Education Quarterly Reviews
Published: 05 February 2020
An Assessment of History Teaching Strategies and Promotion of Professional Diversity in Public High Schools in Mezam, Cameroon
Lilian F. Wiysahnyuy, Pierrina Miyanui Bodang
University of Bamenda, Cameroon
Download Full-Text Pdf
Keywords: Diversity, History, Teaching, Professional, Strategy
There is a misconception that History as an academic subject centers on the mere recitation of the past which may have nothing to do with socio-professional insertion and diversity. In Cameroon, it is common to see post secondary school leavers with majors in History postulating in over bearing numbers, usually over a thousand for less than fifty places in public competitive examinations organized by the state for the admission and training of pre-service History educators. It is on this backdrop that this paper was designed to examine the relationship between History teaching strategies and professional diversity in some public schools in Mezam Division. The correlation design was used in this study since it was intended to examine the relationship between teaching strategies and professional diversity. The simple random and purposive sampling techniques were used to select a sample size of 260 and 31 second cycle History students and teachers, respectively drawn from some 13 public schools in Mezam Division. Two sets of questionnaire were used to collect the data. The data were analyzed using Pearson Product Moment correlation coefficient. After analysing the data, it was realised that majority of the History teachers frequently used the direct teaching strategy which hindered students aspiration for diverse professions. The findings revealed from the inferences that the indirect and interactive strategies could have a positive relationship with professional diversity if History teachers effectively use them. Therefore History teachers should diversify their teaching strategies giving priority to the indirect and interactive strategies which encourage learners' creativity, positive transfer of learning and development of skills which could enhance learners' aspirations for diverse professions.
- Adom, D. Adam, S &Agyemang, O. (2016) Effective Instructional methods and strategies for teaching Art History-International Journal of Art and Art History (Vol. 4). American Research Institution for Development.
- Beauchemin, J. & Fahny, E. (2014). The meaning of History: Towards a rethinking of the History and Citizenship Education Program in Secondary III & IV. Nigeria Ibadan.
- Bruner , J. (1960). The Process of Education. Cambridge , MA: Havard University press.
- Farrant, J.S. (1980) Principles and practices of Education. Burnt Mill, Harlow: Longman group UK ltd.
- Gwanfobe, M. (2011). Africa’s triple education heritages: a historical comparison. In Nsamenang , A. B. & Tchombe. T. Handbook of African Educational Theories and Practice: A generative teacher education curriculum(pp. 39-54). Bamenda: HDRC
- Miriama, C. et al (2013). Education and Teaching. Wellington: Career Development and Employment
- Ngoh, V.J. (1995) History of Cameroon since 1800. Cameroon: Limbe Presprint
- Nsamenang, A.B (2004). The Teaching Learning Transaction: An Africentric Approach to Educational Psychology. Bamenda: Human Development Resource Centre
- Ntoh, T.E. (2015). Effective pedagogy under the new pedagogic approach. Bamenda: Unique Printer and Publishers.
- Rudin, H.R. (1938). Germans in the Cameroons. Yale University New Heavens.
- Shinn, Y.H. (1997). Teaching Strategies, their use and effectiveness as perceived by teachers of agriculture: A national study. Iowa state University. Digital Repository. Retrospective Thesis and Dissertation.
- Tambo, L.I. (2003). Principles and Methods of Teaching: Application in Cameroon Schools. Buea: Anucam Publisher.
- Tambo, L.I. (2012). Principles and Methods of Teaching. (2nded). Limbe: Presprint.
- Tchombe, T.M. (2009). Psychological Parameters in Teaching. Yaounde: Presse Universitaire D’Afrique
- Weiner, R.G (1995). History: Teaching and Methods. Document Resume, ED 387 402
- Wiysahnyuy, L. F. (2019). The Issue of Ineffective Teaching in Cameroon Public Secondary Schools. In: Education Quarterly Reviews, Vol.2, No.3, 564-574.