This study examined the influence of indigenous instructional strategies and the secondary general education curriculum in Mezam Division, Bamenda, North West Region of Cameroon. A descriptive and a cross sectional survey research design with a mixed approach for data collection was used. The sample population was constituted of students and teachers of some selected secondary schools and parents within the Bamenda II, Bamenda III and Tubah sub divisions in Mezam with a sample size of 384 respondents. Data obtained was analysed descriptively and inferentially using cross tabulations, frequencies, percentages and charts. The Chi Square test was used to analyse the lone specific research hypothesis. The aim was to find out the level of significance of responses from the categorical variables in view of the impact of indigenous knowledge to the curriculum of secondary general education. Findings on showed that there is a significant impact of indigenous instructional strategies on the secondary general education curriculum in Cameroon. In conclusion, the introduction of livelihood skills that constitute educational elements of indigenous instructional strategies are worth integrating into the curriculum of secondary general education. Based on the finding, it was recommended that, there is need for the systematization of indigenous instructional strategies so as to ease its exploration and development for educational purposes. There is the need for the modification of the curriculum to suit the economic needs of learners and communities.
by Chongwain Lilly Oyoma Jehovah "Indigenous Instructional Strategies and the Curriculum of Secondary General Education in Cameroon"
Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021,
URL: https://www.ijtsrd.com/papers/ijtsrd39809.pdf
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