Education Quarterly Reviews

ISSN 2621-5799

Published: 02 September 2019

The Issue of Ineffective Teaching in Cameroon Public Secondary Schools

Lilian F. Wiysahnyuy

University of Bamenda, Cameroon

pdf download

Download Full-Text Pdf


Pages: 564-574

Keywords: Effective, Teaching, Learning, Transaction


Effective teaching is one of the key elements in the teaching-learning transaction that has caught the attention of many stakeholders in education. Although much has been said and written on this issue, it is still obvious that teaching is not really effective in some schools especially when compared to students performances in various class works and end of course examinations. Based on this, the paper examines some factors that contribute to ineffective teaching in some selected secondary schools in Bamenda municipality in the North West region of Cameroon. A systematic sampling technique was used to select a sample of 120 teachers from Government Bilingual High schools Bamenda, Bayelle, and Atiela. From the observation and the questionnaire administered, the findings revealed that majority of the teachers hardly carried out intensive research and that hindered effective mastering of the content knowledge of the lessons taught. Some of them used methods that were more of teacher-centeredd, majority of the teachers scarcely prepared their lessons before the actual teaching and some did not consider the differences in learners learning styles during the teaching-learning transaction. Verbal communication in the classroom was more of teacher-centered. Most of the teachers used basically traditional materials neglecting the use of advanced media and community resources while only 30% of the teachers made an effort to create awareness on the purpose and importance of the knowledge learners learned. All these rendered the teaching-learning transaction less effective. In order to improve on this situation, teachers should carry out intensive research, effectively prepare their lessons, vary and use the constructivist approaches of teaching so as to meet up with the demands of Competence-Based Learning and complement the use of traditional media with advanced and community resources.


  1. Alcorn, D M. et al (1970). Better teaching in secondary Schools, 3rd edition. New York: Holt, Rinchart and Winston.

  2. Arends, R, L (2007). Learning to Teach: 7th Edition. New York:  McGraw-Hill 

  3. Brooks, J. & Brooks, M. (1993). In Search of Understanding: The Case for Constructivist Classrooms,ASCD) retrievedfrom in July 2019

  4. Farrant, J.S. (1982). Principles and practice of education: New edition. England: Longman Group Ltd

  5. Gwanfobe, M. (2006). Changing regimes and educational development in Cameroon. Bamenda: Unique Printers

  6.  Hennessdy, B. A. (1997). Teaching for Creative Development: A Social-Psychological Approach. Needman Heights, MA: Allyn & Bacon.

  7. Highet, P.H. (1964). The Arts of Teaching. London: Methuen

  8. Moore, K. D. (2001) Classroom Teaching Skills. New York: Mc Graw Hill.

  9. Nsamenang. A. B. (2004). The Teaching- Learning Transaction: An Africentric Approach to Educational Psychology. Bamenda: H.D.R.C.  Publications.

  10. Rosenshine, B.,& Furst, N. (1973). Research on teacher performance criteria. In B. Othanel smith (Ed.), Research in teacher education-A symposium (pp 37)

  11. Sellers, S. L. (2007). Reaching all students: A resource for in Science Technology, Engineering & Mathematics: (Second Edition). Madison 

  12. Serdyukov. P & Ryan. M. (2008). Writing Effective Lesson Plans: The 5-Star Approach. Boston: Allyn & Bacon

  13. Tambo, L.I. (2003). Principles and methods of teaching: applications in Camerooon schools. Limbe: ANUCAM Publishers.

  14. Tchombe, T. M. S. (2011). Theories of learning. In Nsamenang, A. B., & Tchombe, T. Handbook of African Educational Theories and Practices: A Generative Teacher Education Curriculum (pp. 177-193).

  15. Bamenda: HDRC

  16. Tchombe, T.M.S. (2019). Psychological parameters in teaching: an Africentric perspective to learning as a process for cognitive enrichment. Limbe: DESIGN House

About Us

The Asian Institute of Research is an online and open-access platform to publish recent research and articles of scholars worldwide. Founded in 2018 and based in Indonesia, the Institute serves as a platform for academics, educators, scholars, and students from Asia and around the world, to connect with one another. The Institute disseminates research that is proven or predicted to be of significant influence for the general public.

Contact Us

Please send all inquiries to the email:

Business Address:

5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, Indonesia 90234

Copyright © 2018 The Asian Institute of Research. All rights reserved

Stay Connected

  • Instagram - Black Circle
  • Facebook - Black Circle
  • LinkedIn - Black Circle