School Type and Mathematics Achievement in English-Speaking Primary Schools in Cameroon: Implications for Technological Development

Endeley Margaret Nalova^1,

¹Department of Curriculum Studies and Teaching, Faculty of Education, University of Buea, Cameroon

Cite this paper:
Endeley Margaret Nalova. School Type and Mathematics Achievement in English-Speaking Primary Schools in Cameroon: Implications for Technological Development. American Journal of Educational Research. 2017; 5(5):568-573. doi: 10.12691/education-5-5-15

Abstract

Science and Technology are critical for propelling Cameroon towards emergence and primary school mathematics creates a good foundation for Science and Technology. However, very little research in Cameroon has focused on assessing mathematics achievement in primary schools in order to forecast the future of Science and Technology. The study thus set out to assess the mathematic achievement of class six (final year) pupils in 18 English-speaking public, private and confessional primary schools in six divisions of the North West and South West regions of Cameroon. An achievement test which is an extract of the 2013/2014 First School Leaving Certificate Examination constituted the instrument for data collection. Thus validity and Reliability had already been established by the Ministry of Basic Education. Data were analyzed descriptively and inferentially. Results revealed that mathematics achievement is generally low and differs by school type. Implications and recommendations are discussed.

Keywords:
numeracy mathematics achievement technological development primary schools Cameroon

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