The Implementation of Teaching Methods of the Social Studies Curriculum and Teachers’ Effectiveness in Mfoundi Division

Shaibou Abdoulai Haji and Agendia Nicholas Atemnkeng
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Shaibou Abdoulai Haji: University of Yaounde I, Yaounde, Centre Region, Cameroon
Agendia Nicholas Atemnkeng: University of Yaounde I, Yaounde, Centre Region, Cameroon

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 5301-5313

Abstract: This study investigates the impact of teaching methods prescribed in the Social Studies curriculum on teachers’ effectiveness in public primary schools in Mfoundi Division, Cameroon. The Competence-Based Approach (CBA) promoted by the curriculum encourages the use of Project-Based Learning (PBL), Cooperative Learning (CL), and Integrated Theme Learning (ITL). These methods aim to enhance students’ problem-solving abilities, collaboration, and real-world application of knowledge. However, teachers face significant challenges in implementing these methods due to inadequate training, lack of resources, and reluctance to move away from traditional teacher-centred approaches. The research utilized a descriptive design and collected quantitative data from 150 teachers using questionnaires and observed 10 teachers using observation checklists. The findings show that while 77% of teachers are aware of the prescribed methods, only 56% actively incorporate them into their teaching practices. The study reveals a moderate positive correlation (r = .429) between the use of these teaching methods and teachers’ overall effectiveness. The study concludes that despite familiarity with CBA, many teachers lack the necessary support to fully implement these methods, resulting in a disparity between curriculum goals and classroom practices. To address these challenges, recommendations include targeted teacher training, increased resource allocation, and enhanced pedagogical supervision. By improving the implementation of CBA, teachers can significantly enhance the learning experience and outcomes of their students.

Date: 2024
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