interplay between individual, s

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Che, Juliana Ngwe, Baba Oumar Saidou, and Noumigue Guy Roland Kenmegni. "The Effect of Teachers’ Commitment on School Violence Reduction in Secondary Schools in Cameroon." Society & Sustainability 6, no. 1 (2024): 68–83. https://doi.org/10.38157/ss.v6i1.644.

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A learning environment that fosters creativity among students, educators, parents, and other stakeholders to overcome obstacles to better decision-making and teamwork. This paper was set forth to examine the effect of teachers' commitment on school violence reduction in secondary schools in Cameroon. This study employed a quantitative research paradigm using a descriptive survey design to gather data through a structured questionnaire comprising 52 closed-ended items. The target population included secondary school students in Cameroon, with a sample size of 301 students selected via simple ra

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Ambei, Ruhama Faizefu. "School Environment and Inclusive Educational Settings Policy Implications and Mitigation Strategies Emerging from the South West Region of Cameroon." International Journal of Trend in Scientific Research and Development 2, no. 3 (2018): 1078–90. https://doi.org/10.31142/ijtsrd11365.

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The Cameroon government have not enforced Full service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This conceptual and policy paper therefore focused on the school environment used in inclusive classrooms to accommodate

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Tem, Sylvie Claris Sih, Fonkeng George Epah, and Fedelis Lekeaka Alemnge. "Co-curricular activities and students' adaptation in large secondary school environment in the South West region of Cameroon." GPH-International Journal of Educational Research 8, no. 03 (2025): 197–217. https://doi.org/10.5281/zenodo.15228907.

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This study was designed to examine co-curricular activities on students’ adaptation to secondary school environment in the South West Region, Cameroon. The study sought to examine the influence of co-curricular activities on students’ adaptation to secondary school environment. The concurrent triangulation design was used in the study. The population of the study comprised of all secondary school students and principals in all private, public and confessional schools in the South West Region of Cameroon. The target population comprised of all students and principals of private, pub

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Vera, Shien. "Power Imbalance and the Psychosocial Maladjustment Among Adolescent Students in Secondary Schools in Cameroon." International Journal of Psychology and Cognitive Education 4, no. 3 (2025): 1–14. https://doi.org/10.58425/ijpce.v4i3.389.

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Aim: Nowadays, the rate at which adolescent students victimize others is alarming. This study investigated the relationship between power imbalance and psychosocial maladjustment among adolescents in secondary schools in Cameroon. Methods: A mixed-methods approach was employed, utilizing purposive and stratified sampling, to recruit 577 students, 12 school counselors, and 12 discipline masters/mistresses from selected secondary schools in four regions of Cameroon. Data were collected via student questionnaires, focus group discussions, and key informant interviews. Quantitative data were analy

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Ekwen, Tam Vivian, George Epah Fonkeng, and Sophie Ekume Etomes. "Promoting Healthy School Climates in Public Secondary Schools in the South West Region, Cameroon: Role of Parents’ Participation in Decision Making Process." Asian Journal of Education and Social Studies 41, no. 1 (2023): 18–23. http://dx.doi.org/10.9734/ajess/2023/v41i1884.

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Maintaining healthy and facilitating school climates constitute one of the greatest challenges faced by educational authorities in recent times. In Cameroon like others countries in the world, the government and education partners have been investing enormous energy to ensure that school environment are safe for all and conducive for teaching and learning. This study investigated the impact of parents’ involvement in decision making process on the health of school climates of public secondary schools in the South West Region of Cameroon. This study utilised the correlational research design. D

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Eno, Mbu Philip, Prof Joseph Besong Besong, and Prof Patrick Fonyuy Shey. "THE PROVISION OF CORDIAL RELATIONSHIP BY PTA IN THE MANAGEMENT OF PUBLIC SECONDARY SCHOOLS IN SOUTH WEST REGION OF CAMEROON." American Journal of Management and Economics Innovations 5, no. 8 (2023): 15–31. http://dx.doi.org/10.37547/tajmei/volume05issue08-04.

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The study aimed at investigating the provision of cordial relationship by PTA in the management of public secondary schools in south west region of Cameroon. The study was guided by two specific objectives which are; to find out the extern to which friendly relationship between the PTA and the school administration impacts the management of public secondary schools and how conducive environment provided by the PTA and the principal impact the management of public secondary schools. The exploratory research design was adopted for the study. The target population of the study consisted of teache

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Nkemngong, Atemnkeng, and Lashire Azefack Honorine. "Abolition of Corporal Punishment as a Form of Discipline in Cameroon's Secondary Schools: "Constraint or Enhancement" of Appropriate Behaviors." International Journal of Trend in Scientific Research and Development 4, no. 3 (2020): 1143–50. https://doi.org/10.5281/zenodo.3892893.

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Discipline in the educational milieu is a contemporary issue of national and international interest. Cameroon is not left out in the national picture of handling the problem of discipline in the educational sector. In a bid to implement appropriate disciplinary measures in schools, the government of Cameroon has put in place some procedures to guarantee the physical and moral integrity of students in the educational system. These, include among others, the substitution of corporal punishment with counseling in schools. However, this decision has in a long and short run been said to jeopardize

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Mbang, Joseph Song, and Loveline Yaro. "Dynamics of teacher non-verbal communication on secondary schools students' character development in the South West region of Cameroon." GPH-International Journal of Educational Research 8, no. 02 (2025): 161–91. https://doi.org/10.5281/zenodo.15014507.

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The prevalence of character crises and antisocial behaviour among secondary school students in Cameroon and the South West Region in particular, has raised significant concerns. This work explores the influence of teacher non-verbal communication as a component of hidden curriculum practices on students’ character development in secondary schools in the South West Region of Cameroon. In an attempt to answer the question: “How does teacher non-verbal communication influence the character development of secondary school students in the South West Region of Cameroon?”, data were

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Kimbi Moses Ndoh. "An assessment of effective communication in school management in secondary schools in the northwest and south-west regions of Cameroon." International Journal of Science and Research Archive 15, no. 1 (2025): 1169–79. https://doi.org/10.30574/ijsra.2025.15.1.1108.

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Schools function as complex, dynamic systems that necessitate effective communication to foster healthy, collaborative relationships among students, administration, and parents. Establishing effective communication within educational settings is essential for understanding key communication characteristics, which include both the benefits and common barriers to interaction. Successful communication relies on three critical components: trust, transparency, active listening, and cultural sensitivity. When these elements are effectively implemented, they significantly strengthen relationships and

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Lydian Eku, Maru, and Ngemunang Agnes Ngale Lyonga. "SCHOOL SAFETY AND TEACHERS’ EFFECTIVENESS IN GOVERNMENT PRIMARY SCHOOLS IN MANYU DIVISION, SOUTH WEST REGION OF CAMEROON." American Journal of Social Science and Education Innovations 06, no. 02 (2024): 50–59. http://dx.doi.org/10.37547/tajssei/volume06issue02-07.

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This study investigated the effect of school Safety on Teachers’ Effectiveness in Government Primary Schools in Manyu Division, South West Region of Cameroon. The study sought to find out the extent to which School Safety affect Teachers’ Effectiveness in Government Primary Schools in Manyu Division. The methodology used in this study was the descriptive survey research design. The area of the study was Manyu Division, South West region of Cameroon. The target population of the study was all the teachers in Government Primary Schools in Manyu Division. The accessible population was teachers in

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Agbor Tabe, Nicoline, and Seino Evangeline Agwa Fomukong. "Inclusive Teaching Practices, Minimizing Violence and Enhancing Learning in the Cameroonian School Melieu." International Journal of English Language Education 8, no. 2 (2020): 38. http://dx.doi.org/10.5296/ijele.v8i2.16994.

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This paper investigated Inclusive Teaching Practices by English Language instructors and its role in minimizing violence and enhancing learning in the classroom. Through the use of a questionnaire strategy and using well-known principles of Rogers’ client-centred therapy and Inclusive school theory of Mel Ainscow and Tony Booth, data was designed and administered to English language instructors in some three secondary schools (GBHS Bafang, GBHS Bamenda and GTHS Maroua) randomly selected from three regions in Cameroon which had generated discussion on the subject matter. Findings revealed that

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Lukong, Tani Emmanuel. "Africentric Pedagogy: A Methodical Inclusion of African Aboriginal Knowledge Systems in Cameroon’s Formal Education System." International Journal of Psychology and Cognitive Education 4, no. 2 (2025): 1–25. https://doi.org/10.58425/ijpce.v4i2.346.

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Aim: Developing and promoting a culturally relevant school curriculum in the teaching and learning environment is one step to overcoming systemic inequalities and closing the education achievement gap of learners of African descent. This paper proposes methodological approaches for integrating African Indigenous Knowledge Systems (AIKS) into Cameroon's formal education system to promote cultural relevance and educational equity. Methods: This paper is conceptual in nature with contextual narrative analysis of empirical literature. This paper was anchored on the Integrated Theoretical Framework

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Mbella Mbappé, Robert, and Emmanuel Ndjebakal Souck. "Les dispositifs du management éthique des établissements du secondaire privés de Yaoundé au Cameroun." Liens, revue internationale des sciences et technologies de l'éducation 2, no. 5 (2023): 21–35. http://dx.doi.org/10.61585/pud-liens-rl502.

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The Cameroonian educational environment is marked by a significant proliferation of private secondary schools, especially in Yaoundé, the political capital of Cameroon and capital of the Central Region. Among them, some operate clandestinely, i.e. on the fringe of the regulations in place. Consequently, not a year goes by without the Ministry of Secondary Education (MINSEC) of Cameroon sanctioning them by ministerial orders. Given that such a situation poses an ethical problem and that ethics is consubstantial to organisations, this article addresses ethical management as applied ethics. To th

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Paul, Abety, and Ndamsa Dickson Thomas. "Effects of Socio-Economic Status (SES) on Academic Performance of Pupils in Cameroon." Research and Advances in Education 4, no. 3 (2025): 35–53. https://doi.org/10.56397/rae.2025.03.05.

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The academic performance of pupils in Cameroon is influenced by a variety of factors, including their parents’ socio-economic status. Socio-economic status (SES), which encompasses income level, educational attainment, and occupational status, is very important in shaping a child’s learning environment, access to educational resources, and overall school performance. Despite efforts to provide universal primary education in Cameroon through initiatives such as the Free Primary Education Policy, significant disparities persist in educational outcomes, particularly in low-income and underserved

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Shey, Patrick Fonyuy. "Teacher Support and Its Effect on the Development of Motor Abilities by Pupils with Dyspraxia in Primary Schools in Fako Division of the South West Region of Cameroon." Education, Language and Sociology Research 1, no. 1 (2020): p81. http://dx.doi.org/10.22158/elsr.v1n1p81.

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The present study examined the effect of teacher support on the development of motor abilities by pupils with dyspraxia. Two specific objectives that centred on tutoring sessions and supplemental training were formulated to guide the study. The sample of the study was made up of twelve pupils in class three and twelve in class four selected from Catholic School (CS) Mutengene in Tiko Sub Division and Cameroon Baptist Convention (CBC) School Great Soppo in Buea Sub Division, Fako Division of the South West Region of Cameroon. Two teachers from each school also took part in this study. A motor a

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Faizefu, Ambei Ruhama. "School Environment and Inclusive Educational Settings: Policy Implications and Mitigation Strategies Emerging from the South West Region of Cameroon." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (2018): 1078–90. http://dx.doi.org/10.31142/ijtsrd11365.

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Esonwo, Emeaka Francisca, and Rosaline Mezoh Payne. "Home Environment as A Predictor of Academic Performance of Pupils with Learning Disabilities in Buea, South West Region of Cameroon." International Journal of Trend in Scientific Research and Development 3, no. 1 (2018): 711–29. https://doi.org/10.31142/ijtsrd19067.

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The study sought to examine home environment as a predictor of academic performance for children with learning disabilities in the Buea Municipality, South West Region of Cameroon. The main was to find out the effect of home environment on the academic performance of children with learning disabilities. The study design was a survey. The study population was made up of the pupils of the three selected primary schools in the Buea municipality in the South West Region of Cameroon. The purposive sampling technique was also used to select the sample for the study. And the sample was 50 pupils with

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Njungwa, Zinkeng Martina K., and Bessy Takuh Efed. "Influence of Psychological Bullying on Adolescent’s Self-Concept in Secondary Schools in Fako Division, South West Region, Cameroon." International Journal of Psychology and Cognitive Education 4, no. 2 (2025): 26–40. https://doi.org/10.58425/ijpce.v4i2.347.

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Aim: An enabling school environment sets the groundwork for students to study effectively. Therefore, understanding the influence of psychological bullying within the school system is very important as it facilitates the creation of an enabling and inclusive, as well as supportive environment for learning to occur. Thus, promoting a positive self-concept and the development of overall mental health. The objective of this study was to investigate the influence of psychological bullying on the self-concept of adolescents in secondary schools in Fako Division South West Region, Cameroon. Methods:

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Vera, Shien. "SEXUAL ASSAULTS AND THE PSYCHOSOCIAL MALADJUSTMENT OF ADOLESCENTS IN SECONDARY SCHOOLS IN CAMEROON." American Journal of Medical Sciences and Pharmaceutical Research 6, no. 7 (2024): 19–33. http://dx.doi.org/10.37547/tajmspr/volume06issue07-04.

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Sexual assault is a vice that is alarming in secondary schools in Cameroon. It’s a severe crime and call for concern especially in schools due to vulnerability of students. Nowadays, the rate at which adolescent students are involved in sexual assaults is alarming. They engage in physical, sexual and relational victimisation which may have adverse psychosocial effects on the victims. Though they are diverse forms of victimisation among adolescents such as obvert victimisation, relational, property crime and power imbalance, this paper focuses on how sexual assaults (sexual violence, groping, r

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Clarisse Tchokote, Emilie. "Inclusion of Children with Autism Spectrum Disorder in Preschool Environment in Cameroon: Play as A Developmental Factor." International Journal of Social Sciences and Humanities Invention 12, no. 01 (2025): 8457–64. https://doi.org/10.18535/ijsshi/v12i01.06.

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In a situation of Autism Spectrum Disorder (ASD), the child must be able to benefit from a setting that promotes his autonomy while reinforcing his sense of belonging and acceptance of others. The study posits the problem of the psycho-affective development of the ASD child in an inclusive pre-school environment, through the play activities set up to achieve his empowerment. The interview guide and the observation grid of an inclusive school was used. As result, school inclusion is a favorable space for the development of these children, with the condition to apply adequate psycho-pedagogical

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Faizefu, Ambei Ruhama. "Socio-Environmental Accessibility in Inclusive Schools in Buea Municipality by Students with Special Needs." International Journal of Psychology and Cognitive Education 4, no. 1 (2025): 1–19. https://doi.org/10.58425/ijpce.v4i1.307.

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Aim: The study sought to investigate socio-environmental accessibility in inclusive schools in Buea Municipality, Cameroon, emphasizing students with special needs. To accomplish this, the percentage of inclusive schools that fulfill accessibility requirements for students with physical, sensory, and cognitive disabilities, the accessibility and use of assistive technology and learning resources tailored to diverse students' needs, and the degree of preparation and assurance of educators in applying inclusive teaching methods were investigated. Methods: Four major theories were employed to sup

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Song, Gerald Achou. "Implications of in-service teacher professional development in psychosocial support on the teaching-learning environment of crisis-affected children in schools hosting internally displaced and refugee children in Cameroon." GPH-International Journal of Educational Research 8, no. 01 (2025): 97–124. https://doi.org/10.5281/zenodo.14599684.

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Education plays a primodial role in the psychosocial protection of children affected by conflicts. Healthy and mental psychosocial development in children depends on the nurturing and stimulation that children receive as they grow, and on the opportunities that they have to learn and master new skills in a safe and protective teaching-learning environment. The purpose of this study was to determine whether teacher’s in-service professional development equipped with diverse methods and skills in conducting and facilitating psychosocial support activities has an impact on the teaching-lear

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Shien, Vera, F. Wiysahnyuy Lilian, and Lah Lo-oh Joseph. "Relational Victimisation and the Psychosocial Maladjustment of Adolescents in Secondary Schools in Cameroon." Education Quarterly Reviews 6, no. 1 (2023): 582–91. https://doi.org/10.31014/aior.1993.06.01.730.

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Nowadays, the rate at which adolescent students victimized others is alarming. They engage in physical, sexual and relational victimisation which may have adverse psychosocial effects on the victims. Though they are diverse forms of victimisation among adolescents, this paper focuses on how relational victimisation (gossips, lies telling, social exclusion and rumours-mongering) leads to psychosocial maladjustment among adolescents in secondary schools in Cameroon. Purposive and stratified sampling techniques were used to select a sample which comprised of adolescent students (577), counsellors

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Bechem, Enow Parris Cecilia. "Advancing Inclusive Education in Cameroon: Embracing Innovative Approaches for Effective Learning." International Journal of English Language and Linguistics Research 13, no. 2 (2025): 17–31. https://doi.org/10.37745/ijellr.2013/vol13n21731.

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Achieving effective instruction in inclusive classrooms requires innovative approaches that address diverse needs and abilities of learners with disabilities. This research highlights various innovative approaches that enhance and advance instruction in 3 inclusive schools in the Northwest Region of Cameroon (Morningstar Deaf and Hard of Hearing School Akum – Bamenda, Baptist School for the Deaf (BSD) Bamenda and Treasure Centre – Bamenda). Social Constructivist Theory (SCT) was applied to understand the impact of integrating innovative approaches in inclusive settings. This framework emphasiz

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Miralay, Fatma, Roland Ndukong Tangiri, Sanaria Abdulrahman Sadeeq, and Başak Timur Demiral. "A COMPARATIVE STUDY ON TURKEY, NORTHERN IRAQ, AND THE REPUBLIC OF CAMEROON ENGLISH EDUCATIONAL SUB-SYSTEM." Near East University Online Journal of Education 4, no. 2 (2021): 82–89. http://dx.doi.org/10.32955/neuje.v4i2.431.

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The aim of this research is to examine the educational systems of Turkey, Northern Iraq, and the English Sub System of Cameroon. This examination was done by analyzing the educational structures of Turkey, Northern Iraq, and the English Sub System in Cameroon to bring out their similarities and differences. The study method a qualitative research approach, with a descriptive analysis after reviewing documents containing the educational systems of these countries. Following the study, result of that these countries' educational systems shared many similarities and few differences in their educa

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Sumo, Laurentine, Esther Nadine Otiobo Atibita, Eveline Mache, Tiburce Gangue, and Hugues C. Nana-Djeunga. "Transmission of Soil Transmitted Helminthiasis in the Mifi Health District (West Region, Cameroon): Low Endemicity but Still Prevailing Risk." Parasitologia 1, no. 3 (2021): 95–104. http://dx.doi.org/10.3390/parasitologia1030011.

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The control of soil-transmitted helminthiasis (STH) in Cameroon is focused on large-scale deworming through annual mass drug administration (MDA) of albendazole or mebendazole to at-risk groups, principally pre-school and school-age children. After a decade of intervention, prevalence and intensity of infection have been significantly lowered, encouraging the paradigm shift from control to elimination. However, STH eggs are extremely resistant to environmental stressors and may survive for years in soils. It therefore appeared important to assess whether the risk of transmission was still prev

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Fonchenallah, Makongho Lyselord, Michael Ntui Agbor, and Ringnyu Nyugap Charly. "Bullying as a predictor of socio-emotional development of secondary school students in the South-West region, Cameroon." GPH-International Journal of Educational Research 8, no. 02 (2025): 01–24. https://doi.org/10.5281/zenodo.14850411.

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The aim of the study was to investigate the effects of bullying on the socio-emotional development of adolescent secondary school students in the South-West region, Cameroon. Specifically, the study looked at the extent physical bullying; verbal bullying and psychological bullying affect the socio-emotional development of adolescent secondary school students in the Southwest region Cameroon.The convergent research method involving the utilization of quantitative and qualitative data was adopted for the study. The study population comprised adolescent secondary school students and teachers from

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Nounkeu, Carole Debora, Kevin Toumba Aoutaksa, Chanceline Bilounga Ndongo, et al. "The status of water access, sanitation, and hygiene in schools: A cross sectional survey to identify capacities and assess coverage in Garoua, North Cameroon." PLOS Water 2, no. 8 (2023): e0000146. http://dx.doi.org/10.1371/journal.pwat.0000146.

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There has been an increasing global interest in understanding, documenting, and monitoring water, sanitation, and hygiene (WASH) services in schools. This study is the first to identify existing WASH-in-school capacities and understand the magnitude of the gaps in WASH coverage in schools in the Northern Cameroon, a region of the country marked by recurrent sanitary emergencies, the highest prevalence of acute malnutrition, and representing the largest and heaviest focus of food and water insecurity. Using a cross-sectional design, relevant authorities of 176 schools in Garoua, were interviewe

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Mvondo, Claude Lionel, and Edmond Biloa. "Language Dominance in the Input and Use Patterns of Cameroon’s Special Bilingual Students." British Journal of Applied Linguistics 4, no. 2 (2024): 42–49. http://dx.doi.org/10.32996/bjal.2024.4.2.5.

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This paper examines dominance in the language input and use patterns of students of Cameroon’s Special Bilingual Education Programme (SBEP). The participants were 373 bilingual students from 10 schools set in French-speaking Cameroon, who submitted self-ratings via an adapted version of the Bilingual Language Profile questionnaire by Birdsong, Gertken and Amengual (2012). The data were analysed using the subtraction method to determine dominance. The results showed a consistent pattern of OL1-dominance for all the three domains considered under language input (viz. listening, reading, and watc

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Djonra, Manga, and Dr Etta Mercy Aki. "SCHOOL PRINCIPALS’ CONFLICT MANAGEMENT STRATEGIES AS A DETERMINANT OF TEACHERS’ JOB EFFECTIVENESS IN CATHOLIC SECONDARY SCHOOLS IN THE WOURI DIVISION, LITTORAL REGION OF CAMEROON." American Journal of Interdisciplinary Innovations and Research 5, no. 8 (2023): 14–27. http://dx.doi.org/10.37547/tajiir/volume05issue08-04.

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This study, examined school principals’ conflict management strategies as a determinant of teachers’ job effectiveness in Catholic Secondary Schools in the Wouri Division, Littoral Region of Cameroon. It adopted the exploratory sequential mixed method research design/ approach. The targeted population of the study comprised the 744 teachers and 13 school principals in 13 Catholic secondary schools in the Wouri Division. Eight (08) principals were purposefully sampled andthree hundred (300) teachers were randomly sampled from eight (08) Catholic Secondary Schools. An interview guide and questio

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Mbibeh, Louis. "On Context and Second Language Acquisition: The Rural Urban Dichotomy in Cameroon." Advances in Language and Literary Studies 12, no. 1 (2021): 68. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.68.

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The complexity of the linguistic environment in Cameroon raises the question of context and its role in the acquisition of another language. This paper draws a dichotomy between learners in such contexts considered rural and those regarded as urban or cosmopolitan2. Using the irregular verb as a yardstick, an evaluation of the acquisition of irregular verb patterns by 80 final year primary school learners from 2contexts in the Northwest Region of Cameroon was done. Oral and written tests were administered to check learners’ acquisition of verb inflectional categories, verb tenses and general w

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Michel, Foma Ombang, and Fonkoua Pierre. "School Administration and Social Integration of Learners in General Education Secondary Schools in the District of Mfou Centre Region – Cameroon." East African Scholars Journal of Education, Humanities and Literature 6, no. 12 (2023): 579–89. http://dx.doi.org/10.36349/easjehl.2023.v06i12.004.

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Objective: To analyse the impact of the management of educational services administration on the social integration of learners in general education secondary schools in the Mfou district. Methodology: This is a qualitative study. Medical education research techniques were used to collect field data in four general secondary schools in the Mfou district. Using interview guides, information was gathered from administrative staff with more than two years' seniority, learners in science and literature final year classes, and former pupils likely to be integrated into society. A content analysis o

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Mireille, NDJE NDJE. "Helping Adolescents Exposed to Dangers: A Support Experience in Cameroonian Schools." Journal of Health Care and Research 2, no. 1 (2021): 46–51. http://dx.doi.org/10.36502/2021/hcr.6188.

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Adolescent problems constantly evolve due to societal and demographic factors and the changes taking place in adolescents. Supporting adolescents in schools is an enriching and fulfilling experience. This complex work allows us to see not only the wealth of skills, diverse perspectives, resilience and motivation adolescents display during their schooling process, but also the difficulties they encounter in the process. From 2008/2009 to 2017/2018 academic year (10 years), 2,916 students from form one to upper six in a college in Cameroon, with various requests was supported. Adolescents were s

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Walter, Yepdia Leundjeu. "Entrepreneurship Education in Interactions in English Terminale and Mastering English (High School), Cameroon EFL/ESL Textbooks: A Critical Discourse Analysis." Journal of Critical Studies in Language and Literature 5, no. 3 (2024): 19–29. http://dx.doi.org/10.46809/jcsll.v5i3.268.

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Entrepreneurship education in the 21st century has increasingly become an important topic in the field of language teaching. EFL/ESL textbooks, in the process of teaching English, have incorporated, among themes of interest, entrepreneurship, which is helpful to transform students’ environments, improve their socio-economic status, and keep them away from poverty. However, the teaching methodology and the quality of materials selected bear questionable social practices likely to denature textbook designers’ laudable intentions. This paper is a critical discourse analysis of the teaching of ent

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Mbong, Mary Wallang, and Agborbechem Peter Tambi Dr. "The Influence of Economic Teachers Attitude towards the Implementation of Continuous Assessment in Economics in Secondary Schools in the North West Region of Cameroon." International Journal of Trend in Scientific Research and Development 4, no. 5 (2020): 26–36. https://doi.org/10.5281/zenodo.4267971.

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This paper sought to investigate “The Influence of Economic Teachers attitude towards the Implementation of Continuous Assessment in Economics in Secondary Schools in the North West Region of Cameroon”. A descriptive survey was considered suitable for this study. 77 economics teachers in the North West region were considered as population for the study. A simple random sampling technique was used to recruit respondents from the seven divisions in the North West region who answered the questionnaire. A Pearson Product moment Correlation coefficient and a regression analysis was the

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Achankeng, Nkemanjen Donatus, Ngemunang Agnes Ngale Lyonga, and Einstein Moses Egebe Anyi. "EXPLORING ACADEMIC SUPPORT NEEDS FOR TRANSITIONAL ADJUSTMENT OF NEWLY ADMITTED STUDENTS IN CAMEROON STATE UNIVERSITIES." American Journal of Social Science and Education Innovations 05, no. 02 (2023): 12–24. http://dx.doi.org/10.37547/tajssei/volume05issue02-03.

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The study was carried out on academic support and its influence on the social adjustment of newly admitted students in Cameroon state Universities. The transition from secondary school to the University is one of the most stressful events in adolescents’ life and can have a negative impact on their social adjustment. The researcher made used of be mixed method with a concurrent nested research design. The instruments used for data collection was questionnaire, interview guide and open group discussion. The sample was made up of 759 students and 13 Guidance counsellors proportionately selected

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Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School culture as predictors of primary schools’ performance." Journal of Research, Policy & Practice of Teachers & Teacher Education 13, no. 1 (2023): 44–60. http://dx.doi.org/10.37134/jrpptte.vol13.1.4.2023.

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This purpose of this study is to explore the level of school culture and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire. Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn (2006) was used to measure school culture. A total of 324 questionnaires were distributed to 36 primary schools in the state of Selangor, Perak, Johor and Pahang in Peninsular Malaysia. Subsequently, the data was analysed using descriptive analysis and multiple regression. The result shows that teachers in National schools

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TIAKOUANG, Zosie Charline. "Assessment of the food supply at the University of Yaoundé I." Contemporary Research Analysis Journal 02, no. 01 (2025): 33–39. https://doi.org/10.5281/zenodo.14677549.

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Abstract Food security refers to the availability of sufficient, accessible, stable and wisely used food. Thus, food supply is a determinant of food security and food insecurity in turn. Given the statistics on food insecurity in sub-Saharan Africa, and in Cameroon in particular, and the impact of food on school performance, this article takes stock of the food supply in the Yaoundé I university environment. An observation guide is used to identify the various foods on offer. It shows that there are two main types of catering, morning and midday. These restaurants offer a variety of foo

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Tangwe, Abraham Tamukum. "Peace Education in the Absence of Violence as a Foundation of Learning: The Case of Cameroon." International Journal of Contemporary Education 6, no. 1 (2023): 15. http://dx.doi.org/10.11114/ijce.v6i1.5795.

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The study looks at how schools can serve as environments for peace in the absence of violence. It sought to encapsulate students' learning and how well they learn in hazardous environments that are fraught with violence. It was therefore aimed at investigating the effects of violence and the absence of peace on their educational and social needs and how this can affect students' education and learning, compounding global values. The research question was pegged on how violence influences the learner’s motivation in learning. It was conceived as a cross-sectional design with a quantitative appr

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Placide, Mengoua. "Working Cimate and Counter-productive Behaviors of Teachers from the Ministry of Secondary Education in Cameroon." International Journal of Psychological Studies 16, no. 1 (2023): 1. http://dx.doi.org/10.5539/ijps.v16n1p1.

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This research aims to show that the perceived working climate increases the counter-productive behaviors of secondary school teachers in Cameroon. Indeed, secondary school teachers increasingly develop counter-productive behaviours (aggression at work, slow work, lateness at work, absenteeism) to the detriment of respect for ethics, professional conduct and the obligation to personally ensure the public service entrusted to them. The general hypothesis is as follows: the working climate increases the counter-productive behaviors of teachers. The data collection method is the survey, and the to

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Mai, Mohammed Yousef, and Ghaneshwary R. Muruges. "Primary School Science Teachers’ Attitude Towards Using Virtual Learning Environment (VLE) In Teaching Science." European Journal of Education 1, no. 3 (2018): 155. http://dx.doi.org/10.26417/ejed.v1i3.p155-162.

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The aim of this study is to identify the attitude of science teachers towards the usage of Frog VLE in teaching and learning primary science. The sample consisted of 148 science teachers in Cameron Highlands and Taiping (45 male and 103 female). Data is collected by questionnaire which contains 40 questions with 5 Likert scale. The independent t test and One-way ANOVA is used to answer the research questions. Findings indicated that the science teachers in Cameron Highlands and Taiping have neutral attitude towards the usage of Frog VLE in teaching primary science. There are no any significant

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Mbua, Mary Evenye, Agborbechem Peter Tambi, and Dr Sophie Ekume Etomes. "PRINCIPALS’ USE OF COMMUNITY FINANCIAL RESOURCES AND ITS IMPACT ON THE MANAGEMENT OF SECONDARY SCHOOLS IN FAKO DIVISION, SOUTH-WEST REGION OF CAMEROON." American Journal of Management and Economics Innovations 05, no. 12 (2023): 41–59. http://dx.doi.org/10.37547/tajmei/volume05issue12-07.

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This study was designed to examine principals’ use of community financial resources and its impact on the management of secondary schools in Fako Division, South-West Region of Cameroon. The study was guided by two objectives which to investigate the impact of principals’ use of foreign aids and community/PTA levy and its impacts on the management of secondary schools. The survey research design particularly the cross-sectional survey design was used. This design was used because data were collected at once and not periodically as seen with longitudinal survey. The population of the study comp

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Cecilia, Tongwa, and Atemnkeng Nkemngong. "Children with Hearing Impairment and Their Difficulties in Learning in School and Community Environments: The Case of Buea-South West Region Cameroon." International Journal of Trend in Scientific Research and Development 4, no. 1 (2019): 594–601. https://doi.org/10.5281/zenodo.3606000.

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This study assessed some challenges faced by children with hearing impairment in acquiring the knowledge needed to make progress in school and community environments. It had as objectives to investigate the influence of family knowledge of sign language on academic assistance before and after enrolment in school, the history of hearing impairment in the family and its influence on the acquisition of the sign language skill by learners with hearing impairment before enrolment in school, check the perception of the learners about the pedagogic approaches used to teach and the challenges faced in

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Ambei, Moses Chu. "The Influence of Classroom Environment on Students Academic Performance in Secondary Schools within the Bamenda II Municipality, North West Region – Cameroon." American Journal of Education and Practice 6, no. 2 (2022): 43–66. http://dx.doi.org/10.47672/ajep.1122.

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Purpose: This paper investigated the influence of classroom environment on the academic performance of students in secondary schools within the Bamenda II Municipality. More specifically, this study investigated the influence of classroom environment on the academic performance of students in secondary schools within the Bamenda II, Mezam Division of the North West Region of Cameroon. Methodology: One hundred and sixty two (162) students were sampled across three secondary schools to get their opinion on the issue under investigation. A cross-sectional survey research design was used and

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Nkouayep, Vanessa Rosine, Blandine Ngatou Tchakounté, and Josué Wabo Poné. "Profile of Geohelminth Eggs, Cysts, and Oocysts of Protozoans Contaminating the Soils of Ten Primary Schools in Dschang, West Cameroon." Journal of Parasitology Research 2017 (2017): 1–6. http://dx.doi.org/10.1155/2017/1534675.

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Helminthiasis and protozoans infections have been recognized as an important public health problem. The aim of the present study was to screen soil samples collected from 10 primary schools in the city of Dschang for the presence of soil-transmitted helminth eggs, cysts, and oocysts of protozoans. A total of 400 soil samples were collected around latrines, at playgrounds, and behind classrooms in each school. These samples were examined using the sucrose flotation method. From the result obtained, an overall contamination rate of 7.75% was observed. Five genera of nematodes (Ascaris, Trichuris

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Mbame, J. P., L. Bonoy, H. Djofang, K. Chako, and A. Mayoughouo Mouliom. "Determinants of the intentions to use condoms among students at Mimboman high school, Cameroon." Médecine et Santé Tropicales 28, no. 3 (2018): 312–15. http://dx.doi.org/10.1684/mst.2018.0824.

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Joseph, Lah Lo-oh, and Donatus Achankeng Nkemanjen. "Resilience effects on the self-development of adolescents in secondary schools in Kumba, Cameroon." Resilience effects on the self-development of adolescents in secondary schools in Kumba, Cameroon 3, no. 5 (2021): 103–14. https://doi.org/10.5281/zenodo.5651366.

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This study investigated into resilience effects on the self- development of adolescents in secondary schools in Kumba II Sub Division of South West, Cameroon. Focus was on adaptation, locus of control, self-efficacy and persistence and their relationship with self-development. The descriptive survey design was used with a sample of 303 adolescent students. The instrument used for data collection was a self-constructed questionnaire with a reliability of 0.712. Data were analyzed using frequency counts, percentages and Spearman rho test to establish relationships between resilience and self-dev

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Odunitan-Wayas, Feyisayo A., Pamela Wadende, Ebele R. I. Mogo, et al. "Adolescent Levers for a Diet and Physical Activity Intervention Across Socioecological Levels in Kenya, South Africa, Cameroon, and Jamaica: Mixed Methods Study Protocol." JMIR Research Protocols 10, no. 7 (2021): e26739. http://dx.doi.org/10.2196/26739.

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Background The increasing burden of noncommunicable diseases that are prevalent in low- and middle-income countries (LMICs) is largely attributed to modifiable behavioral risk factors such as unhealthy diets and insufficient physical activity (PA). The adolescent stage, defined as 10 to 24 years of age, is an important formative phase of life and offers an opportunity to reduce the risk of noncommunicable diseases across the life course and for future generations. Objective The aim of this paper is to describe a protocol for a study using a convergent mixed methods design to explore exposures

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Nji, Angu Roland. "Personal Agency and Career Development of Adolescent Learners." International Journal of Psychology and Cognitive Education 3, no. 2 (2024): 1–13. http://dx.doi.org/10.58425/ijpce.v3i2.279.

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Aim: Personal agency has to do with learners’ capacity to reflect, set goals, act with intentions, forethought, self-regulate, and acting responsibly to effect change. In this light, this study sets out to investigate personal agency and career development of adolescent learners. The research question was what is the effect of self-regulation in the career development of adolescent learners. Methods: The study was anchored on three core theories which are: Bruner’s (1985) Spiral Curriculum, Vygotsky’s (1978) Theory of Sociocultural Development and Super’s (1990) developmental theory of self-co

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