Suchergebnisse

This study set out to ascertain the extent to which the grade scored in Common Entrance (CE) predicts students' Academic performance into Secondary Schools (especially Form One) in Bamenda III Subdivision. The sample used for this study was 190 Form One (1) students from Two (2) Government Secondary Schools, One (1) private school and One (1) mission Secondary School in Bamenda III subdivision. Data collection was done through personal administration of questionnaires to students. The data was collected from selected Secondary Schools and from the Regional Delegation of Basic Education. The statistical methods used were descriptive and inferential statistics. The hypotheses were tested at a0.05 level of significance. The Pearson Product Moment Correlation and SPSS version 2.0 were used to analyse data. Findings showed that there was a weak negative correlation coefficient (-0.009) between total CE score and Term One (1) score in English Language with an alpha value of 0.907 which is non-significant (hypothesis 1). Findings on hypothesis 2 showed that there was a weak correlation coefficient (-0.066) between CE English Language score and Term One (1) score in English Language with an alpha value of 0.365 which is non-significant. Also the findings on hypothesis 3 showed that there was a weak correlation coefficient (0.059) between CE Mathematics score and Term One (1) score in Mathematics with an alpha value of 0.419 which is non-significant. This study therefore concludes that CE does not significantly predict students' academic performance into Secondary schools. The study recommends that, CE results to an extent should not be used as the only criteria for selection and placement of students in Secondary Schools in Cameroon

This study was planned to investigate "the role of e-learning in the professional development of student teachers in Cameroon". Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI:10.5901/mjss.2013.v4n13p791