CERTIFICATION

This is to certify that the work entitled “Classroom Communication and

the Learning of Citizenship Values: The Case of Selected Secondary Schools in
Maroua”was carried out by Ndip Monica Bechem (14B0215N), a student of the
Department of English Language and Literatures of English Expression in the Higher
Teachers’ Training College of Maroua.

Maroua, the………………………….2019

Dr Nkongho Magdaline

Supervisor

i
DEDICATION

TO

God Almighty

and

my family

ii
 ACKNOWLEDGEMENTS
I owe much gratitude to my supervisor, Dr Nkongho Magdaline who,
despite her tight schedule took enough time and patience to correct my work, made
constructive criticisms, suggestions and provided appropriate materials necessary for the
work. Her constant moral support and encouragement helped in the advancement of the
work. She also provided the topic under study. I am more than grateful to her for her
academic generosity.

Much thanks also goes to Mr Tiku who helped in arranging and printing the work.

I also thank all my lecturers who trained me right to the point of writing a dissertation.

My profound gratitude as well goes to the following people including the

resource persons who provided me with information on this research: My husband Agbor
Ebot Stephen, my parents, Ndip Aaron Oben and Ndip Mary Bakume, my brothers,Ndip
John Arrey, Ndip Louis Ndip and Ndip Edmund Oru, my sisters, Ndip Gillian Oben and
Ndip Stella Oyere, my daughters,Jolie and Felicity-Faith, my friends and well wishers,
Konso Faith, Njie Jocyline, Mr Besong Dennis, Madam Salvatoire,Madam Sonita, Mr
Samje Paul and all others whom I have not mentioned here.

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 TABLE OF CONTENTS
CERTIFICATION..............................................................................................................i

DEDICATION..................................................................................................................ii

ACKNOWLEDGEMENTS.............................................................................................iii

LIST OF ABBREVIATIONS...........................................................................................ix

ABSTRACT...................................................................................................................... x

RESUME.......................................................................................................................... xi

CHAPTER ONE................................................................................................................ 1

GENERAL INTRODUCTION..........................................................................................1

1.0. Introduction................................................................................................................1

1.1. Background to the Study..........................................................................................5

1.2. Motivation of the Study.........................................................................................16

1.3. Statement of the problem..........................................................................................16

1.5. Research Questions...................................................................................................17

1.4. Hypotheses................................................................................................................ 17

1.6. Significance of the Study..........................................................................................18

1.7. Aim of the study.......................................................................................................18

1.8.0. Definition of Key Concepts..................................................................................19

1.9. Location of the Study................................................................................................25

1.10. Scope of the Study..................................................................................................26

1.11. Structure of the Work..............................................................................................26

CHAPTER TWO.............................................................................................................28

LITERATURE REVIEW AND THEORETICAL FRAMEWORK................................28

2.0. Introduction..............................................................................................................28

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2.2. Theoretical Framework.............................................................................................52

CHAPTER THREE.........................................................................................................81

METHODOLOGY..........................................................................................................81

3.0. Introduction..............................................................................................................81

3.1. Research Design.......................................................................................................81

3.2. Population of the study.............................................................................................82

3.3. Research Instruments................................................................................................83

3.4. Validation of the instruments....................................................................................88

3.5. Procedure for Data Collection and Administration of the Instruments.....................89

3.6. Method of Data Presentation and Analysis...............................................................90

CHAPTER FOUR...........................................................................................................91

4.0. Introduction..............................................................................................................91

4.1. Teachers’ Questionnaire...........................................................................................91

6.The teaching of citizenship values can be enhanced through communication.............95

CHAPTER FIVE...........................................................................................................130

Introduction...................................................................................................................130

5.1. Summary of the main findings................................................................................130

5.2. Discussion of Findings...........................................................................................134

5.3 Recommendations....................................................................................................147

5.5. Difficulties Encountered.........................................................................................154

GENERAL CONCLUSION..........................................................................................156

REFERENCES..............................................................................................................158

Appendix ...................................................................................................................... 173

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 LIST OF TABLES

Table 1: Presentation of sample population.....................................................................82

Table 2: Number of learners’ questionnaires administered..............................................85

Table 3: Number of questionnaires administered to teachers and number returned.........86

Table 4: Sample of teachers observed..............................................................................87

Table 5: Presentation of data from teachers’ questionnaire..............................................91

Table 6: Presentation of teachers’ responses with regard to including lessons on

citizenship values in their syllabuses...............................................................................92

Table 7: Respondents’ responses with regard to supplementary materials.....................93

Table 8: Respondents’ responses in verifying learners’ previous knowledge before

teaching citizenship values through classroom communication......................................94

Table 9:Teachers’ Responses in enhancing the teaching of citizenship values through

communication................................................................................................................95

Table 10: Respondents’ responses in organizing the learners to work in groups.............96

Table 11:Respondents’ responses on how they group their learners during group work. 97

Table 12:Respondents’ responses on the method they use to enhance communication

during their English Language class................................................................................98

Table 13: Teachers’ responses on the frequency in which they use the methods on table
11 on lessons that deal with citizenship...........................................................................99

Table 14: Respondents’ Responses with regard to the positive impact of class talk on the
teaching of citizenship values.........................................................................................99

Table 15: Teachers’ responses on the frequency in which they encourage thier learners to
discuss about citizenship values during their lessons....................................................100

Table 16: Teachers’ responses on the attitude of learners during discussions relating to
citizenship...................................................................................................................... 102

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Table 17: Respondents’ responses on the performance of learners during lessons
involving the aspect of citizenship.................................................................................103

Table 18: Respondents’ responses in evaluating the performance of learners during

lessons involving the aspect of citizenship....................................................................104

Table 19: Respondents’ responses on the success of learners who communicate

effectively...................................................................................................................... 105

Table 20: Respondents’ responses on the best learning style for learners when learning
citizenship values through classroom communication...................................................106

Table 21: Teachers’ responses on the occurrence of meaningful learning when learners
engage in social activities such as communication........................................................107

Table 22:Teachers’ responses on the difficulties they encounter in trying to let learners
learn citizenship values through classroom communication..........................................108

Table 23: Presentation of data from Learners’ questionnaire.........................................109

Table 24: Respondents’ responses with regards to discussing issues concerning

citizenship with their classmates and teachers..............................................................110

Table 25: Learners’ responses on the impact of communication in learning citizenship

values............................................................................................................................. 111

Table 26: Respondents’ responses with regards to the influence of the

teachers’communicative style on their attitude when learning citizenship values..........113

Table 27: Learners’ responses on the frequency in which they have respect for one
another during exercises which require them to communicate.......................................114

Table 28: Learners’ responses in verifying if their English Language textbooks help in
facilitating communication during lessons on citizenship values...................................115

Table 29: Learners’ responses with regards to the degree of comfort they have when
learning citizenship Values through classroom communication....................................116

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Table 30: Respondents’ responses with regard to the opportunity given by classroom
communication for the learners to express their worries in learning citizenship values.117

Table 31: Learners responses on the frequency in which they have lessons with their
teachers where they communicate on the aspect “Engaging in community or
humanitarian work”.......................................................................................................118

Table 32: Learners’ responses with regards to visual aids enhancing communication
during lessons on citizenship values.............................................................................119

Table 33: Learners’ opinions on the benefits of learning citizenship values through
classroom communication.............................................................................................120

Table 34: Verifying if learning citizenship values through classroom communication is of

interest to the learners....................................................................................................121

Table 35: Respondents’ responses on the impact of motivation during lessons on

citizenship values...........................................................................................................122

Table 36: Respondents’ responses on the way they are motivated by their teachers......123

Table 37: Presentation of Learners’ Performances from G.B.H.S Maroua....................127

Table 38: Presentation of Learners’ Performances from G.B.H.S Mokolo..................128

Table 39: Presentation of Learners’ Performances from Jacques de Berno...................128

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 LIST OF ABBREVIATIONS

C.B.A: Competency Based Approach

CCS: Classroom Communication System

E.N.S: Ecole Normal Supérieur

F4: Form 4

F5: Form 5

G.B.H.S: Government Bilingual High School

M.C. Q: Multiple Choice Question

NGOs : Non Governmental Organizations

IRA : Initiate,Respond, Assess

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 ABSTRACT

This study is an endeavour to investigate the various methods in which teachers carry out
classroom communication in lessons on citizenship values. The work is based on the
premises that classroom communication has an impact in learning citizenship values,
learners who are effective communicators will be more successful during lessons on
citizenship values and the fact that teachers do not often teach citizenship values through
classroom communication. The study incorporates a descriptive survey that made use of
a 34 item questions (open-ended and multiple choice questions) as well as a 4 item
interview questions with indicators of methods and techniques of carrying out lessons on
citizenship values through classroom communication. The sample consists of 110
learners and 14 teachers of G.B.H.S Maroua, G.B.H.S Mokolo and Jacques de Berno.
Data collected was presented largely on statistics table. A quantitative and qualitative
analysis of results revealed amongst others that some teachers do not often use
communicative methods in their lessons on citizenship. As such, this affects the learners’
performances. However, some teachers adapt materials from other sources to integrate
into their English language lessons. Also, learners need to be motivated in order to better
communicate in lessons on citizenship values. On the bases of these findings,
recommendations were made to suggest solutions to the problems.
Key words: communication, citizenship, values, learning, motivation

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 RESUME

Cette étude vise à examiner les différentes méthodes utilisées par les enseignants pour
communiquer en classe lors des cours sur les valeurs de citoyennete.Le travail est base
sur les prémisses que la communication en classe a un impact sur l’apprentissage des
valeurs de citoyennete.Les apprenants qui communiquent efficacement auront plus de
succès lors des cours sur les valeurs de citoyenneté et le fait que les enseignants
n’enseignent pas souvent les valeurs de citoyenneté par le biais de la communication en
classe. L’étude comprend une enquête descriptive utilisant 34 questions [questions
ouvertes et à choix multiples] ainsi que 4 questions d’entrevue avec indicateurs des
méthodes et techniques de mise en pratique de leçons sur les valeurs de citoyenneté par la
communication en classe. L’échantillon comprend 110 apprenants et 14 enseignants de
G.B.H. S Maroua, de G.B.H. S Mokolo et Jacques de Berno.Les données recueillies ont
été présentées en grande partie sous forme de tableau statistique. Une analyse
quantitative et qualitative des résultats a notamment révélé que certains enseignants
n’utilisent pas souvent les méthodes de communication dans leurs cours sur la
citoyenneté. En tant que tel, cela affecte les performances des apprenants. Cependant,
certains enseignants adaptent le matériel provenant d’autre sources afin de l’intégrer à
leurs cours d’anglais. En outre, les apprenants doivent être motivés afin de mieux
communiques dans les leçons sur les valeurs de citoyenneté. Sur la base de ces résultats,
des recommandations ont été faites pour suggérer des solutions aux problèmes.

Mots cles: communication, citoyenette, valeurs, l’apprentissage, motivation

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 CHAPTER ONE

GENERAL INTRODUCTION

1.0. Introduction
Citizenship values are the values that are associated with Australian democratic life, its
institutions and democratic participation, (Freiberg,1996). Interactive and communication
skills are vital elements of citizenship. An important element of good civic education is
achieved when the teacher creates a democratic ethos by discussing a relevant topic in a
classroom environment which is conducive to and supportive of a free exchange of
information and ideas, and where there is mutual tolerance for diverse opinions as well as
respect for the dignity and worth of each person in the group (Patrick, 2003). The
implementation of the principles of citizenship education therefore depends crucially on
the teacher’s successful management of classroom communication and learner’s active
participation.
Developing a sense of citizenship in learners requires classroom activities that will
enable them to exchange ideas with one another, express their opinions, and develop
learning strategies and communication skills. A critical element of civic education that
will bring about interactive patterns of classroom communication is pair work where the
learner is the primary speaker (Van Lier, 1998, p. 173). Pair work enables learners to be
involved in cooperative classroom communication. It also facilitates the creation of a
stress- free and motivating atmosphere in the classroom. One of the advantages of group
work activities is that of engaging learners in interactive communication and negotiation
of meaning that develops associated participatory skills and the virtues of tolerance and
mutual respect. During group work, learners exchange information with their
partners.This is done either to solve a problem or collect information. These activities
which are motivating and learner centered provide the opportunity for the learners to be
engaged in the type of negotiation and critical thinking that will help them develop the
participatory and intellectual skills necessary for effective citizenship (Nunan

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1998).Therefore, classroom communication which is done through group work and
whole class discussion provides learners with invaluable opportunities to engage in
dialogue and to share responsibility for the management and success of classroom
interaction. This will certainly contribute to their acquisition of citizenship knowledge
and skills as well as the values of mutual respect and collaboration.
During peer learning, the teachers group the learners during the first
exercise. This enables them to communicate among one another and attempt to bring out
the answers themselves. This can be illustrated in the picture below:

Picture 1: Classroom Communication of Form 4 learners in G.B.H.S Maroua

The pictur above

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 The picture above shows that the students are constructing knowledge by
themselves through classroom communication. This helps shy students for instance to
improve on their communication skills. The weak students also learn from the intelligent
ones.

The teacher’s ability to motivate the learners helps to create a stress- free
atmosphere and establishes a relationship of mutual trust and cooperation. This
atmosphere is indispensable for civic education since the classroom is a social setting in
which relationships influence character traits that strengthen the skills and virtues of
effective and responsible citizenship. The ability to motivate students enables the teacher
to create an environment where learners are eager to engage in civic educational
experiences.

Communication in the classroom is an element of interest in most recent

curriculum reform movements. Particular attention is paid to the nature of classroom
interactions and to the negotiation of meanings between teachers and student. Several
authors underline the relevance of communication in the classroom (Bishop & Goffree,
1986). Communication may be regarded as a social process along which participants
interact, sharing information and mutually constraining their evolution. It concerns not
only the heterogeneous set of interactive processes evolving in a classroom but also their
contexts, underlying denotations, and expressive resources. There are countless
interaction processes happening in a classroom. There is interaction between the teacher
and the students in class. At one point, the teacher may assume the role of a coordinator.
The way the teacher regulates the classroom discourse, the nature of questions asked, and
the opportunities afforded for student participation may sustain in various degrees the
development of communication and reasoning skills (Barrody, 1993).

On the other hand, the role of classroom interactions among students cannot be
underestimated. Many interactions, with rather smaller formal content, become essential
to stimulate students’ discovery and critical reasoning, as well as to foster personal

3
appropriation of common meanings. Research provides evidence that student-student
interaction in lessons carried out in groups provide deeper experiences and
understanding. (Alrø & Skovsmose, 2002, Yackel & Cobb, 1998). Students feel more
comfortable talking in small groups (Lester, 1996), in “non-threatening” environments
(Buschman, 1995), where they progressively master ways of expressing themselves.
Inversely, when interactions only take place in whole class, students become more
reserved, removing themselves out of the discussions if they are unsure about how their
voice is considered by the teacher and their colleagues (Alrø & Skovsmose, 2002).
The fundamental role that the teacher plays either in enabling or in limiting
communicative processes within the classroom is widely recognized (Barrody, 1993;
Lappan & Schram, 1989; Pimm, 1987). Such a role makes itself explicit from the outset,
for example, when selecting challenging tasks or encouraging students to express and
sustain their own views (Lampert & Cobb, 2003; Ponte & Santos, 1998) .
Teachers are also responsible for creating an atmosphere of self-esteem and
mutual respect, so that students feel comfortable to participate in the classroom activity.
They have an important role in structuring the classroom discourse, especially through
the questions that they pose. Asking questions in the classroom often falls into what is
called the IRA (initiate, respond, assess) or ‘triadic sequence’ (Lemke, 1990). Such an
interaction scheme is quite common, and is usually regarded as a convenient way not
only to “keep speech control”, but also to “go around or ignore a number of answers”
(Pimm, 1987:64). The IRA sequence may involve several students in the class (Lemke,
1990), but their participation is limited to short, reactive answers. As Alrø and
Skovsmose (2002) remark, it emphasizes the role of the authority of the teacher in the
classroom.
To promote the communication dynamics in the classroom, the teacher is expected
to stimulate students’ interest and to have the ability to enrich their mutual interactions.
Steffe and Tzur (1996) underline the teacher’s role in bringing to the fore the
independent activity of each student. Therefore, the authority must be decentralized and

4
the students must have the power to assess what is correct or fake in an argument (Alrø &
Skovsmose, 2002).

The main idea behind classroom communication system (CCS) is about bringing
teachers closer to their students and not about taking the teacher out of the loop and
having computers teach students or interposing a computer system between teacher and
students, replacing their regular human contact. Like many public settings that involve a
diversity of people, classrooms tend to rely heavily on explicit, verbal communication,
while at the same time recognizing and allowing nonverbal communications to occur
(Neill, 1991).

Two thousand four hundred years ago, the Greek philosopher Socrates realized
that people understand more by answering a question, than by being told an answer. The
reason that the Socratic method works in teaching is because a teacher through
questioning can spotlight an area of knowledge, encourage students to think through the
issues, establish positions, and commit to positions. However, the Socratic teaching has a
shortcoming; it works well in a small group with perhaps five students. In a class of
thirty, one hundred, or three hundred, most students are left out of the interaction.

1.1. Background to the Study

Civic education is based on a set of general rules that are concerned with
enhancing the culture of human rights in society through formal education and non-
formal education. By formal education, we refer to learning that takes place in a
recognized educational institution while non-formal education is learning that takes place
outside of a recognized educational institution. Civic education holds that
communication, mutual respect, collaboration and cooperation between people can bring
about prosperity and improved conditions (Karfa, 2007).
Classroom discussion is one of the ways in which communication can be
carried out in lessons. This can effectively be implemented with careful planning and
selecting topics which are interesting and relevant to learners. Implementing one or more

5
of the strategies that will be listed subsequently will be suitable to engage learners in
discussions which are lively and meaningful. As Barton et al. (n.d.) caution, attempting
to implement all of the strategies at once would be counterproductive. Instead, the
teacher can select a strategy which would be easy to implement and appropriate for the
lesson. Once the benefits are observed, the teacher should try introducing another.

The following strategies can be used to foster classroom discussions:

-Plan classroom discussions by talking about its purpose and stress the importance of
hearing everyone‘s voice in the dialogue.
-Inform learners that a major portion of the class grade will be based on active and
meaningful participation and that everyone must be respectful of their peers and the
teacher.
- Know how to curb learners s who dominate the discussion, those who bring about
negativity, or those who joke around.
-Teach learners how to listen so they can effectively continue the discussion with a
coherent dialogue.
- Set clear expectations for learner participation in discussion sessions.
- Establish discussion rules such as “You are not allowed to say I don’t know when asked
a question. If you don‘t know, think of a plausible answer, guess, speculate, wonder
aloud”.
-Move toward the person to whom you are talking but then move away as soon as they
begin to speak so they become the center of the conversation.
- Sitting with your learners helps the class become a community which can encourage
discussion.
- Look directly at the person to whom you are discussing but then scan the class to
encourage more dialogue.
- Watch for non-verbal feedback to keep the discussion lively and meaningful
-Avoid open questions. Call on individual learners.
- Prepare a list of questions to help drive the discussion.

6
- Avoid yes/no questions. Instead, form questions which require learners to analyze and
interpret, beginning the question with, “Why do you think?” or “How would you?”
-Resist responding to your own questions. Take time to allow learners to formulate an
answer and avoid answering the question yourself or asking another learner for the
answer.
- Ask the learner to clarify the answer or add more information if it is not exactly what
you are looking for instead of bypassing that learner for another. A sure way to deter
learners from discussion is to quickly disregard their answer or comment.
- Plan on how much time you will provide for classroom discussions and provide more
time than what you think you will need.
- Prepare for disagreement among learners, especially if the topic is controversial or gets
out of hand. Providing and reviewing discussion policies and guidelines can help reduce
flare-ups or heated discussions.
Another way in which communication can be carried out in the classroom is
through collaboration or cooperation. Collaborative teaching and learning creates new
challenges for a teacher to find in her or himself the capacity to provide diverse learning
environments for students. It also creates for students new challenges and opportunities,
and from all these complexities emerge transformed and enriched relationships with the
course materials, for both teacher and students. (Kane & Harms,1999).
There are a series of practices that can enhance collaborative processes as seen
below:
■ Knowing names of students
■ Balancing talking and listening
■ Building trust
■ Engaging in problem-solving approaches and active learning
■ Facilitating more and lecturing less
■ Involving students in decisions

7
 ■ Privileging analysis, synthesis and evaluation of information over absorption of
facts
■ Providing continuous feedback
■ Sharing relevant and appropriate personal and professional aspects of yourself
■ Working cooperatively together so that there is mutual responsibility taken
students

Collaborative activities can occur in small as well as in large groups, in situations

ranging from informal class interactions to formal class projects. Even in very large
classes, the teacher can ask students to turn to other students or to break into small
groups to discus. (Kane & Harms, 1999).
Cooperative learning is more elaborate than group work activity. Cooperative
learning can be incorporated into teachers’ classroom management system. If teachers
train their learners to work effectively in groups, the results can be a very productive.
(Kane & Harms,1999).
The diverse and positive outcomes that result from cooperative efforts have
prevented and treated a wide variety of social problems such as antisocial behaviour
(delinquency, drug abuse, bullying, violence, incivility), lackof prosocial values and
egocentrism, alienation and loneliness, psychological pathology, low self-esteem, and
many more.All these may be experienced by the teacher in the classroom and may be
eradicated through cooperative or collaborative learning. Cooperative learning is
therefore the instructional method of choice (Harati, 2012
The building blocks towards collaboration are interactive activities.
Engaging in them provides both the means (interactiveness) and the end (collaborative
skills). Evidence especially in cognitive psychology show that interactive techniques
when used appropriately enhance the content learning. The use of interactive methods
and tools is part of a teaching-learning strategy. The interactive techniques become
relevant only if specifically linked to course goals, lesson plans, and students’ learning

8
needs and abilities. The use of interactive techniques requires constant change and
development of new approaches based upon what both the instructor and student bring to
each class session. The process then becomes dynamic and stimulating in the pursuit of
knowledge (Kane & Harms,1999) .

Teachers can lay the foundation for a collaborative environment on the first day.
By building a mutual understanding of goals, they might uncover opportunities for
collaboration. Teachers can organize all the learners to work in groups (of four or five
individuals). They may grade in group work and encourage participation of quiet
members.

It is important not to assume that students know how to work in groups..

Provide students with guidance and preparation as to how to work collaboratively just as
you would in subject matter content. Since some students will have experienced excellent
small group work, informally recruit them as initial small group facilitators. Plan to
devote a portion of time to assess and assist students in developing necessary
collaborative skills for your class, and for the particular processes and outcomes that are
most conducive to your course material and expectations. Design exercises so that they
start out simply and progressively become difficult, thus allowing you to determine
student preparedness for collaborative learning. Facilitate students to begin talking to and
with one another instead of consistently directing their comments to you during class
discussions.

With regard to group work as a means ofclassroom communication,

there are several benefits for including group work in a teacher’s class.  Sharing these
benefits with the learners in a transparent manner helps them understand how group work
can improve learning and prepare them for life experiences (Taylor 2011).  The benefits
of group work include the fact that learners engaged in group work, or cooperative
learning, show increased individual achievement compared to learners working alone.
For example, in their meta-analysis examining over 168 studies of undergraduate
learners, Johnson, D.,Johnson, R. & Smith (2014) determined that learners learning in a

9
collaborative situation had greater knowledge acquisition, retention of material, and
higher-order problem solving and reasoning abilities than learners working alone.
Learners’ interactions and discussions with others allow the group to construct new
knowledge, place it within a conceptual framework of existing knowledge, and then
refine and assess what they know and do not know. This group dialogue helps them make
sense of what they are learning and what they still need to understand or learn (Ambrose,
Bridges, Lovett, DiPietro, & Norman 2010; Eberlein et al. 2008). In addition, groups can
tackle more complex problems than individuals can and thus have the potential to gain
more expertise and become more engaged in a discipline (Qin, Johnson, D. & Johnson,
R., 1995). Group work creates more opportunities for critical thinking and can promote
student learning and achievement.

Also,Student group work enhances communication. Creating facilitated

opportunities for group work in the class allows learners to enhance their skills in
working effectively with others (Bennett & Gadlin 2012; Jackson, Sibson & Riebe,
2014). Group work gives learners the opportunity to engage in process skills critical for
processing information, and evaluating and solving problems, as well as management
skills through the use of roles within groups, and assessment skills involved in assessing
options to make decisions about their group’s final answer. All of these skills are critical
to successful teamwork in the classroom.

Moreover, group work can be an effective method to motivate students,

encourage active learning, and develop key critical-thinking, communication, and
decision-making skills. But without careful planning and facilitation, group work can
frustrate students and instructors and feel like a waste of time. The following suggestions
can be used to help implement group work successfully in the classroom, designing the
group activity, introducing the group activity, monitoring the group task and ending the
group task.

10
To successfully implementing group work in the classroom, teachers can do the
following:

Firstly, the teachers should think carefully about how learners will be physically
arranged in groups.  The teacher should make sure that all the learners are comfortable in
each group.

Secondly, teachers should insist on professional, civil conduct between and among
learners to respect people’s differences and create an inclusive environment.

Thirdly, teachers should talk to learners about their past experiences with group
work and allow them to establish some ground rules for successful collaboration.

As far as designing the group activity is concerned, teachers can do so through the
following :

Determine what you want to achieve through the group activity, both academically
(e.g., knowledge of a topic) and socially (e.g., listening skills). The activity should
relate closely to the course objectives and class content and must be designed to help
learners learn, not simply to occupy their time. Roberson and Franchini (2014)
emphasize that for group learning to be effective, students need a clear sense that group
work is "serving the stated learning goals and disciplinary thinking goals" of the course
(280). When deciding whether or not to use group work for a specific task, consider these
questions: What is the objective of the activity? How will that objective be furthered by
asking students to work in groups? Is the activity challenging or complex enough that it
requires group work? Will the project require true collaboration? Is there any reason why
the assignment should not be collaborative?

Make the task challenging. Consider giving a relatively easy task early in the term to
arouse students’ interest in group work and encourage their progress. In most
cases collaborative exercises should be stimulating and challenging. By pooling their

11
resources and dealing with differences of opinion that arise, groups of students
can develop a more sophisticated product than they could as individuals..

Assign group tasks that encourage involvement, interdependence, and a fair

division of labour. All group members should feel a sense of personal responsibility for
the success of their teammates and realize that their individual success depends on the
group’s success. Johnson, Johnson, and Smith (2014) refer to this as positive
interdependence and argue that this type of cooperative learning tends to result in
learners promoting each other's success. Knowing that peers are relying on you is a
powerful motivator for group work.

o Allocate essential resources across the group so that group members are
required to share information.Or to come up with a consensus, randomly
select one person to speak for the group, or assign different roles to group
members so that they are all involved in the process (e.g., recorder,
spokesperson, summarizer, checker, organizer, observer, timekeeper,
conflict resolver).
o Another strategy for promoting interdependence is specifying common
rewards for the group, such as a group mark

Decide on group size. The size you choose will depend on the number of
students, the size of the classroom, the variety of voices needed within a group,
and the task assigned. Groups of four-five tend to balance the needs for diversity,
productivity, active participation, and cohesion. The less skillful the group
members, the smaller the groups should be (Gross Davis, 1993).

Decide how you will divide students into groups. Division based on students’
choice is quickest, especially for large classes, but this often means that students
end up working together with friends or with the same people.

12
 Allow sufficient time for group work. Recognize that you won't be able to cover
as much material as you could if you lectured for the whole class period. Give
groups time to work. Estimate the amount of time that groups need to complete
the activity. Also plan for a session in which groups’ results can be presented or
general issues and questions can be discussed.

Design collaborative work in multiple forms: pairs, small groups, large groups.

Some students will defer with others in large groups but actively contribute in
pairs. All roles should be valued and included.

The following suggestios have been provided with regard to introducing the group
activity:

Share your rationale for using group work. Students must understand the
benefits of collaborative learning. Don't assume that students know what the
pedagogical purpose is. Explicitly connect these activities to larger class themes
and learning outcomes whenever possible. 

Have students form groups before you give them instructions. If you try to
give instructions first, students may be too preoccupied with deciding on group
membership to listen to you. 

Facilitate some form of group cohesion. Students work best together if they
know or trust each other, at least to some extent. Even for brief group activities,
have students introduce themselves to their group members before attending to
their task. For longer periods of group work, consider introducing an activity
designed specifically to build a sense of teamwork.

Explain the task clearly. This means both telling students exactly what they have
to do and describing what the final product of their group work will look like.

13
 Prepare written or visual instructions (e.g., charts, sequential diagrams) for
students.  

Set ground rules for group interaction. Especially for extended periods of group
work, establish how group members should interact with one another, including
principles such as respect, active listening, and methods for decision making.

Let students ask questions. Even if you believe your instructions are crystal
clear, students may have legitimate questions about the activity. Give them time to
ask questions before they get to work.

In the course of monitoring the group task,teachers can carryout the following:

Monitor the groups but do not hover. As students do their work, circulate among the
groups and answer any questions raised. Also listen for trends that are emerging from the
discussions, so that you can refer to them during the subsequent plenary discussion.
Avoid interfering with group functioning — allow time for students to solve their own
problems before getting involved. You might consider leaving the room for a short
period of time. Your absence can increase students’ willingness to share uncertainties and
disagreements (Jaques, 2000).

Expect a lot from your students. Assume that they know and can do a great deal
(Brookfield & Preskill, 1999). Express your confidence in them as you circulate
the room.

Be slow to share what you know. If you come upon a group that is experiencing
uncertainty or disagreement, avoid the natural tendency to give the answers or
resolve the disagreement. If necessary, clarify your instructions, but let students
struggle — within reason — to accomplish the task (Race, 2000).

14
 Clarify your role as facilitator. If students criticize you for not contributing
enough to their work, consider whether you have communicated clearly enough
your role as facilitator.

The following can be done to end the group task:

Provide closure to the group activities. Students are interested to see how their
work in groups was useful to them and/or contributed to the development of the
topic. You can end with a plenary session in which students do group reporting.
Effective group reporting “can make the difference between students’ feeling that
they are just going through their paces and the sense that they are engaged in a
powerful exchange of ideas” (Brookfield & Preskill, 1999:107).

-Oral reports: Have each group give one idea and rotate through the groups until no new
ideas arise. Or have each group give their most surprising or illuminating insights or their
most challenging question. You can record ideas raised to validate their value.

-Written reports: Have each group record their ideas and either present them yourself or
have a group member do so. Students then informally circulate around the room and read
each other’s answers. Alternately, you can ask students to move around the room in small
groups, rotating from one set of comments to another and adding their own comments in
response.

Model how you want students to participate. When responding to students’

answers, model the respect and sensitivity that you want the students to display
towards their classmates. Be ready to acknowledge and value opinions different
from your own. Be willing to share your own stories, critique your work, and
summarize what has been said.

Connect the ideas raised to course content and objectives. Recognize that
groups might not come up with the ideas you intended them to, so be willing to

15
 make your lecture plans flexible. Wherever possible, look for a connection
between group conclusions and the course topic. However, be aware that
misconceptions or inaccurate responses need to be clarified and corrected either
by you or by other students.

Don’t provide too much closure. Although the plenary session should wrap up
the group work, feel free to leave some questions unanswered for further research
or for the next class period. This openness reflects the nature of knowledge.

Ask students to reflect on the group work process. They may do so either
orally or in writing. This reflection helps them discover what they learned and
how they functioned in the group. It also gives you a sense of their response to
group work.

1.2. Motivation of the Study

The motivation of the study stems from the researchers’ experience during Dipes
II in E.N.S. Maroua where she usually had group assighnments with other
classmates.These assignments required them to communicate among themselves in order
to bring out answers necessary for the questions.The researcher found the act of
communicating very interesting.She realized that it helped in developing the skill of
critical thinking in them.This is one of the reasons why the researcher thought it
necessary to carryout a study on classroom communication and the learning of
citizenship values.

1.3. Statement of the problem

It would be of no use carrying out research in this study if certain problems have
not been identified. Some languauge teachers consider the teaching of citizenship values
as an unnecessary intrusion into their language classes. They also regard citizenship as an
unwelcome newcomer into the syllabus (Bret & West, 2003). Citizenship education also
has a low status in many schools. Teachers with little interest in the subject are often

16
conscripted to teach it .The lack of a sufficiently structured follow-up into senior cycle
further weakens the subject’s status. ( Jeffers, 2008:2).
Again, teaching citizenship once per week offers insufficient time to engage
seriously and systematically with active methodology. This creates an impression that the
subject is not very important. This is a major source of frustration among interested
students and teachers.Another problem is that some teachers do not often teach
citizenship values through the method of classroom communication.Frequent teaching of
citizenship values through this method may cause the class to be lively , interactive and
interesting.Neglecting this method makes it difficult for effective classroom
communication to be carried out.
It is therefore necessary to carry out a study on classroom communication and the
learning of citizenship values. The point of focus here is to encourage the teaching and
learning of these values in secondary schools.

1.5. Research Questions

The following questions have been asked in an attempt to provide answers to the
assumptions:
 What are the different methods that can be used by a teacher to achieve
classroom communication?
 What are some of the challenges teachers may face in trying to teach
citizenship through these methods?
 What is the impact of classroom communication in the learning of
citizenship values?
 What can be done to foster effective classroom communication while
teaching citizenship values?

1.4. Hypotheses
This research is based on the following assumptions:
 Classroom communication has an impact in learning citizenship values.

17
  Learners who are effective communicators will be more successful during
lessons on citizenship values.
 Teachers do not often teach citizenship values through classroom
communication.

1.6. Significance of the Study

Much has been done on classroom communication and citizenship values as
separate entities. This study found it appropriate to merge both concepts. The
combination is important because classroom communication may have a positive impact
in learning citizenship values.

Classroom communication will increase opportunities for expanded learning and

will intensify the connection between the teachers and the students.Expanded learning
can be achieved through group work wherein the students construct knowledge by
themselves and learn from one another. In fact, classroom communication will create an
overall positive experience.

Also, this study may contribute to existing scientific knowledge in that some
researchers may find certain interesting facts in the work which may not have been stated
clearly in some other works.The work may have been written in simpe language which
may facilitate understanding when compared to some other works in this domain.

Moreover, the suggestion for further research may serve as a starting point to the
works of other researchers.

Furthermore, the recommendations may help in giving some pieces of advice

which may foster effective teaching and learning of citizenship values through classroom
communication.

1.7. Aim of the study

The purpose of this study is to investigate the impact of classroom communication
in learning citizenship values. It is of great interest in finding out if classroom

18
communication and the learning of citizenship values can help in enhancing the
development of the learners. This aim can be broken down into some objectives as seen
below:
 The work is geared towards creating awareness on the importance of
classroom communication and civic education.

 The study intends to develop well-informed, effective, and responsible

citizens who can take decisions for themselves about different personal
and public issues.
 The purpose of this work is to increase students’ active participation in the
classroom which will facilitate the development of communication
strategies and skills and a sense of responsibility for the learning process.

 The intention of the study is to apply the technique of classroom

communication in transmiting citizenship values to the learners.
 The study seeks to explore the relationship between learning and
citizenship and to see if citizenship can impact learning.

1.8.0. Definition of Key Concepts

The following key concepts shall be discussed in this section.They are
classroom communication, learning and citizenship values.

1.8.1. Classroom Communication

The concept classroom communication has been discussed by different individuals
in different perspectives. Dale (1969) sees it as the sharing of ideas and feelings in a
mood of mutuality in the classroom.In learning citizenship values, sharing of ideas can be
done through group work for instance.According to Theodorson and Theodorson (1969),
classroom communication is the transmission of information, ideas, attitudes, or emotion
from one person or group to another in the classroom. Ideas can be transmitted from the

19
teachers to the learners or among the learners themselves.This could be an effective way
of learning citizenship values.
In the same light, Dwyer (1983) considers classroom communication as sharing
information with learners in the classroom. This information can be facts, feelings,
opinions or instructions.Most often in the classroom the spoken word is the most
effective medium of communication since it enables the teacher to use voice inflection
and tone to underline and emphasize the meaning of his or her message. Voice
communication also enables the teacher to make use of direct feedback from the learners.
In the case of learning citizenship values,the feedback from the learners will enable the
teachers to know if the lesson was understood or not.

Seifert ( 2011 ) distinguishes verbal from nonverbal communication. According to

him, this is one of the ways to understand classroom communication. As the name
suggests, verbal communication is a message or information expressed in words, either
orally or in writing. Classrooms obviously have lots of verbal communication.It happens
every time a teacher explains a bit of content, asks a question, or writes information or
instructions on the chalkboard. Verbal communication also occurs when the learners
exchange ideas and write down their answers.Non-verbal communications are gestures or
behaviors that convey information, often simultaneously with spoken words (Guerrero,
2006).The learning of citizenship values will be effective if both forms of communication
are used in the classroom.

communication according to Smith (2009) is an interactive process of providing

and passing information that enables an organization like the school system to function
officially. Classroom communication may refer to passing of meaningful messages from
the teacher to the learners.
Babatunde (2009), referencing Laxswell, (n.d) came up with a simple component
of communication as involving: “who says what in which channel, to whom, and with
what effect?” Communication does not only connote transmitting a message, rather, it
entails understanding of the transmitter’s message by the receiver. Therefore, effective

20
communication in the classroom is the act of the teacher inducing the learners to interpret
an idea or a concept taught in the manner intended by the teacher. For learning to take
place among the learners in the classroom, they must have a clear cut interpretation of the
teacher’s teaching. Thus, effective communication in the classroom involves the encoder
(the teacher) and the decoder (the learners) understanding their interactions.
Classroom communication can be achieved through classroom
discussion.Discussion can be considered as two way spoken communication between the
teacher and the learners, and more importantly among the learners
themselves.Discussions can take the form of recitation, dialogue and guided or open
exchanges.Discussions are an effective way to get learners to actively process what they
have learnt in class. (Cashin, 2011).With regard to this study, discussion will enable
learners to actively process what they have learnt in citizenship values.
Classroom discussions can help learners learn but getting learners to actively
participate can sometimes be a difficult task. Silberman (1996) asserts that to stimulate
class discussion, one first has to build interest. Barton, Heilker and Rutkowski (n.d.)
stress that learners should be attentive, involved and engaged in order to help them
construct their own learning through classroom discussion. Burton et al. also point out
that effective classroom discussion occurs when learners talk with other learners and not
just the teacher.

Another way of achieving classroom communication is through collaboration

or cooperation.These techniques can be carried out through brainstorming and discussion
when learning citizenship values for instance.Cooperative learning exists when learners
work together to accomplish shared learning goals. Each learner can then achieve his or
her learning goal if and only if the other group members achieve theirs. In the past three
decades, modern cooperative learning has become a widely used instructional procedure
in preschool through graduate school levels,in all subject areas, in all aspects of
instruction and learning, in nontraditional as well as traditional learning (Harati, 2012).

21
 1.8.2. Learning
The concept of learning has been discussed here using the encyclopedia and the
works of some writers.Learning can be considered as the process of acquiring new or
modifying existing knowledge, behaviours, skills or values(Wikipedia).Learning can be
carried out through specific instances such as learning through classroom communication
.In the course of learning citizenship values for example, the learners may either acquire
new knowledge which they may never have known before or may modify their existing
knowledge concerning these values.After learning these values the learners will certainly
demonstrate different behaviuors.Some may understand the lesson better than others.
With regard to acquiring skills, learners will definitely acquire the communicative skill
through classroom communication.The acquisition of values include honesty, dignity and
patriotism. In order to foster learning through classroom communication, the teacher can
present a picture which connects to any of these values.The communication process
comes in when the learners have to give various interpretations from what they see in the
picture.
According to Sequeira (2012), the most important aspects of the educational
process are the students and what they learn.’ This leads us to consider what we mean by
'learning'. Learning is about a change: the change brought about by developing a new
skill, understanding a scientific law and changing an attitude.For instance, there must be
a change in the learners after learning citizenship values through classroom
communication.As mentioned earlier, they may acquire the skill of communication or
may have a change in attitude.That is, they may either understand the lesson of not.Some
may also understand better than others. The change in learning is not merely incidental
or natural in the way that our appearance changes as we get older. Learning is a relatively
permanent change, usually brought about intentionally. When we attend a course, search
through a book, or read a discussion paper, we set out to learn.Other learning can take
place without planning, for example by experience. Generally with all learning there is an
element within us; we wish to remember and understand why something happens and to
do it better next time. Learning can take place in a variety of contexts such as the

22
learning of citizenship values through classroom communication.Learning is internal to
learners. You cannot motivate others if you are not self-motivated. Motives are not seen,
but, behaviours are seen. Learning is both a motive and behaviour. Not all individuals
learn in the same manner, so that if a teacher talks to students some might benefit, but
others might not. Every learner learns at his or her own pace. Hence, the individualizing
of learning has defined advantages. Learning is more likely to be effective when it is
related to the knowledge of a student’s experience. The students have to identify and
accept a need to learn. Learning should be based on problem solving, student-centered
learning, participative learning, and so on.

Psychologists and educationists consider learning as a relative permanent change

in behaviour as a result of an acquired knowledge, practice and experience in a given
environment. Learning can be viewed to be an act of acquiring new or modifying or
enforcing existing knowledge, behaviours, skills, values or preferences that may involve
the use of different types of information. Learning, therefore, can either be intended or
unintended. People can learn through schooling, personal experience and personal
development and training (Fashiku,2017).
According to Owuamanam and Owuamanam (2002), most human activities are
learned. Such activities include perception, reading, swimming, driving, singing,
interpersonal skills and interpersonal relationships, morals as well as values. Learning of
an individual in any of the activities mentioned above depends on the individual’s
maturation. The individual must be matured enough before he or she can be successful in
any training, practice and observation. For example, a child who learns how to walk and
walks must have been matured enough to perform the activities before he/she can do so.
In the school system equally, a child must be of school age before he or she can
comprehend and assimilate the classroom teaching no matter the level of the child’s
intelligence quotient. The following features can be observed in learning: it is a lifelong
process, a universal process and a process geared towards achieving specific goal(s) as
the individual adjust to the environment while progress and developments are bi products

23
of learning. Owuamanam and Owuamanam (2002) posited that learning of the child can
be influenced by either internal or external factors, that is, the nature and the nurture
influence on the child’s growth and development.
Sequeira (2012) also holds the view that writers tend to separate learning into three
main groups or domains. These are the psychomotor, cognitive and affective domains.
Those skills which are concerned with four physical dexterity, for example changing a
wheel and giving an injection, fall into the psychomotor domain. Both of the tasks do
need knowledge but, predominantly they are physical skills, which need
practice.Concerning the learning of citizenship values, learners can practice through the
exercise given by the teacher. The psychomotor domain therefore has a place in learning
citizenship values through classroom communication.
Knowledge and knowing the 'how' and the 'why', the thinking skills, fall into the
cognitive domain. Examples include 'stating the names of the major bones in the body',
'explaining why we have tides'. Both of these require thought processes to be
accomplished. This can be applied to the learning of citizenship values through
classroom communication. During peer learning for instance, learners have to think in
order to bring out answers to questions.
The third domain, and one which is often neglected is the affective domain. This
is concerned with attitudes. In the course of learning citizenship values through
classroom communication, learners can demonsrate different attitudes in their level of
understanding.As mentioned earlier, the attitude can be that of understanding the lesson
or not. Examples in the affective domain include the need for equality of opportunity for
all and politeness.In learning citizenship values, learners can be given equal opportunity
to participate in group work for instance.Being polite to one anothee will also foster the
learning of these values .The affective domain deals with feelings and emotions and are
different from the examples in the other domains. Affective learning occurs when these
three domains are seen as interdependent. Each of these domains should be developed as
part of teaching/ learning session. Learning in these three domains often needs different

24
teaching and learning approaches. They are often considered in isolation but in practice
learning may occur simultaneously in all three.

Vester (1998) differentiates between four types of learning. There is auditive

learning which is done by listening and speaking, visual learning through the eyes, by
watching, haptic learning by touching and feeling and learning through the
intellect.Effective learning of citizenship values might be achieved if all these learning
types are used in the classroom.

1.8.3. Citizenship Values

Michael (2010) considers citizenship values as a set of rights and obligations
ascribed to citizens by virtue of their membership in that community, and an ethic of
participation and solidarity needed to sustain it.These values include political, economic
and humanitarian values on the one hand and personal values on the other hand.The
former include human rights, environmental protection, sustainable development, gender
equity, religious pluralism, digital access, poverty alleviation and the reduction of
resource inequalities, global peace and justice, the elimination of weapons of mass
destruction as well as humanitarian assistance. The latter includes social, cultural and
behavioural values such as love, peace, compassion, tolerance, patience, forgiveness,
humility, truth, happiness and gratitude.An effective way of learning these values can be
through classroom communication.

1.9. Location of the Study

This research is carried out in the Far North Region of Cameroon also known as
the Extreme North. The Extreme North comprises six divisions with Maroua as its
capital. The divisions are Logon et Chari, Mayo Sava, Diamaré, Mayo Tsanaga, Mayo
Kani and Mayo Dannay. This research is carried out in the Diamaré and Mayo Tsanaga
divisions.

25
 1.10. Scope of the Study
The scope of this study is both geographical and thematical.The geographical scope
is limited to learners of G.B.H.S Maroua and Jacques de Berno in Diamaré division as
well as learners of G.B.H.S Mokolo in Mayo Tsanaga division all in the Far North region
of Cameroon. Concerning the thematic scope, the method of teaching and learning
citizenship values is limited to classroom communication. The classroom communication
method has been limited to oral communication which can be achieved through group
work and class discussion. Citizenship values include the rights and obligation of the
citizens, and in this study we focus on the learners of form four and five as the citizens.

1.11. Structure of the Work

This section classifies the various parts which make up the work. As such, the
work comprises five chapters.
Chapter one is the general introduction which is made up of the introduction, the
background to the study, the motivation, the statement of the problem, the hypotheses,
the research questions, the objective of the study, definition of key concepts, the location
of the study, the scope of the study, the significance of the study as well as the structure
of the work.
Chapter two focuses on the review of literature, theoretical framework and
discussions on some tenets of citizenship values. It attempts to situate this work within
the confines of what already exist in the domain.
Chapter three presents the methodology of the study and discussions on the
criteria and steps used in collecting data.
Chapter four is limited to the presentation and analyses of data from the
questionnaires, interview and observation.

26
 Finally, chapter five contains a summary of the findings, discussion of findings,
recommendations, suggestion for further research and limitations of the study. A general
conclusion puts an end to this chapter.

This chapter has discussed the general introduction which is made up of the
introduction, the background to the study, the motivation, the statement of the problem,
the hypotheses, the research questions, the objective of the study, definition of key
concepts, the location of the study, the scope of the study, the significance of the study as
well as the structure of the work. The next chapter shall focus on the review of literature,
theoretical framework and discussions of some tenets of citizenship values.

27
 CHAPTER TWO

LITERATURE REVIEW AND THEORETICAL FRAMEWORK

2.0. Introduction
This chapter shall discuss a review of literature, some relevant theories, the Competence
Based Approach and some tenets of citizenship education. The literature review will
include materials found in articles, dissertations etc and some related literature from
textbooks. The literature review shall equally bring out the point of convergence and
divergence between the previous works and the present study.
2.1. Literature Review
Zakia (2009), in The importance of non-verbal communication in classroom
Management aims at examining learners’ perceptions about nonverbal communication in
class focusing on eye contact, mimics and gestures. 67 students who were enrolled into
two classroom management groups of the researcher were adopted as the participants of
the study. The students were assigned to write a “critical moment’s reflection’ report on
any of the incidents that they consider to be critical once a week right after their classes
for two months. The researcher used content analysis to analyse the qualitative data
gathered from the reports through coding, categorizing and labeling the primary
patterns/occurring themes in the data. The researcher focused on the following research
question: “What do the Students enrolled in the classroom management course report on
the meaning of eye contact, mimics and gestures?” He found out that non-verbal
communication can be an important source of motivation and concentration for students’
learning as well as a tool for taking and maintaining attention.
Pan (2014) in Nonverbal Teacher-student Communication in the Foreign
Language Classroom also looks at Nonverbal communication as a form of
communication without using the words to repress oneself. This form of communication
is so basic that the teachers tend to take it for granted and always ignore it in the
classroom when teaching English. He opines that to attain the goal of teaching, and to

28
improve the teaching quality and efficiency in the foreign language classroom, the
improvement of teaching method is a very important factor. The paper discusses the
functions and principles of using nonverbal communication when teaching English in the
classroom. It also explains some ways of using the nonverbal behaviours to improve the
foreign language teaching. He is of the view that the significance of nonverbal
communication should be fully acknowledged by both the teacher and the learners.
The works of Zakia and Pan converge with the present study in that they also deal
with classroom communication. On the other hand, Zakia focuses on non-verbal
communication while this present study concerns verbal communication in the
classroom. In the same light, Pan focuses on nonverbal communication in foreign
language teaching while this present study concentrates on verbal communication in
English as a second language teaching.
Lunenburg (2010) discussed the communication process, barriers to
communication, and improving communication effectiveness. He considered the study of
communication important because every administrative function and activity involves
some form of direct or indirect communication. Whether planning and organizing or
leading and monitoring, school administrators communicate with and through other
people. This implies that every person’s communication skills affect both personal and
organizational effectiveness. It seemed reasonable for him to conclude that one of the
most inhibiting forces to organizational effectiveness is a lack of effective
communication. Moreover, good communication skills are very important to ones
success as a school administrator. In this article, he examined barriers to communication
and ways to improve communication effectiveness. This review has a link with the
present work in that both deal with communication. The point of divergence is noticed
where he focused on communication amongst school administrators whereas the present
study deals with classroom communication amongst students.

Rapoport (2013) carried out a research on Global Citizenship Themes in the

Social Studies Classroom. He is of the view that globalization significantly influences the

29
notion of citizenship which is no longer universally seen as only a nation-related concept.
According to him, the discourse of global citizenship is getting more attention in
programmatic educational texts and curricula. The study investigates teachers’ use of the
conceptual framework of global citizen in the social studies classroom as well as what
curricular devices and pedagogic social studies teachers use to address aspects of global
citizenship. The study demonstrates that social studies teachers frequently use
information about international issues in their classrooms and there is the tendency to
incorporate global and international perspectives into citizenship education. Rapoport’s
work is similar to this study because both works concern the classroom and the focus is
on citizenship. However he focuses on how teachers use the conceptual framework of
global citizen in the social studies classroom.This study on the contrary focuses on
classroom communication and the learning of citizenship values.
Martinho (2009) discussed the conceptions, practices and reflections about
practices with respect to classroom communication and their change during the activity
of a collaborative project. The case study draws on interviews and participant observation
of the collaborative project meetings. The results show the relevance of the project to
develop a teacher’s understanding of communication issues in the classroom. This work
relates to the present study since both deal with classroom communication.
However,Martinho concertrates on teacher’s understanding of communication issues
while the present work deals with communication practices on learners, including the
learning of citizenship values.
Dufresne et al (1996) carried out a study on Classroom Communication System
for Active Learning. According to them, the emerging technology of classroom
communication systems offers a promising tool for helping instructors create a more
interactive, student-centered classroom, especially when teaching large courses. They
describe their experiences teaching physics with a classroom communication system
known as Classtalk. Classtalk facilitated the presentation of questions for small group
work, as well as the collection of students’ answers and the display of histograms
showing how the class answered, all of which fed into a class-wide discussion of

30
students’ reasoning. They found Classtalk to be a vital instrument not only for engaging
students in active learning during the lecture hour, but also for enhancing the overall
communication within the classroom. They also discovered that students were very
positive about Classtalk-facilitated instruction and believed that they learned more during
class than they would have during a traditional lecture. This work is linked to the present
study in that both works are concerned with classroom communication. Nevertheless,
Dufresne et al worked on physics while this study is based on citizenship values.

Lynn (2006) worked on Global Citizenship: abstraction or framework for action.

He investigated whether the notion of global citizenship is too abstract to be valuable in
driving curriculum policy and active citizenship for learners. Firstly, he looked at three of
the key aspects of an active role which are a concern for social justice, rights and culture.
He examined actual curricula and programmes of study for global citizenship, and
compared the conceptual frameworks, progression, routes and emphases within these
curricula. He outlined the factors in successful impact of global citizenship education.
These include various forms of democratic decision-making and community service. He
nonetheless identifies constraints of curriculum overload, resources, time and confidence.
The paper also described existing research on the needs and wishes of learners within
global citizenship. The conclusion confirmed the consensus on the importance of global
citizenship. According to him, more research is needed on impact of the learning,
including research by learners themselves. Lynn’s work is in line with this study since it
includes rights and culture which are aspects of citizenship values. The difference is seen
where he focused on global citizenship whereas this work is based only on the learning
of citizenship values through classroom communication.
Frymier (2005) investigated Learners’ Classroom Communication Effectiveness.
She stated that instructional communication research has frequently examined effective
teacher communication, but has ignored the effectiveness of learners’ communication.
This study hypothesize that learners who communicate effectively will be more
successful in the classroom. Participants reported their level of interaction involvement,

31
socio-communicative orientation, and out- of- class communication with regard to a
specific class. Also, additional participants reported recently received grades, their level
of state motivation to study, affective learning, performance of learning indicators and
satisfaction with instructor communication. The researcher found out that overall,
learners’ effective communication was positively associated with positive learning
outcomes. Frymier’s work converges with this study in that both works are concerned
with classroom communication. However, Frymier investigated learners’ classroom
communication in general while this study is specifically on the learning of citizenship
values through classroom communication.
Ibrahim (2005) in Global Citizenship education: mainstreaming the curriculum
stated that there has been a resurgence of interest in global education in the UK as global
issues are included within the requirements of citizenship education in national curricula.
He examined the significance attached to global citizenship through citizenship as a
statutory subject within the national curriculum for England. Drawing on web-based
project funded by the UK Department for International Development, the paper analyses
a number of secondary school texts designed to support teachers and students in
incorporating global perspectives into citizenship education. His paper seeks to answer
the question: in what ways is global citizenship being mainstreamed? The paper suggests
that NGOs and commercial publishers have different but complementary approaches to
resources for global citizenship and that there is a strong case for greater collaboration
between the two sectors. Ibrahim’s work is related to this study in that both works are
concerned with citizenship education in national curricula.Also, he examined the
significance attached to global citizenship.In the same light, this study examines the
significance attached to learning citizenship values through classroom communication.
However, while Ibrahim dealt with citizenship as a subject, this study examines it as part
of the lessons of English Language. Also, he analysed a number of secondary school
texts while analyses on this present study focuses on the teachers and learners. Again,
the case studies are different .The case study of Ibrahim is Britain while the case study of

32
this work are learners in G.B.H.S Maroua, G.B.H.S Mokolo and Jacques de Berno in
Cameroon.
Pashby (2011) in Cultivating Global Citizens engages with a selection of
scholarly writing in English. He diagnosed the need for a more complex theory of
citizenship education and theorizes schooling for citizenship in a global orientation. The
analysis calls for more explicit attention to the assumptions about the citizen subject
student, the ‘who’of global citizenship education. The findings suggest that assumed
subject of global citizenship education pedagogy is the autonomous and European citizen
of the liberal nation-state who is seen as normative in a mainstream identification as
citizen and who must work to encourage a liberal democratic notion of justice on a global
scale by ‘expanding’ or ‘extending’ or ‘adding’ their sense of responsibility and
obligation to others. This is done linearly through the local to national to global
community. According to him, this paper contributes a more complex notion of the
citizen subject to accommodate more diversity and to begin to recognize unequal power
relations. The work of Pashby is similar to this study in that both works are concerned
with citizenship education. On the contrary, Pashby concentrates on scholarly writing
while this study deals with classroom communication and the learning of citizenship
values.
Schweisfurth (2006) investigated Education for global Citizenship: teacher
agency and curricular structure in Ontario schools. He is of the view that, as a
multicultural nation with aspirations to an international peacekeeping role, Canada makes
an interesting context in which to study global citizenship education. Research was
conducted in Ontario schools. It examines how individual teachers have priotized global
citizenship issues in their teaching, in the context of other curricular demands. He based
his methodology on a multiple case study approach. These methods included
documentary analysis, classroom observation as well as interviews. The research
revealed that teachers who are determined to make global education a priority have found
that the new Ontario curriculum guidelines have given them plenty of opportunities to do
so. Schweisfurth examined how teachers included and even priotized global citizenship

33
issues in their teaching.In the same light, one of the intentions of this study is to examine
how teachers include citizenship values in their teaching of English Language lessons.
Also, his methodology includes classroom observation and interviews just like this
study.However,Schweisfurth concerntrated on teachers while this study is mostly
focused on learners .The case studies are also different. Schweisfurth’s case study is in
Ontario schools in Canada while this study has as case study schools in Cameroon;
G.B.H.S Mokolo, G.B.H.S Maroua and Jacques de Berno.
Kenedy (2012) worked on Asian Students’ Citizenship Values and their
Relationship to Civic Understanding. He drew data from International Civic and
Citizenship Education Study to compare selected citizenship values from students of
Thailand and Hong Kong and their relationship of these values to students’ civic
knowledge. The results reveal differences in the responses of students from each society
and differing impacts on their civic knowledge. The models proposed here seem to be
more explanatory of the Thailand students’ responses than they are of Hong Kong
students. This study accounts for just 32% of the variance in Thailand students’ civic
knowledge and only 14% for Hong kong students. It represents a vital beginning in
seeking a fuller explanation of students’ civic learning in different cultural, political and
social contexts. The similarity between this work and the present study is realized in the
fact that both studies deal with citizenship values and the focus is on the students. On the
other hand, Kenedy limits his case study on Thailand and Hong Kong students while this
present study is delimited to selected schools in the Far North Region of Cameroon.
Also, Kenedy does a comparative study between students of Thailand and Hong Kong
while this present study only discusses the learning of citizenship values by the students.
Ebadollahi (2011) carried out a study on Citizenship Values in School Subjects
.Using the ‘cultural reproduction’ theory, he critically studied the level of citizenship
values present in elementary and secondary school subjects of Islamic Republic of Iran’s
education system .He analysed selected textbooks which include four kinds of school
subjects that concept-wise can whether implicitly or explicitly contain material relevant
to democratic Citizenship Values. He used the ‘critical discourse analysis’ method in

34
order to trace and extract the footprints of values concealed in school subjects. The
results reveal that in these books, the concepts such as contentment, satisfaction,
patriarchy, religious superiority, obedience and submission are presented more. His work
goes in line with this present study in that both works are concerned with citizenship
values but the difference is noticed where he studied the level of citizenship values
present in elementary and secondary schools subjects while this present study deals with
the learning of these values. Another point is that his case study is on Iran’s education
system while this present work concentrates on learning citizenship values in the
education system of Cameroon.
Kenney’s (n.d) research examined how various forms of communication
technologies are being used as learning tools in elementary school classrooms. This study
specifically focused on rural elementary schools near the Research Triangle Park in
North Carolina, a state known for being a technology powerhouse. Using in-depth
interviews with local elementary school teachers, the research reveals a positive
correlation between technology in the classroom and an increased student motivation and
participation. Findings also showed that technology is an integral part of learning in the
classroom and students have begun to expect a seamless integration of technology into
the learning process. Just like this present study, Kenney’s paper is based on
communication and learning in the classroom.The difference is glaring when when he
focuses on communication technology while this present study is limited to verbal
communication. Apart from this, the case studies are different.He has as case study rural
primary schools in North Carolina while the case study of this present work is based on
secondary school in the Far North region of Cameroon specifically G.B.H.S Maroua and
G.B.H.S Mokolo.

Ellington and Benders (2012).discussed learning styles and how they came about
in education. According to them, there are many important things about knowing why
teachers should understand the learning styles of students. Knowing and understanding
the use of specific learning styles such as visual, auditory, and kinesthetic modes of

35
learning will certainly help the teacher to give the best to their students. They are also of
the view that when talking about learning styles, it is important to include the use of
technology in the classroom. Due to the fact that technology is highly used outside of
education, classrooms that take advantage of the use of technology will keep the attention
of their students. Their work is related to this present study in that both are concerned
with learning and learning styles. For instance, considering the topic under study,
communication in the classroom will certainly involve learning styles like visual,
auditory and kinesthetic learning. These will enhance better understanding in learning
citizenship values. On the other hand, Ellington and Benders are concerned with learning
in general while this present study focuses on the learning of citizenship values. Also,
they suggest the use of technology in learning.In this present study, the means of learning
is through communication.

Kudryashova, Gorbotova, Rybushkina and Ivanova (2015) analysed the role of a

teacher in modern educational environment.They also justify the need to reconsider
instructional strategies following the shift from teaching to learning.According to them,
this shift has recently appeared in higher professional education and was provoked by a
growing access to professional knowledge and revision of requirements to University
graduates under the pressure of societal, academic and industrial community.The
Bloom’s Taxonomy and the 5E’s instructional model which are commonly applied in
active learning are reviewed and compared. Their significant similarity and compatibility
is used to define the teaching approaches that best fit the new educational goals.A
teaching model is suggested to provide educators with guidelines on how to facilitate a
successful active learning.The connection between this work and the present study is
realized as both works are concerned with learning.However, Kudryashova et al’s work
focuses on learning in general while this present study is delimited to the learning of
citizenship values.

36
 Frykedal (2011) considered student’s appreciation of group work as a means of
learning. According to them, several studies suggested that the outcome of students who
work in groups is better. However, teachers are still reluctant to use group work as a
pedagogic tool in the classroom. The main intention of this study is to address group
work as a classroom activity from the teacher’s perspectives, and more specifically to
ascertain why teachers are reluctant to use group work as a mode of working in
education. Data was collected through interview on teachers from three schools. The
analysis was carried out using grounded theory. It was found out that teacher’s
presumptions, together with their mode of procedure and their negligible reflections
regarding subject knowledge as a learning outcome when using group work, have a
decisive influence on their willingness to use group work. This study is related with the
present study because group work is an essential element in learning citizenship values. It
also heightens communication in the classroom.

Owens (2014) stated that group-based- projects have become a cornerstone in

many college programmes. This exploratory study provides a student perspective in
evaluating their satisfaction with participation in group projects, and whether the
assumed objectives are realized in student perceptions. Most students report the value of
group projects in sharing workloads and learning from others. Disadvantages center on
“freeloading” students and preferences for working alone. Learning new academic
content was not noted as an advantage of working in group projects. There is a link
between Owen’s work and this present study since group work is very important in
learning citizenship values as well as in reinforcing classroom communication.

Soetanto (2017) opined that it is through working in groups that students develop
cooperative learning skills and experience. Nevertheless, according to him, group work
often leads students into a difficult experience, especially for first year students who are
not familiar with group work activities at the University. This study explored obstacles
faced by first year students during their group work activities. It investigated whether a

37
group of students with a similar learning style experience different obstacles compared to
a group of students with a different learning style. Using a sample of more than two
hundred students over a period of three years, the findings show that students experience
obstacles which can be classified into personal and social, leadership and management as
well as task-related obstacles. The obstacles were not static. They increased over time.
The study also investigated the impact of different methods of forming groups and
whether this impacted on obstacles experienced. Soetanto’s study has a connection with
this present study in that group work is very necessary in buttressing classroom
communication and in learning citizenship. However, Soetanto’s case study focuses on
University students while the case study of this work is limited to secondary school
students.

Burke (2011) discussed the use of group work in higher education. He is of the
opinion that many students are not comfortable when told to work in a group. He states
that group work has been found to be good for students and teachers. This is because
collaborative learning or small group work remains an important element of active
learning theory and practice. According to him, research suggests that students learn best
when they are actively involved in the process of group work and that students who
participate in collaborative learning and educational activities outside the classroom and
who interact more with faculty members get better grades, are more satisfied with their
education, and are more likely to remain in college . A collaborative learning
environment, as opposed to a passive learning environment, helps students learn more
actively and effectively. Additionally, according to Burke,research also shows that
employers want college graduates to possess the ability to work in groups and have
developed suitable teamwork skills. This paper is designed to offer suggestions on how
to use small groups in order to facilitate learning and instructional diversity in face to
face classes.He ends up by saying that while many people detest the mere suggestion of
group work, it can be an effective tool if used appropriately.Burke’s work is connected to
this study in that group work is an essential component in learning citizenship values. On

38
the other hand, his case study is on higher education while this present study is limited to
secondary schools.

Burdett (2003) opines that group work has many benefits for effective learning
while also preparing graduates for future work. However, group work often elicits a
mixed reception from participants. This paper explores the perceptions of final year
university business students of their formal group work experiences. Information has
been gathered through the collection of quantitative and qualitative data, and analysis
reveals student experiences, both positive and negative. This paper also examines
students’ perceptions about the extent to which their experiences enabled them to achieve
the university’s graduate group work competencies. Finally, it reports students’ own
suggestions for improving the problems they encountered thus providing strategies for
addressing their concerns. The similarity between this work and the present study is that
group work is a vital factor in learning citizenship values. Contrary to this similarity is
the fact that Burdett delimits his work to University business students whereas this
present work focuses on secondary school students.

Reoumane investigates the use of communicative approach in the teaching of

writing in secondary schools in N’djamena.The study was carried out on a sample of 90
second cycle students, 9 English teachers and four inspectors in charge of secondary
schools in N’djamena.The students and teachers were from La Concorde and Felix
Eboué grammar schools and Sacré-Coeur and College Evangelique private grammar
schools. The simple random sampling technique was used to obtain the elements of the
study. A questionnaire was administered on the learners and teachers and an interview
was also administered for inspectors. The descriptive statistical method was used and
percentages of scores were worked out and presented in tables and figures. It was found
out among others that students in secondary schools as well as teachers encountered
difficulties. These difficulties resulted in lack of books, time allotted for learning and
laboratories on the one hand; on the other hand, the lack of didactic materials, time

39
allotted for teaching, books and laboratories for teachers. The study also revealed that the
techniques used by most of the teachers were not adequate and unsatisfactory for
effective communicative process, writing, teaching and learning. It was noticed that
techniques used in classrooms teaching were not relevant to new teaching trends in
worldwide use. It was also observed that seminars and workshops were not organized for
teachers. Reoumane’s work is similar to this present study in that both works are limited
to secondary school learners.Also, both works make use of questionnaires administered
to learners and teachers and interviews conducted on inspectors.Moreover,the descriptive
statistical method was used in both works and percentages of scores were worked out and
presented in tables and figures.However,Reoumane focuses on communicative approach
in teaching writing while this present study is on communicative approach in teaching
and learning citizenship values.Apart from this, Reoumane’s case study is limited to
students and teachers from La Concorde and Felix Eboué grammar schools, Sacré-Coeur
and College Evangelique private grammar schools in N’djamena.On the contrary, the
case study of this present work is limited to G.B.H.S Maroua, G.B.H.S Mokolo and
Jacques de Berno in Maroua.

Dallimore, Hertenstein and Platt (2010) in Classroom participation and discussion

effectiveness focus on classroom discussion as one of the most frequently used and often
embraced pedagogical strategies. In attempting to enhance participation quality and
discussion effectiveness, the researchers opine that there is concern over what to do about
learners who are less inclined to participate voluntarily. They examined the context of
intensive graduate business classes in which the teacher had high expectations for
participation, placed significant weight on the participation grade and called on learners
whose hands were not raised. In a questionnaire, the researchers asked learners to
identify what enhanced the quality of participation and the effectiveness of discussion in
the classroom. Qualitative content analysis indicated that learners’ responses clustered in
several areas. These include required /grades participation, incorporating ideas and
experiences, active facilitation, asking effective questions, supporting classroom

40
environment and affirming contributions/constructive feedback. The researchers further
opine that the results strongly endorse the practice of what they call cold calling (i.e.
calling learners whose hands were not raised).The work of these researchers converges
with this study. Their work centers on classroom participation and discussion. Part of
this study is on classroom communication. There is a link between classroom
communication and classroom discussion. Both of these concepts deal with participation
and incorporating ideas. Also, both works place significant weight on the participation
grade. The point of divergence comes in where the researchers examine the context of
intensive graduate business classes. This implies that their research was carried out on
technical education. On the other hand, this study examines learners of form four and
form five in general education.

Len(2018) discusses Classroom communication techniques. He investigates how

classroom communication techniques can influence learners’ participation in the learning
process. The inability of learners to acquire basic competences in some schools in
Cameroon due to persistent inappropriate teaching behaviours moved the researcher to
carryout this study. The study aims to answer the question “To what extent does
classroom communication techniques influence learners’ participation in the learning
process?” Related literature was reviewed based on classroom communication techniques
and learners’ participation in the learning process. The theories which were used to give
more meaning to the problem of study include socio-constructivism by Vygotsky, the
social learning theory by Albert Bandura and the theory of Cognitive development by
Jean Piaget.The qualitative approach was applied to carryout the study. Observation and
interview methods were used. Data was collected using a structured guide and a semi
interview guide. The data collected were analysed thematically following the objectives
of the study. Overall results of this study revealed that classroom communication
tecniques influence learners’ participation in the learning process.

The work of Len (2018) is linked to this study in that both works focus on
classroom communication. Also, both works used the socio-constructivist theory as well

41
as the qualitative approach in carrying out the study. Both works also made use of
observation and interview methods Data was collected using a structured guide and a
semi interview guide for both works Furthermore, both works analysed data collected
thematically following the objectives of the study. The results of both works are not
different. Len has as overall results that classroom communication tecniques influence
learners’ participation in the learning process. One of the results of this study is that
classroom communication influences learners’ participation in learning citizenship
values.

Contrarily, Len (2018) investigates how classroom communication techniques can

influence learners’ participation in the learning process in general. This study is specific
as it investigates how classroom communication techniques can influence learners’
participation in the learning of citizenship values. Also, Len makes use of the social
learning theory and the theory of Cognitive development These theories have not been
not applied to this study. This study as well utilized the Educational theory of Global
citizenship and The Competency Based Approach which have not been used by Len.
Moreover, this study uses the questionnaire method which is not used by Len.

Smist (2006) in Developing citizenship through community Service investigates

the relationship between community service involvement in curricular and co-curricular
community service and learners’ self-perceived citizenship. Community service
involvement was addressed through four methods which are community service as part
of a class, with a student organization, as part of a work-study experience, and on one’s
own. This study used data collected from 1,205 undergraduate learners at the University
of Maryland in spring 2006 as part of the Multi-Institutional Study of Leadership. The
instrument employed in this study was based on a revised version of the Socially
Responsible Leadership Scale and was designed to assess student leadership
development within the framework of the social change model of leadership
development. Self-perceived citizenship scores differed significantly based on whether
students participated in community service during college. Community service through

42
student organizations and work-study experiences were found to be significant predictors
of self-perceived citizenship. Smist’s study is in line with this study in that both studies
are concerned with citizenship value. Community involvement is an aspect of citizenship
values. However, Smist’s case study is undergraduate learners at the university of
Maryland whereas this study has s case study secondary shool learners of form four and
five in G.B.H.S Maroua, G.B.H.S Mokolo and Jaques de Berno.

Sim (2008) in what does Citizenship mean? discusses citizenship education in

Singspore.The study utilized a qualitative case study approach of eight teachers to
provide depth and insight into their understanding. Findings revealed four themes,
namely identity, participation, awareness of the nation’s past and thinking citizenry,
located within the nationalistic, socially concerned and person oriented stances. This
reflected a citizenship education landscape in Singapore that, despite tight controls, was
not rigid, prescriptive or homogenous. There are some similarities between Sim’s work
and this study. Firstly, both works make use of the qualitative case study approach.
Secondly, both works focus on citizenship values. Identity and participation are some of
the aspects of citizenship values. Nevertheless, Sim makes use of eight teachers in
collecting data while this study makes use of 14 teachers and even included learners.

Tatjana (2005) opines that interaction and communication between the teacher and
the learners in the classroom are basic processes into teaching and learning. Baring this in
mind, the purpose of this study has been twofold. Firstly, to gather information about
wether the eight themes for positive communication between teacher and learners in the
classroom, from the ICDP programme occur in a purposefully selected case elementary
school, and to collect as much as varied examples as of such communication. Secondly,
it was to investigate and describe how the teachers perceive and experience their learners,
how the teachers experience their abilities as competent teachers and how the teachers
perceive their communications with the learners in the classroom. he theoretical
framework on which this study was based consist of the theories emphasizing the role of
social interaction in the child’s learning and development, namely Vigotsky’s social

43
constructionist theory and Bruna’s cognitive interactionist theory. A qualitative approach
using this case study design was used to investigate and describe the targeted
phenomenon in depth during the data analysis and discussion of findings. Observation
and interview methods were used to collect data. In communicating with the learners, the
teachers attempted to help the learners focus their attention and give praises and
acknowledgement. Tatjana’s work is similar with this work in that both focus on
communication in the classroom .Also, both works make use of the social constructivist
theory and a qualitative approach to analyse and discuss the findngs.Both works also
make use of the observation an interview methods in data collection. On the other
hand,Tatjana uses the cognitive interacionist theory which was not used in his study.This
study also makes use of the Educational theory of citizenship and the Competency Based
Appoach which has not been applied in Tatjana’s work.Also, this study included
questionnaire in collecting data. Tatjana has not includes questionnaire in is research.

Furthermore, findings reveal that the teachers have positive perceptions and
experience of each learner in the classroom as a unique, individual person, with her of his
own personality, abilities, wishes and needs, and that as such, each learner deserves
special approach and the way of acting. This study has also found that the teachers are
aware that their communications with the learners in the classroom influences the
learners’ development and learning as well as the main abilities which they consider
important in their communications with the learners in the classroom are: openness,
sincerity, mutual listening and understanding, mutual reciprocity and balance.
Recommendations were made concerning that the eight themes for positive
communication and rising of teachers’ awareness of how important their communication
with the learners is for child’s learning and development, should be the part of teachers’
education and in-service training.

Park (2007) in Citizenship Education through NGOs examines the role of non-
governmental organisations in the provision of citizenship education in England and
South Korea. In-depth case studies were carried out using interviews, observations, and

44
documentary analysis according to Crick’s three strands of citizenship education: social
and moral responsibility, community involvement and political literacy. The research
identifies the aims and the practice of citizenship education both in schools and NGOs,
and finds that there are common notions of citizenship education. However, this research
finds that none of the NGOs in this research would fully meet the requirements of
Crick’s three strands, or has equal balance between them. The study argues that the
NGOs as citizenship education providers have different roles in delivering such
education and these roles need to be acknowledged in citizenship education policy. The
crucial aspects identified are that NGOs playa key role in connectivity between schools
and community, and that non-formal settings are a significant but important influence on
the development of citizenship among young people. The study proposes that more
research is necessary to understand the role of NGOs in the future development of
citizenship education within a global citizenship education framework. Parks work is
similar with this study in that both works make use of the interview and observation
methods in collecting data. Also, both works are concerned with citizenship values.
Moral responsibility and community involvement are aspects of citizenship values.
However, concerning the instruments for data collection, Park included documentary
analysis while this present study included questionnaire. Also, Park carried out his
investigation in schools and NGOs while investigation on this study was done only in
schools.

Reading through the above, it could be noticed that these are research works
carried out and published either by individuals or a group of researchers. There are
however some textbooks which dwell and lay emphasis on citizenship values which is a
key element to this study. Hence the researcher taught it necessary to review them so as
to show the link between what these authors have said and what she intends to
investigate. Besides, such discussions can lead her in making sound judgments about
learning citizenship values through classroom communication as well as can help her to
make suggestions and recommendations with regard to what teachers ought to do so as to

45
improve on the methods of teaching citizenship values through classroom
communication.

Among the many authors who have written on citizenship values are
Monono, kennedy, Ntungwe and Mditazi (2016) in Citizenship Education Made
Simple. They discussed the traditional values of citizenship, the rights of a citizen and of
workers, the rights and duties of the child and citizenship participation in local council
(government).

According to Monono et al. (2016), the traditional values of citizenship are

important things which have been handed down from one generation to another.These
values hold the villages together because any violation could attract a fine. Some include:

courtesy: Villages are polite in the way they relate with others. Children greet elders and
receive any thing from them with both hands.

solidarity: In the village there is a strong support offered by villages to others. In times
of joy and sorrow, villages offer moral, financial or material support.

Hospitality: Villagers often receive visitors warmly. They offer accommodation, food
and water and give vital information which helps the visitors.

Generosity: Sharing with others is very common in the village. A fisherman ,hunter or
farmer finds joy in sharing with others (Kola nuts, palm wine ,fruits).

Language: In every village, a common language or dialect is understood by all and used
for communication. It is used to keep certain aspect or information confidential in the
presence of visitors.

Feuculture: Villages have stories, idioms and proverbs used in expressing themselves.
They have paraliars dances ,dressing, lulabies and dirges.

46
 Salutation: Every one greets others in the village.It is abnormal to by pass a villager
without greeting.

Talking about the rights of a citizen, Monono et al. (2016) are of the opinion that a
right is just a claim which a person has to be treated in a fair,morally acceptable or legal
way.These authors spell out the rights of a citizen as follows;

-Every citizen has the right to factors that favour development.

-Every citizen has the right to settle any where in the country.

-Every citizen has the right to move freely with his or her documents

-All citizens have the right of privacy to their homes(The house or home is private).

-All citizens have the right to a fair hearing in court.

-Every citizen has the freedom to believe and worship in any religion of one’s choice.

-Every citizen has the right to life. He/ She is free from cruelty ,torture and inhumane
treatment in all circumstances.

-All citizens enjoy freedom from harassment due to origin, political opinion and religious
belief.

-Every citizen enjoys freedom of communication, expression, association and belonging

to a trade union. One could peacefully strike without destroying property.

-Every citizen has the right to own, use, enjoy and dispose of property.

-All citizens have the right to a healthy environment .

-Every citizen has the right to vote and to be voted for.

-Every citizen has the right to work.

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 Apart from the rights of a citizen in general, Monono et al. (2016) focused on the
rights of workers. The rights and benefits enjoyed by workers include the fact that a
worker has the right to a contract of employment. Under this contract of employment,
he/she provides services to his/her employer subject to specified monthly
remunerations.Also, there is the right to a monthly wage or salary as well as the right to
family allowance for legitimate children.The state provides a minimum wage that must
be respected by all employers. This minimum wage is fixed at 36,217 cfa francs
according to these authors.Moreover, there is right to an annual paid leave and to
retirement at an age or length of services determined by law.Pregnant women are
entitled to 3 months maternity leave while their husbands are entitled to 3 days in the
event of safe delivery.Furthermore, benefiting from a pension scheme for services
rendered to the employer in the past is another right of workers.In another instance, there
is the right not to be discriminated against, the right to notice or dismissal provided one
has put in at least one month at work,the right to claim compensation if unfairly
sanctioned or dismissed, the right to industrial accident benefits, that is accident suffered
during working hours and in the event of death, some financial allocation is made
available to the bereave family of a former employee.

Concerning the rights and duties of a child, the authors above hold the view that a
child’s rights is his/her claim or freedom that is protected by law. It is the child’s right to
go to school. In Cameroon, primary education is tuition free for the child but parents
have to buy books and other school needs.The child has right to nationality by birth or
naturalization. A child also has right to live. From the moment of conception ,a child’s
right to life begins because abortion is illegal and a criminal act. No one can take away
the life of a child. Again, it is the child’s right to eat or feed. Apart from this, the child
has right to health care in case of sickness .It has to be provided with clothing, shelter
and a clean environment that promotes health.Moreover, a child has the right to express
his or herself and the right to identification .It is the name that distinguishes the child
from others.Furthermore, the child has the right to protection from all sorts of danger,the

48
right to freedom of religion and conscience, the right to know the parents and use the
family name and to enjoy doing so.

With regard to citizenship participation in local council (government), they

participate in the functioning of the council in several ways, directly or indirectly as seen
below.

- Citizens register and vote in the municipal elections.They could stand for elections
and be voted as councilors or mayors.
- Citizens participate by protecting council property through proper use of roads,
pipe borne water and other facilities.
- Citizens acquire building permits licenses and communal stamps for documents.
- Citizens register births and marriages.
Citizens work as employees under the council (e.g drivers).
- Citizens report the non respect of street norms during the construction of houses to
the councils.
- Citizens attend council sessions as observers.
- Citizens track the execution of the council budget in relation to projects ear
marked.

Another authors who have written on citizenship values are Joseph, A., Primus,N.
and Lucas,M.(2013). They also spell out the rights and duties of a citizen, human rights
education in Cameroon, traditional values and peace in Citizenship Education for
Cameroon Schools.

According to Atabong et al. (2013), the constitution and other legal statutes
stipulate the rights of citizens.The preamble of the 1996 constitution of Cameroon
enumerates certain civil rights.According to this constitution every person has the right
to settle in any place and to move about freely.No person may be compelled to do what
the law does not prescribe. Every person also has the right to life, to physical and moral
integrity and to humane treatment in all circumstances.Freedom of religion and worship

49
shall be guaranteed. Freedom of communication, expression, of the press, of assembly, of
association, and of trade unionism, as well as the right to strike shall be guaranteed.
Moreover, there is the right of ownership, the right of the child, the right to work and the
right to vote.

In their discussion on human rights education in Cameroon, Atabong et al.

(2013) looked at human rights as natural rights that people are entitled to by virtue of the
fact that they are human beings. Human rights derive from inherent dignity of the human
person and are not benefits, duties, privileges or some other similar things. Human right
education is the practice of empowering individuals, groups and communities, through
fostering knowledge, skills and attitudes that are in accordance with international
recognized human rights principles. Its goal is to build a culture of respect for and action
in defence and promotion of human rights for all.

As for traditional values, the discussion of Atabong et al (2013) goes in line with
that of Monono et al. (2016) but for the fact that the former included other traditional
values which were not mentioned by the latter. In order to avoid repetition, only these
“other traditional values” shall be discussed here. According to Atabong et al (2013),
traditional values are certain socio-cultural values that predominate in the village.How
ever, while some of the values are positive ,there are others that are negative as seen
below:

Gratitude: In the village, appreciation is shown in a traditional and practical way for
favours received.

Superstition: Belief in superstition is high in villages due to ignorance and traditional

ways of thinking.

Witchcraft: Witchcraft practices are rampant in villages and some persons are always
branded as witches and wizards.

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Jealousy: Some persons or families ,especially in polygamous situations tend to manifest
jealousy towards more progressive persons or families.

Hatred and feuds: Old family hatred and feuds tend to be transferred from one
generation to the other.

Intolerance: Villages tend to be intolerant of persons from different tribes in their midst.

Greed: Some sections of the villages manifest tendencies of greed.

Male chauvinism: Dominance of male over female folk.

Early marriages: Many young girls are forced into early marriages.

As far as peace is concerned, Atabong et al (2013) made mention of the

contribution of traditional leaders to peace and justice. The leaders like the Fon, Sultan
and the Lamido possess judicial powers to decide on any case in his territory.These
authors looked at peace in the domain of traditional societies. According to them
,traditional societies are communities belonging to particular customs or ways of
behaving that have continued amongst their group of peoples for a long time without
changing. Traditional societies are characterized by a marked distinction between family
and business, division of labour influenced primarily by age, gender, and status.
Examples include kom kingdom, Bafut ,Bayang and ogboni society in Nigeria .They are
involved in the maintenance of law and order in their domain. They provide alternative
justice and preside over traditional courts-councils. They serve as a political symbol of
unity and power.Protection of domain is done including the declaration of war and peace,
judgment of cases. Family heads settle disputes between families, very serious cases are
referred to the council of elders, presided over by the Fon, Sultan or Lamido or Okpara.
Penalties are meted out to those who commit serious offences like murder, stealing
,witchcraft and treason. The secret society infuses a sense of brotherly love among its
members thus, contributing to peace. By providing protection to their members and the
community, peace is guaranteed since there can be no peace without security and no

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security without peace.The traditional leaders encourage development associations. A
majority of these associations have peace, love and development as their motto. The
peace is promoted and sustained not only in the village but outside the village.

All what has been discussed above from the textbooks are aspects of citizenship
values which can be found in lessons on poems, reading and listening passages and even
in lessons dealing with dialogue.

2.2. Theoretical Framework

Some learning and education theories have been selected to ease the understanding of
this work.They are The Socio-constructivist learning theory, The Educational Theory of
Global Citizenship and The Competency Based Approach.

2.2.1 Socio-constructivist learning theory

Socio-constructivism is an approach in which individual knowledge relies on its

social construction (Piaget, Doise & Mugny, 1984).Particulaly important in this respect
are the communication processes occurring in situations where at least two persons try to
solve a problem. The social world of a learner includes the people that directly affect the
learner. This includes teachers, friends, students, administrators, as well as participants in
all forms of activities. Learning designs should enhance local collaboration and dialogue
but also engage other actors such as domain experts to participate in certain ways.
Research on collaborative learning is particularly interested in learning mechanisms that
are triggered by specific collaborative activities.

Vygotsky (1978) focussed on the roles that society plays in the development of an
individual. Some contemporary cognitive theorists that belong to a situated cognition
school of thought have expanded social learning to give non social aspects of the
environment an active role in the individual's learning as well (Lave, 1988). Rather than a
solitary process, these newer perspectives assume that effective learning occurs through
interaction with and support from people and physical artifacts (Suchman, 1987).

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 Teaching strategies using socio constructivism as a referent include teaching in
contexts that might be personally meaningful to learners, class discussion, small-group
collaboration and valuing meaningful activity over correct answers (Wood, Cobb &
Yackel, 1995). Emphasis is growing on the teacher's use of multiple epistemologies to
maintain dialectic tension between teacher guidance and student-initiated exploration, as
well as between social learning and individual learning.

Socio- constructivists view learning as a social process. It does not take place only
within an individual, nor is it a passive development of behaviours that are shaped by
external forces (McMahon, 1997). Meaningful learning occurs when individuals are
engaged in social activities such as communication. Key functionalities of a socio-
constructivist learning environment are reflection and exchange, scaffolding and
storyboarding, facilitation and content, monitoring and assessment, production,
investigation as well as psychological support and community.
Ruokamo, Heli, Seppo, Sanna and Varpu (2002) in their article on pedagogical
models in the design and assessment of network-based university education came up with
a list of criteria which can be used to measure "innovative" constructivist learning. This
is seen below.

Constructive and Cumulative. Learners build new knowledge upon the basis of
their earlier knowledge (de Corte, 1995).

Active and Self-Directed. The roles of the learners and other members of the learning
community are active. The learners commit themselves to objective-oriented (Uljens,
1997) and sensible processing, for which they are responsible. (Jonassen, 1995).

Sharing and Community. A learning and studying environment enables a new kind of
teacher-student relationship, which lays emphasis on communalism and the personal
expertise of the learners. (Sinko & Lehtinen, 1998). Students are encouraged to express
new ideas and models of thinking and to engage in knowledge building activities.

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 Cooperative and Communal. Learners work together and build new knowledge in
cooperation with one another while benefiting from the knowledge and skills of others
(de Corte, 1995). Communalism is also embedded in dialogic thought (Vygotsky,
1934/1962). Based on the theory of shared expertise, social interaction and communal
modes of learning and studying are underscored.

Conversational and Interactive. A central element of the teaching-studying-learning

(TSL) process is dialogue (Jonassen, 1995). Dialogue and dialogic communication, i.e.,
comprehensive understanding of and respect for one another as well as interaction and
interactivity are indispensable.

Contextual and Situational. Learning tasks support meaningful solutions to the

problems of the real world, or are simulated through certain case-specific or problem-
based examples of the real world (Sharan & Sharan, 1992).

Transferable. Learners know how to use their knowledge and skills in other situations
and how to learn, adopt and benefit from them when learning new topics (Ruokamo &
Pohjolainen 1999). A learning and studying environment supports emerging learning
skills, problem solving skills and the skills of self-directed learning. (Sinko & Lehtinen
1998).

Goal-Oriented and Purposive.Learners achieve a cognitive goal proactively. They can

define and set objectives of their own ( Mannisenmäki, 2000). The guidance and support
given by the teacher are related to goal-oriented and purposive studying (Uljens, 1997).
Self-guidance as well as a genuine attempt to learn also contribute to creating a learning
and studying environment (Sinko & Lehtinen 1998).

Guided. Learning itself and the learner's assessment of his or her own skill are promoted
by the teacher and by the feedback and support from other students and actors ( Vygotsky
1934/1962). Roles can become multi-facetted as Learners and teachers take turns in
acting as guides and experts. (Tirri & Tella, 2001).

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 Individual.Every human has individual learning styles and strategies. Learning and
studying are always influenced by the learners' prior knowledge, concepts of learning,
foci of interest and motivation (de Corte 1995). A learning and studying environment is
basically individual that is, it is never the same to all learners. Learners can construct
their own individualized interpretation of the challenges and opportunities posed by the
environment (Tirri & Nevgi, 2001).

Reflective. Learners express what they have learnt and they examine the thinking
processes and decisions required by the learning process (Jonassen, 1995). Information
retrieval and processing as well as the skills of critical assessment are emphasized in the
modern learning environment (Sinko & Lehtinen 1998).

Abstract Learning. Here, the learners construct new ideas at an abstract level. The
development of theoretical ideas reaches from practical experience to the deeper level
(Lehtinen, 1997). The learning and studying environment enables learners to review the
socio -constructive process of abstract scientific theories and ideals (Lehtinen, 1997).
Here, the support given by the teacher is more important the younger the students are.

This theory is significant to this study in that in learning citizenship values

through classroom communication, students will construct knowledge which will
enhance the development of these values in them. Also, communication will facilitate
understanding of citizenship values as the learners will affect one another in their social
world; in the course of working together through communication in the classroom,
learners will build new knowledge and benefit from the knowledge and skills of others.
The teacher will also affect the learners’ social world. Apart from this, class discussions
and small group collaboration will facilitate comprehension of citizenship values in the
students. Meaningful learning of citizenship values will be reinforced when students
communicate among themselves. Dialogue and dialogic communication will ease
understanding of citizenship values. These can be achieved through group work in class.
Moreover, a learning environment such as the classroom will support emerging learning

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skills and problem solving skills. This will as well enhance the learning of citizenship
values. During communication, the learners and the teacher take turns in acting as guides
and experts thereby promoting effective learning of citizenship values. Furthermore,
students’ prior knowledge, concept of learning and motivation will help in better
understanding citizenship values.

2.2.2. Educational theory of global citizenship

In Global Citizenship Education, Philosophy, Theory and Pedagogy, theorists

published essays to argue that global citizenship education must be set against the
imperfections of our contemporary political realities. The researchers state categorically
that as a form of education, global citizens “must actively engage in a critically informed
way with a set of complex inherited historical issues that emerge out of a colonial past
and the savage globalization, which often perpetuates unequal power relations or cause
new inequalities (Pittman, 2017).

Researchers or theorists who argue their beliefs about global citizenship education
share similar positions that center on the need to create new values. Educators believe
that the conditions that support the global citizenship phenomenon often prevail unequal
power relations that result in new inequalities originated in historical and emergent world
ideologies. These conditions include divergent views of globalism, territorial conflicts,
ethnic, tribal and nationalist rivalries, problems of increasing international migration and
growing regional imbalances (Pittman 2017).

Global education theorists further advocate challenging other theoretical views on

global citizenship by opening debates on the language, concepts and theories of global
citizenship that are supported by world institutions that seek to give open expression to
international forms of social justice and citizen participation in world government.
Contributors to this dialogue argue that global citizenship education could be a solution

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to extending human rights and multiculturalism through a more inclusive model of the
global citizen (Pittman 2017).

Considering the more inclusive direction, research and initiatives by “UNESCO

goes even further than dialogue advancing global citizenship education pedagogy with
the launch of the UN Secretary- General’s Global Education First Initiative (GEFI) in
2012. This made fostering global citizenship one of its three education priorities” In fact,
UNESCO published its first seminal pedagogical guide, titled Global Citizenship
Education: Topics and learning objectives. In this work, UNESCO describes global
citizenship as “a sense of belonging to a broader community and common humanity. It
emphasizes a more systemic approach to create political, economic, social and cultural
interdependency and interconnectedness between the local, the national and the global
(ibid)

In learning citizenship values, the theory above will help the learners to know
about unequal power relations that result in inequalities. The theory also makes mention
of territorial conflicts, ethnic, tribal and nationalist rivalries problems of international
migration and growing regional imbalances. All these may be found in Reading passages
and will facilitate the learners’ comprehension of citizenship values. Moreover, when
Global education theorists open debates on the language as mentioned in the theory,
teachers can adopt it in their lessons by carrying out debate in class on citizenship values.
This debate will as well foster communication skills in the learners. Furthermore, the
theory can be applied to teach learners about social justice and citizen participation in
world government. These are also connected to citizenship values. The theory’s mention
of education being a solution to extending human rights and multiculturalism shall help
the learners to learn and be aware about human rights and multiculturalism. Finally,
UNESCO’s description of global citizenship as a sense of belonging to a broader
community and common humanity can help the learners to know more about their
community and humanity.

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 2.2.3 The Competency Based Approach
The Competency Based Approach (CBA) is one of the most recent approaches
recommended by the ministry of secondary education. The Free Encyclopedia defines
Competency based learning or competency education and training as an approach to
teaching and learning which is more often used in learning concrete skills than abstract
learning. An example of concrete skills when learning citizenship values may be that the
teacher presents a chart showing a happy family.Happiness is one of the values of
citizenship according to Israel (n.d).

Richards and Rodgers (2001) cited by Nkwetisama, (2012). are of the opinion
that the competency based approach focuses on the outcomes of learning. It addresses
what the learners are expected to do rather than what they are expected to learn about.
The CBA advocates defining educational goals in terms of precise measurable
descriptions of knowledge, skills and behaviours that students should have at the end of a
course of study.
According to Mrowicki (1986), still cited by Nkwetisama,(2012), the CBA
consist of a description of the essential skills, knowledge, attitudes and behaviours
required for effective performance of a real world task or activity. These activities may
relate to any domain of life including good citizenship values.

Everhart (2014) presents three main characteristics of competency based learning.

Firstly, competency based learning focuses on the learner as an individual. It provides
opportunities for each individual to develop skills at their own pace, collaborate with
others, collect evidence of learning, and become successful lifelong learners.

Secondly, this approach begins with well-defined learning outcomes. The

structure for competency based learning comes from creating, managing, and aligning
sets of competencies to learning resources, assessments and rubrics, with analysis to
track performance.

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 Thirdly, another characteristic is differentiation. This refers to competency based
learning practices that recognize and adjust to meet the needs of individual learners.

The following elements are found when drawing up a lesson plan on CBA. The
first one is the introduction in which previously learned materials are reviewed. The
learners prepare for the new lesson and the teacher establishes the purpose of the lesson.

After the introduction, there is presentation where new information and skills are
introduced.

There is also practice. This provides learners with an opportunity to practice the
new information and skills. There are two types of practice. There is guided and
communicative practice. In guided practice, the learners do the exercise under the
guidance of the teacher but in communicative practice, they are left to work on their own.

The next element is evaluation or assessment. Here, the learners are assessed and
feedback is provided.

Moreover, there is application where learners apply new skills and knowledge in a
different functional context.

Furthermore, we have resources. The teacher should use resources that best
support and enhance the chosen lesson objective.

As mentioned above, CBA is more often used in learning concrete skills than
abstract skills. Therefore, the learners should be able to see concrete objects which
correspond to their lessons on citizenship values. In this way, they will understand the
lesson better. Mention has also been made of the fact that learners should collaborate
with one another. Collaboration can be carried out through group work and class
discussion.When this is done, it will ease understanding of the lesson and will improve
their communicative skills.

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 Following the CBA lesson plan, the introduction will help learners to review the
previous lesson on citizenship values. This will enable them to retain the lesson. During
presentation, learners should be asked prompting questions which will test their cognitive
abilities on citizenship values. Through questioning, the learners will be able to express
their various opinions. This will broaden their scope of learning. At the stage of practice,
the teacher’s guidance will influence the learners to do the right thing. The learners will
construct knowledge by themselves during communicative practice where peer learning
is practiced. Also skills are integrated in a CBA lesson .Integration of skills will widen
the scope of learning .The skill of communication which is part of this present study can
be integrated with the reading skill through reading passages on citizenship values ( See
appendix D, E, G and H for example). During group work for instance, the learners will
read the passages and discuss the answers.The communication skill can also be integrated
with the writing skill. During group work, the learners communicate amongst themselves
and group leaders might be chosen to write down the answers and present their findings
later on. In this way, the learners will be motivated to learn since they collaborate freely
with their peers. This will cause the lesson to be interesting and will facilitate
comprehension. An individual exercise is given during evaluation to test the attainment
of the lesson objective. The teacher has to give remedial classes if he/she discovers that
the lesson was not well understood. After the evaluation stage, take home assignments
are given to reinforce work done in class.At the level of resources, the teachers use those
that best support and enhance the chosen lesson objective in a lesson on citizenship
values.

Citizenship learning can be integrated using the CBA.This can be done by

exploring the talents of learners through peer learning . Another way is by bringing real
life situations into the lessons. A reading passage concerning the Bamenda man and his
attachment to tradition is an example of a real life situation (see appendix D).

The above technique of learning ( learning through CBA) will certainly improve
on the output of the learners while learning citizenship values. Since the CBA is learner

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centered, learners understand the lesson better when they construct knowledge by
themselves. This is what one can consider as active learning. Learners can learn best
when they gain knowledge by exploration and active learning.

Tenets of Classroom Communication

There are several tenets of classroom communication such as Fashiku(2017) and

Salami (2009).Their different conceptions about classroom communication shall be
discussed below.

The place of effective communication is so central and indispensable in the

classroom teaching and learning process. Teaching in the classroom requires effective
communication skills in marshaling the points before learning that could lead to the
attainment of educational aims and objectives in the school can take place.The teaching
and learning process requires skillful and effective communication. In the school system,
quite a number of learners fail not because they have low mental ability to cope
academically or lack readiness for learning but because of ineffective communication of
some teachers in the classrooms(Fashiku, 2017)
In the view of Salami (2009), teaching involves a kind of communication that has
an impression in the mind of the learner in such a way that he or she accepts the desirable
new experience. In the classroom where teaching and learning take place, effective
communication is the veritable tool and bedrock upon which the indispensable and
significant roles of the teachers are built. It enhances complete and meaningful
interaction between the teachers and the learners. As mentioned earlier, many of those
problems and failures emanating from the school result from ineffective communication
in the classroom or the entire school system. Successful teaching and learning can only
take place when there is effective communication in the classroom.
A good understanding of the principle and process of communication will give the
classroom teacher the opportunity to pass his/her pedagogical knowledge and skills
across to the learners in the classroom with ease. This process occupies a central position

61
in the classroom daily interactions as learning only takes place when the learners
understand the message of the teacher through his teaching. The concept ‘process’ can be
viewed as any phenomenon which indicates a continuous change in time or any
continuous operation or treatment. On this note, one can perceive classroom
communication to be an activity that is ongoing, dynamic, not static but continuous.
Three fundamental elements are to be noted before an effective communication can take
place in the classroom. The elements are: the communicator (teacher), the message (the
impacted knowledge), and the receiver (the learners). The learners are being taught to
learn and acquire knowledge in the class. This may take place when effective
communication takes place. The reactions from the learners which are observable in their
behaviour serve as feedback to the teacher. When the learners respond positively or
knowledgeably to the teacher’s questions or evaluation, then effective communication
must have taken place (Fashiku,2017).
Communication can be said to be effective in the classroom when learning actually
takes place among the learners. In the classroom teaching and learning situation,
effective communication may be said to serve both functional and psychological
purposes. Communication becomes functional when it satisfies the aims and objectives
of teaching in the classroom while it becomes psychological when it enhances the
interpersonal skills and interaction of every member of the classroom (Fashiku,2017).
Channels of communication in the teaching and learning situation in the classroom
can either be formal or informal.Concerning the formal channels of communication,
vertical and horizontal forms of communication are the most common ways of
communication flow discussed by Alabi (1988) and Fashiku (1997). In the classroom
where teaching and learning takes place, vertical communication is the formal method
employed by the teacher as the classroom manager in teaching, giving directives, passing
instructions to the pupils, and indicating goals for learning to take place among the pupils
in the classroom. Vertical communication is a formal channel of communication in the
classroom that can either be downward or upward.

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 Downward communication in teaching and learning is a communication flow
from the classroom teacher to the classroom learners.The language here is formal and the
tone is specific in bringing about understanding and instructions and relationships in the
classroom. The teacher passes information and the lesson’s procedure and practice in the
school system, sets an objective and provides the means of evaluating the lesson which
will serve as a form of feedback on the intended transmission and acquisition of
knowledge by the learners.
Olubadewo (1992) viewed upward communication in the classroom as
communication that emanates from the learners to the teacher.It serves as a channel
through which the classroom pupils make known to their teachers the extent to which
learning has taken place through the questions they respond to or ask from the teacher in
the classroom. Upward communication serves as sources of improvement in the
teaching/learning situation in the classroom. It reveals the degree of teacher’s success in
his/her lessons in class. It equally encourages meaningful participation of learners and
finds solutions to some pedagogic problems.
Horizontal communication takes place among the people of the same levels in a
given setting. In the classroom situation, horizontal communication takes place among
and between the learners. It occurs in their various learning interactions and discussions.
This can be in the form of a learner explaining certain concepts that are difficult to others
without the teacher’s involvement. Usually in horizontal communication, the language is
informal and interaction occurs in a relaxed mood. Horizontal communication promotes
team work and it is more effective with the encoder and the decoder.
Informal communication may be said to represent all modes of communication
which are not formalized. More often than not, when formal channels of communication
fail, informal communication can be very strong and may even take precedence over the
formal communication in some cases. In teaching and learning that takes place in the
classroom, this can take a form of advice, information, discussion, gossips and rumour .
The inherent problem in informal communication (ru-mour/gossip) is that it may be
detrimental to the attainment of the stated aims and objectives of classroom teaching. The

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teacher therefore should discourage this among the learners and for this to be discouraged
learners should promptly be kept abreast of any information that may affect their learning
and progress in the class.
In the views of Bolaji and Alabi (1994), there are three basic forms of
communication in classroom teaching and learning. Nawankwo (2014) on his part
discussed verbal and non-verbal communication. Fashiku (2007) included
communication through electronic and mechanical devices.

Oral or verbal communication is the commonest form of communication in the

classroom. It involves talking to one another. There is face to face interaction between
the teacher and the pupils as well as between and among the learners. This type of style
can be a most significant and effective means of classroom interaction between the
teacher and the learners in knowledge acquisition. It allows for an immediate feedback
such that the teachers’ teaching can be reinforced with facial expression, body gestures,
voice inflection and a combination of such other physical devices.
Written communication is more of a formal method of communication in the
teaching and learning situation in the classroom. It occurs when the teacher presents his
facts and figures on the chalk board while explaining things to the learners. It includes
such chalkboard summary, writing of questions and answers for the learners, giving
assignments and even giving short notes. In doing this, the teacher needs to write in a
simple and clear language, the handwriting must be legible and must be from left to the
right hand side. Equally, the teacher needs to check the learners’ notebooks from time to
time in order to ascertain that correct information is written as given by the teacher.
Non-verbal communication in the classroom is another form of communication
that is very important because the real intention of the communicator is shown through
body gestures such as eye contact, facial expression, postures, dress and even through the
physical setting of the classroom (Nwankwo, 2014). In the teaching and learning
process, the teacher in most cases ensures that learning is effectively

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 imparted by complementing both oral and written communication with eye
contact, facial expression, postures and even touching or patting the learners at the back
for a good response to the teacher’s teaching or question.
Visual communication in the classroom is equally effective in the teaching and
learning situation because it involves the use of relevant pictures in conveying the
teacher’s message to the learners. In the classroom, this involves the use of such teaching
aids as pictures, overhead projectors, multisensory communication system and a host of
other instructional materials not mentioned. In using this type of communication method,
the teacher should be precautious enough to avoid over display of such pictures which
may distract the learners’ attention. The teaching aid to be used should be bold and
legible, the painting or colour must be well appropriate and should be appropriately used
during the lesson. This type of communication method helps the retention ability of the
learners as whatever they see they do not forget easily.

Teaching skills can only be effective if they are well complemented and conveyed
through appropriate communication method (Ajayi, 2001). These skills include set
induction, stimulus variation, the use of instructional materials and illustrations,
reinforcement skill, questioning skill and recognising attending behaviour.
Set induction otherwise called pre-instructional orientation is concerned with the
skills required by the teacher while introducing the lesson. This skill is required by the
teacher while introducing the intended lesson in such a way that the learners’ attention
will be captured and their anxiety to learn will be aroused. In doing this, the teacher must
use the appropriate channel, language, and style of communi-cation. When appropriate
communication skills are used in introducing the lesson, learners will learn better and
faster in the classroom.
Stimulus variation is required by the teacher to inculcate knowledge. Better in the
pupils, this skill is needed in the classroom to prevent boredom and make learning more
interesting. The teacher needs to change from time to time the stimuli or the mode being
used in passing across his message to learners in the classroom. In doing this, the teacher

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requires a good sense of humour and appropriate communication skills to prevent or
remove boredom from the learners. For example, body movement, gestures, focusing
interaction analysis, pausing, shifting sensory channels from one sense to another
requires different forms of communication. The teacher can shift from oral, written,
verbal, non-verbal or visual communication in order to remove boredom from the
learners and make them active learners in the classroom.
The use of instructional materials and illustrations require the use of effective
communication in the classroom.This skill is concerned with relevant information which
facilitates the learners’ understanding of a particular fact and concepts. The teacher in the
application of this skill needs a contribution of both non-verbal and visual
communication techniques.
Reinforcement skills are gestural skills from the teachers either to encourage or
discourage certain responses from the learners in the classroom teaching and learning
situation. More often than not, the teacher makes use of this skill to motivate the learners
to be proactive and be well involved in the classroom activities. An effective
communication system is required in the teacher’s efforts to reinforce learners’ attempts
to answer his/her questions in the class. The teacher makes use of verbal words such as
good, excellent, that is good enough, what if you say it the other way, why not this and a
host of such other motivating statements. Also, other body gestural skills can be used to
reinforce learners’ responses politely. The teacher can ask the learners to clap their hands
for a learner’s correct response to a question, nod the head, or even smile as a sign of
appreciating the correct answer given. Facial cues like a frown or a strong quizzical look
or shaking of the head lightly can be used by the teacher to disapprove a wrong answer.
The questioning skill is useful at the beginning, middle, and at the end of the
lesson. Certain categories of questions are good while some other ones are bad. This is
the more reason why the teacher needs to have good communication skills in asking his
questions at different levels and stages of his lesson to facilitate effective learning among
the learners. Good questions are not leading but thought out and are supposed to enable

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the listeners to think rightly. One of the right ways of doing this is to ask a question,
pause for a while, and then call a learner’s name to answer it.
In recognising attending behaviour, quite a number of learners have a lot of
behaviours that the teacher needs to attend to.These behaviours include noise making,
emotional instability, loss of attention and even problem of indiscipline. These forms or
behaviours, if not properly managed by the teachers will impede the attainment of the
aims and objectives of leaning in the classroom. In solving the problem, the teacher
needs to make use of a combination of communication skills. The teacher needs to re-
arrange the classroom sitting position in such a way that all the learners will be under the
teacher’s view. This will make every learner to think that the teacher is looking at him or
her each time he/she wants to be unruly. Teacher’s direct eye contact with any learner
whose mind wants to stray from the lesson is required to command the attention of the
learner. Also, the teacher’s mere pat on any learner’s back goes a long way to tell such a
learner that he/she is being appreciated. This may prevent the learner from being
wayward (NCE, 1996).
Personal experience shows that successful communication in the classroom is
difficult to achieve. There are certain effective communication obstacles which when not
adequately considered and avoided may impede learning in the classroom. Some of these
obstacles are inadequate verbal communication skill of speaking and listening, problems
of meaning, contradicting verbal and non-verbal message, noise in the environment,
distortion, message overloading, wrong timing, prception problem, auditory problem and
psychological problem.
The teacher can prevent these problems through the following measures:
-The teacher should speak at the levels of the learners using clear, simple and
concise words that will be meaningful to them.
-The teacher should use an appropriate channel in impacting the needed
knowledge. The teacher should encourage quick feedback.
-In most cases face to face communication should be used.

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 -The teacher should emphasize the salient points in teaching through repetition of
the points.
- Each of the lesson with appropriate instructional materials and the teacher’s
action should correlate his communication.

Tenets of Citizenship Education

There are also several tenets of citizenship education such as Cohen ( 1999) ,
David Miller (2000) and some Cameroonian tenets like Richard, N. and John, T.
(2012).The various views of these tenets will facilitate understanding in teaching
citizenship values to the learners. The teachers will certainly have a deep comprehension
of these values and will transfer the knowledge to the learners.

Cohen (1999) viewed the concept of citizenship as being composed of three main
elements. Firstly, it is legal status, defined by civil, political and social rights. The
citizen is regarded here as the legal person free to act according to the law and having
the right to claim the law’s protection. Secondly, citizens are seen specifically as political
agents, actively participating in a society’s political institutions. Thirdly, as membership
in a political community that furnishes a distinct source of identity.Cohen(1999) has
highlighted some of the aspects of citizenship values which are political and social
rights.All what he has discussed here applies in our Cameroonian context in which
citizens have the right to participate in politics for instance.Social rights may include the
right to non violence and protection.Just like Cohen (1999) has put it, citizens have the
right to claim the law’s protection.

Discussions about citizenship usually have, as their point of reference, one of two
models: the republican or the liberal. The republican model’s sources can be found in the
writings of authors like Aristotle, Tacitus, Cicero, Machiavelli, Harrington and Rousseau,
and in distinct historical experiences: from Athenian democracy and Republican Rome to

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the Italian city-states and workers’ councils (Cohen,1999).The key principle of the
republican model is civic self-rule, embodied in classical institutions and practices like
the rotation of offices, underpinning Aristotle’s characterization of the citizen as one
capable of ruling and being ruled in turn.This system also applies in Cameroon.For
example, the governors or ministers do not rule till death.There shall be a time when they
shall hand over power for others to rule and they shall be ruled in turn. Citizens are, first
and foremost, “those who share in the holding of office” (Aristotle Politics,
1275a8).Active participation in processes of deliberation and decision-making ensures
that individuals are citizens, not subjects. Even in Cameroon and specifically in the
classrooms learners are capable of making decisions for themselves.A learner can feign
illness and deliberately decide not to participate in the exercise given by the
teacher.Others can decide to always participate in class.

The liberal model’s origins are traceable to the Roman Empire and early-modern
reflections on Roman law (Walzer,1989). The Empire’s expansion resulted in citizenship
rights being extended to conquered peoples, profoundly transforming the concept’s
meaning. Citizenship meant being protected by the law rather than participating in its
formulation or execution. Just like the Cameroonian authors Monono et al. (2016) had
mentioned earlier, one of the elements of citizenship values is a citizen or child’s right
which is his or her claim of freedom that is protected by law. Citizenship therefore
became an “important but occasional identity, a legal status rather than a fact of everyday
life” (Walzer,1989:215). The focus here is obviously the first dimension: citizenship is
primarily understood as a legal status rather than as a political office. It now “denotes
membership in a community of shared or common law, which may or may not be
identical with a territorial community” (Pocock, 1995 :37). The Roman experience shows
that the legal dimension of citizenship is potentially inclusive and indefinitely extensible.

The liberal tradition, which developed from the 17th century onwards, understands
citizenship primarily as a legal status: political liberty is important as a means to
protecting individual freedoms from interference by other individuals or the authorities

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themselves. However, citizens exercise these freedoms primarily in the world of private
associations and attachments, rather than in the political domain.Freedom which is one of
the aspects of citizensip values is practiced in our Cameroonian context as citizens
exercise freedom such as freedom of speech.Even in schools, learners are free to express
themselves either when they are happy or when they have a problem.This is confirmed
by the Cameroonian authors Atabong et al. (2013) who opine that an aspect of
citizenship values is that every citizen enjoys freedom of expression.

At first glance, the two models present us with a clear set of alternatives:
citizenship as a political office or a legal status; central to an individual’s sense of self or
as an “occasional identity”. The citizen appears either as the primary political agent or as
an individual whose private activities leave little time or inclination to engage actively in
politics, entrusting the business of law-making to representatives. The idea of a citizen as
a political agent was also mentioned by Monono et al. (2016) as one of the components
of ctitizenship values.They stated that citizens have the right to participate in politics, to
vote and be voted for. Talking of citizens appearing as individuals, Ron Israel (n.d)
identified one aspect of citizenship values which is that of individualism. If the liberal
model of citizenship dominates contemporary constitutional democracies, the republican
critique of the private citizen’s passivity and insignificance is still alive and well.

In its classical formulation, the republican conception sees the public/political

sphere as the realm of liberty and equality: it is there that free, male citizens engage with
their peers and deliberate over the common good, deciding what is just or unjust,
advantageous or harmful (Aristotle Politics, 1253a11). Equality and justice are other
aspects of citizenship values mentioned by Ron Israel (n.d). In the classroom setting,
effective teaching and learning may occur when all the learners are given equal treatment
and if justice is meted on learners when they deserve it.The political space must be
protected from the private sphere, defined as the domain of necessity and inequality,
where the material reproduction of the polis is secured. Women, associated with the
‘natural world’ of reproduction, are denied citizenship and relegated to the

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household.Contrary to this, women are not denied citizenship in our Cameroonian
context.Monono et al. (2016) mentioned earlier that working class pregnant women are
entitled to 3 months maternity leave.

The Universalist or unitary model views citizenship primarily as a legal status

through which an identical set of civil, political and social rights are accorded to all
members of the polity. T.H. Marshall’s seminal essay “Citizenship and Social Class” is
the main reference for this model, which became progressively dominant in post-World
War II liberal democracies. Marshall’s central thesis was that the 20 th century’s
expansion of social rights was crucial to the working class’s progressive integration in
British society (Marshall, 1950). Similar stories were told in other Western democracies:
the development of welfare policies aimed at softening the impact of unemployment,
sickness and distress was fundamental to political and social stability. The apparent
success of the post-war welfare state in securing social cohesion was a strong argument
in favour of a conception of citizenship focused on the securing of equal civil, political
and social rights.Civil rights include the right to work.Political rights include the right to
vote.According to Ron Israel (n.d), social rights include the right to nonviolence, to live
in peace and to be happy.These are aspects of citizenship values as well.For there to be
effective lessons on these values, the atmosphere of the class should be that of
nonviolence, peace and happiness.Learners may not concentrate if the reverse is true.

Liberal nationalists like David Miller have argued that only specific forms of
political practice can produce high levels of trust and loyalty between citizens (Miller,
2000). The political activities of the citizens of Athens or of Rousseau’s ideal Republic
presumed face-to-face relations of cooperation that favour the growth of such sentiments.
The scale and complexity of modern states have made the kind of political practice
envisaged by Rousseau and described by Aristotle at best marginal. Citizens do not meet
under an oak tree to formulate the laws; they are basically strangers and citizens’
involvement in the politics of representative democracies is episodic and diluted. Politics
in this context cannot be expected to play a central role in most individuals’ lives;

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something else must generate the trust and loyalty necessary to the functioning of a
political community. Trustworthiness is an aspect of citizenship values as opined by
Allyson Lacson (n.d).If teachers make an effort in teaching these values in a way that the
learners will understand very well, they will certainly develop trust in the lessons of the
teachers.Effective communication in the classroom may be one of the ways in which
teachers can successfully carryout lessons on citizenship values.

Michael (2019) discussed what it means to live as a good citizen. According to

him, understanding the concept good citizenship requires that we acknowledge our
responsibilities. The duty to live as a good citizen include volunteering, living honestly,
adhering to rules and laws, respecting the rights of others, understand the community,
respect the property of others, showing compassion, taking responsibility for actions, be
a good neighbor and protect the environment. All these are aspects of citizenship values
which should be taught by teachers in the classrooms.

Citizens appear in a social world characterized by differences of gender, class,

language, race, ethnicity, culture, etc. (Pateman 1989 quoting Marx 1843).Ron Israel
(n.d) makes mention of gender equity as one of the citizenship values.Learning about
gender equity for instance will be of importance to the learners.Through classroom
communication, learners may come up with several ideas about gender equity such as
men and women having equal rights.Atabong et al.(2013) consider language as another
citizenship value. According to him, a common language or dialect is understood by all
and used for communication in villages. It is used to keep certain aspect or information
confidential in the presence of visitors.

Habermas (2001) makes mention of the democratic process and political

participation of citizens, which play a key role in securing social integration. In complex
societies, it is the deliberative opinion and will-formation of citizens, grounded in the
principles of popular sovereignty that forms the ultimate medium for a form of abstract,
legally constructed solidarity that reproduces itself through political participation.

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Citizens’ participation in politics is one of the aspects of citizenship values according to
Monono et al. (2016).The opine that citizens register and vote in elections.They could
also stand for elections and be voted.

Appropriate levels of solidarity are sustainable only if basic standards of social

justice are satisfied (Habermas,2001). If it is to remain a source of solidarity, citizenship
has to be seen as a valuable status, associated not only with civil and political rights, but
also with the fulfilment of fundamental social and cultural rights
(Habermas,1998).Solidarity and cultural rights are other elements of citizenship values
according to Atabong et al.(2013).Through classroom discussion, learners may learn
some examples about solidarity such as villages offering moral, financial or material
support to others. They may also learn cultural values like generosity because sharing
with others is very common in the village. People find joy in sharing items like kola nuts
and palm wine with others.

Miller (1995) makes mention of citizens enjoying high levels of mutual trust and
loyalty. These are also aspects of citizenship values according to Ron Israel (n.d).Welfare
policies suppose that we make sacrifices for anonymous others who differ from us in
terms of their ethnic origin, religion and way of life. But in democracies, redistributive
policies can be sustained only if they enjoy strong levels of public support. This support
is dependent on a sense of common identity that motivates citizens to share their
revenues with people whom they do not know, but to whom they feel related by common
bonds. This sentiment implies reciprocity; the expectation that in times of need one could
also benefit from the solidarity of fellow citizens.For the better part of the last century,
conceptions of citizenship, despite many differences, have had one thing in common: the
idea that the necessary framework for citizenship is the sovereign, territorial state. The
legal status of citizen is essentially the formal expression of membership in a polity that
has definite territorial boundaries within which citizens enjoy equal rights and exercise
their political agency.Equal rights is another aspect of citizenship value. In the last

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twenty years, this premise has come under close scrutiny. A host of phenomena, loosely
associated under the heading ‘globalisation’, have encouraged this critical awakening:
exploding transnational economic exchange, competition and communication as well as
high levels of migration, of cultural and social interactions.In the classroom setting,
communication will bring about a lot of interactive patterns.

Bader (1997) talks about freedom of movement as a fundamental human right.

Freedom and human right are aspects of citizenship values.States have a moral obligation
to admit those wishing to enter the country. Here the idea of open borders is an
instrumental rather than intrinsic moral principle. It is a means towards achieving global
distributive justice. This strategy, if successful, would establish specific rights to be
enjoyed by individuals of rich and poor countries alike

Over thirty years ago, Michael Walzer defended such a view, based on the idea
that “distributive justice presupposes a bounded world within which distribution takes
place” (Walzer 1983:31). Since the goods to be divided, exchanged and shared among
individuals have social meanings that are specific to particular communities, it is only
within their boundaries that conflict can be resolved. Resolving conflicts is an element of
citizenship value. According to Atabong et al.(2013) family heads settle conflicts
between families.The crucial assumption here is that the “political community is
probably the closest one can come to a world of common meanings. Language, history,
and culture come together […] to produce a collective consciousness” (Walzer, 1983:28).
Politics itself, moreover, as a set of practices and institutions that shape the form and
outcome that distributive conflicts take, “establishes its own bonds of commonality”
(Walzer, 1983: 29).

Liberal nationalists like Will Kymlicka claim that liberal egalitarian aims
such as equality of opportunity and solidarity stand a much better chance of being
realized in the context of a strong national culture, defined as a “societal culture”
involving a “common language and social institutions” (Kymlicka, 2001:259). [23] All

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things being equal, maintaining and strengthening such cultures serves a vital interest to
individuals. The right of political communities to protect their integrity stands only under
conditions of rough international equality. Under such conditions, limits to immigration
would reserve for the nationals of a country what aliens already have in their own
country namely, the chance to be free and equal citizens within their own national
community (Kymlicka, 2001: 271). The principle of moral equality of persons require
that “we care equally about the well-being of all individuals, wherever they are born, and
however little we interact with them”(Kymlicka, 2001:271).As mentioned earlier,
freedom and equality are aspects of citizenship values.

Many of the civil and social rights associated with citizenship extend to all
individuals notwithstanding their legal status. Political rights to participation should
likewise be extended to resident noncitizens (Song, 2009). The emergence of human
rights instruments at the international and transnational levels has lent some credibility to
the perspective of a deterritorialization of rights regimes and the possibility of securing a
person’s basic rights irrespective of his/ her formal membership status in a given polity.

The debate over voting rights in particular is complex and covers both external
(extending voting rights to nonresident citizens) and internal voting (expanding the
franchise to resident non-citizens). Theorists usually consider that long-term residence in
a country should be the basis for the allocation of democratic rights. The argument may
cover not only migrants who qualify for permanent resident status, but also those who
have entered illegally in the country (Carens, 2013) as well as temporary migrants, in
particular ‘guest workers’ who are often denied any access to citizenship (Lenard, 2015).
On this view, safety from deportation and the entitlement to the state’s protection when
abroad is what distinguishes citizens from resident noncitizens. Citizenship rights are
understood as extra-territorial (“they follow the citizen rather than the territory”) while
voting rights are best understood as territorial (Lenard, 2015).Both citizenship rights and
voting rights are aspects of citizenship values.

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 Though some states do extend voting rights to resident noncitizens at the local
level, it is the growing extension of voting rights to nonresident citizens over the last
decades that is particularly striking (Pogonyi, 2014). It shows the persistence of a
conception of membership premised on understanding the nation-state as a historical
community of citizens with common values and shared ethno-cultural traits. On this
view, voting rights are not understood territorially, but follow the citizen when he/ she
settles outside of his/her home country. Though one can understand some of the
pragmatic reasons that often motivate certain states in recognizing voting rights to
expatriates (e.g. acknowledging and encouraging their continued contribution to the
home country through payment of remittances), normative theorists have been mostly
critical of this phenomenon (Lopez-Guerra,2005). Moreover, where the electoral system
is not designed to limit the potential political impact of the nonresident electoral body,
external voting may effect the “resident constituency’s right to democratic self-
determination” (Pogonyi 2014, 135-136).

‘Voluntarists’ insist on the need to rethink democracy and citizenship beyond the
nation-state, proposing schemes to extend democratic politics to the regional and global
levels.‘Sceptics’, on the other hand, argue that democratic citizenship requires a bounded
territorial space, in which citizens see themselves as part of a common demos.
Voluntarists would balance this dilution of state power by strengthening certain global
regulatory regimes in areas like peace and security, human rights, the environment, trade
and finances, etc.Peace and human rights are aspects of citizenship values. The regimes
would set down general rules regarding small but vital set of issues around which peace
and justice call for global co-operation.Most voluntarists and sceptics rely on the same
implicit view of democratic political agency: citizens are political agents through their
participation in institutions and practices that require significant interaction and mutual
awareness. In this sense, democratic political agency appears collective rather than
individual. Yet this leaves the door open to the sceptics’ objections. If one believes that
formal and informal democratic institutions like Parliaments and the public sphere

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require relatively high levels of horizontal communication between citizens, the existence
of a common language appears a necessary condition to democratic agency (Young,
2000). In a classroom setting, learners can communicate effectively using a common
language which is an aspect of citizenship value.

Pogge (1992) makes mention of citizens participating effectively in shaping the

policies that concern them directly. citizens are actively involved in the political life of
the community. This encompasses a vast array of activities and practices, including
voting in elections, canvassing, participating in public deliberation, demonstrating
against government decisions or policies, etc. These activities all presuppose the capacity
for a certain kind of agency, one that relies heavily on rational, discursive abilities.

Instead of defining who can be a citizen according to whether or not an individual

or group can function in the existing spaces of citizenship (i.e. whether they can
participate in elections or militate for political parties), one should create distinct spaces
that are commensurate to the capacities of all those who possess rights of citizenship.
(Donaldson & Kymlicka, 2015).

Richard, N. and John, T. (2012) in THE CITIZEN make mention of the rights of
Cameroon citizens and employees. Other aspects which they discussed include young
people and employment and the concept of peace

Richard, N. and John, T. (2012) consider rights as entitlements to certain kinds of

treatment based on one’s status. Cameroonian citizens enjoy certain rights and privileges
that the nation has to offer.These citizens have the privilege to vote in local and national
elections as well as participate in all other political activities.They also have a right to
serve in the public service of Cameroon ,provided they meet the criteria to do so. Apart
from this, every qualified Cameroonian has a right to be appointed in to public offices
irrespective of their cultural background, ethnic origin or political leanings. Again, there
is the right to quality and affordable education as well as affordable health care.

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Furthermore, Cameroonians have the right to clean water and electricity. Finally,
qualified Cameroonians have the right to become eligible for goverment scholarship
grants.

Richard, N. and John, T. (2012) also throw light on the rights of employees as
mentioned above. They opine that employees enjoy certain rights.Every worker has the
right to be paid at least the national minimum wage.According to them the minimum
wage is equal to 28, 216 CFA francs per month for 40 hours worked per week in non-
agricultural public or private.Another point is that workers have the right to time off for
trade union duties and activities .Employees also have the right to be accompanied by a
trade union representative to a disciplinary or grievance hearing. If an employee takes
part in official strike action and is dismissed as a result, this will be an automatically
unfair dismissal.Moreover, there is the right not to suffer detriment or dismissal for
speaking out on a matter of public concern (malpractice) at the work place.Furthermore,
workers have the right under health and safety law to weekly and daily rest breaks.
Usually weekly rest breaks are Sundays while they have a minimum daily rest break of
12 hours per day.

Looking at young people and employment, the authors above mention that
young people over school leaving age and under 18 are known as young workers. There
are special laws to protect the employment rights of young workers. These concern their
health and safety, what jobs they can do, when they can work, and how many hours they
can work. These laws are very strict and an employer may be prosecuted for breaking
them.

These same authors above discussed the concept of peace.They regard peace as a
complex concept that different people see in different ways. Most people see peace as a
situation in which there is no war or violent conflict. One in which people live in
harmony. While it is true that the lack of violent conflict and the presence of hospitality
are elements of peace, many experts in peace have proven that peace is more than just

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the absence of war. These experts have identified a number of conditions necessary for
peace to exist.This implies that for peace to exist, individuals must adopt values and
beliefs that promote non-violence such as love, respect and tolerance for every one. In a
classroom situation, peer learning for isstance will certainly be successful if learners
have mutual respect and tolerance for one another.This can be achieved through raising
their own points and listening to the points of others.The values of love, respect and
tolerance should be adopted toward every one irrespective of their gender, race, ethnic
background ,political affiliation, religious ideology or socio economic class. The
moment we see another person or group as “them,” we start thinking that they are less
valuable and perhaps less human than “us” the result is aggression and violence .

There should be justice at all levels (economic, social and political). For true
peace to exist every individual or group must be treated fairly. Injustice is a major cause
of violent conflict.As mentioned earlier, there will be effective teaching and learning if
fair treatment is given to every learner.The establishment of a working political order
that serves the true interests of all is essential for true peace. For peace to exist in a
community, the citizens of that community must be able to afford basic needs like
portable water, food, shelter, clothing and security. A stable and sustainable economic
system ensures basic security. Lastly, for peace to reign there should be the exsistence of
nonviolence.Richard, N. and John,T.( 2012) explain that nonviolence does not mean the
absence of conflict but the management and resolution of conflict without resorting to
violence.

The tenets above have discussed issues on citizenship education and this can be
applied in Enlish language lessons on citizenship values while communicating in the
classroom.

This chapter has presented a literature review. It has clearly brought out the
author’s point of convergence and divergence with the present study. The chapter has
also examined the necessary theories, the Competence Based Approach and the tenets of

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citizenship education which are important in understanding this work. The peculiarity of
the present study is to investigate classroom communication practices and the learning of
citizenship values. The following chapter shall focus on the research methodology and
collection of data.

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 CHAPTER THREE

METHODOLOGY

3.0. Introduction.
The purpose of this chapter is to state and explain the research methods and
the methodology implemented for this study. It is through the methodology that the
outcome of the research problems will be obtained. Explanations shall include the
choice of research approach. An appropriate method of data collection will actually
lead to right conclusions. This chapter shall discuss the research designs, population
of the study, sample population and sampling technique, Procedure for data
collection, method of data collection (questionnaire, observation and interview),
validation of instruments and administration of these instruments.

3.1. Research Design

The survey research design was used to carry out investigation. Two major
sources of collecting data were employed. These were the primary and secondary
sources. The primary sources constituted of questionnaires, interview and
observation and they fall under the survey design. Secondary sources of data
collection were made up of journals, published books, unpublished thesis and the
internet. Here the researcher used the research approach of interpretivism, an
approach which is implemented by a researcher in order to synthesize facts which
are derived mainly from secondary sources and which are qualitative in nature
(Willis, 2007). These secondary sources helped in the review of literature and
supported the research findings. There are many types of research designs but the
researcher decided to choose the survey research design because it is an effective
way to get the information needed from a large number of individuals. It is suitable
for this study since it involves the collection of quantitative data (questionnaires)
and qualitative data (interview and observation) with the intention of describing and
interpreting an existing situation under study. Through this survey, the teachers’
and learners’ opinions on learning citizenship values through classroom would be

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obtained and analyzed from the schools concerned. The researcher will analyze the
data collected and draw conclusions at the end.

3.2. Population of the study

To identify the population needed in this study, I made use of all the teachers
of English Language in the Anglophone sections of G.B.H.S Maroua, G.B.H.S
Mokolo and Jacques de Berno. This is because all these teachers are concerned with
teaching citizenship values. The questionnaires were also given to the learners of
these schools since it is through them that one actually determines the effectiveness
of learning citizenship values through classroom communication. The target
population of this study was made up of all the English Language teachers of these
schools in the Anglophone sections only. There were 5 teachers from G.B.H.S
Maroua,4 from G.B.H.S Mokolo and another 5 from Jaques de Berno. The target
population was equally made up of all the learners of the Anglophone sections. The
total number of learners in G.B.H.S Maroua was 1860, that of G.B.H.S Mokolo was
1830 while that of Jacques de Berno was 700 .The population of the learners range
from Form one to Upper-sixth. This population was chosen because the present
work is concerned with learners who learn English as a second Language.
Concerning the sample population, it constituted of 50 learners in G.B.H.S
Maroua,20 learners in G.B.H.S Mokolo and 40 learners in Jacque de Berno as
presented in the table below.

Table 1: Presentation of sample population.

Total number of learners Total number of learners Total number of learners
in Jaques de Berno
in G.B.H.S Maroua in G.B.H.S Mokolo

Class Class Class

Form four 20 Form four 10 Form four 17

Form five 30 Form five 10 Form five 23

Total 50 20 40

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 The table above shows the total number of learners that were sampled in the
schools above. In G.B.H.S Maroua, 20 learners were registered in Form four and 30
in Form five. This gave a total of 50 learners. In G.B.H.S Mokolo, 10 learners each
were registered in Form four and Form five. This gave a total of 20 learners. Jacque
de Berno had 17 learners in form four and 23 learners in form five and the total was
40. Concerning the teachers, all of them were consulted in collecting data. This is
because they were not many. Secondly, in an attempt to have authentic data, all the
teachers needed to be consulted.

3.3. Research Instruments

Questionnaires, observation, and interview to teachers were used to collect
data in this study. The questionnaires were designed for both teachers and learners.
The interview was conducted only on the teachers. Observation was carried out on
both learners and teachers. These different instruments were used to prove that
classroom communication has an impact in learning citizenship values .All these
instruments were used because one instrument cannot produce good, reliable and
convincing results.

3.3.1. Questionnaires
A questionnaire is used to gather information for analysis. Questionnaires
were chosen for this research because they are a quick and reliable method to collect
information from many respondents in an efficient and timely manner. The
questionnaires were designed to attain the objectives of the research. They were
administered to teachers and learners. The purpose was to obtain information
concerning their perceptions with regard to the method of teaching and learning
citizenship values through classroom communication as well as concerning
learners’ output in learning these values through classroom communication. That is,
the questionnaires were used to investigate how good or bad the learners perform in
learning citizenship values through classroom communication as well as the
problems they face in this domain. The questionnaires were also issued to see if the
learners were motivated by their teachers and the impact of this motivation in
learning citizenship values through classroom communication.

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 The questionnaire for teachers was divided into two sections. The first
section consisted of personal information about the teachers. It comprised open-
ended and closed questions as well as items of the teachers’ background
characteristics. That is; the location of the school, age, educational background,
teaching experience and number of hours taught per week. The aim of this section
was to determine the profiles of the teachers taking part in the study. Also, the
results obtained from this section helped to ascertain if these backgrounds have an
impact on their method of teaching citizenship values through classroom
communication. Concerning the school, it was important to write the school’s name
because the present work is made up of three schools; G.B.H.S Maroua, G.B.H.S
Mokolo and Jacques de Berno. There was need to distinguish the responses of these
schools so as to clearly present them in tables. From the responses, a good and
reasonable conclusion shall be drawn at the end of data collection.

The second section of the teachers’ questionnaire addressed the main

objectives of the research. It aimed at seeking their opinions in teaching citizenship
values through classroom communication. It was made up of twenty two questions
which require respondents to give their opinions on teaching citizenship values
through classroom communication. The questions were also made up of open-ended
and closed questions. The scale of measurement had varied structures and was done
mostly on a four-point scale.For instance,“Always, Sometimes, Rarely and Never”.
Respondents were also permitted to add their own opinion if there was any.

The questionnaire of the learners was divided into two sections as well. The
first section contained the name of the school and the class. Just as in the teachers’
questionnaire, the school is important because the present work is made up of three
schools and it was necessary to differentiate their responses in order to clearly
present them in tables. This also applies to the class since there are two classes
involved ( Form four and Form 5).It is necessary to make a distinction in the
responses of these classes in order to clearly present them in tables as well.

The second section of the learners’ questionnaire was made up of fourteen

questions. (open-ended and closed) .The open-ended questions included learners’

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opinions on how they learn citizenship values through classroom communication
and the impact it has on their performances as well as the impact of motivation
when learning these values. Some of the open- ended questions needed that they
should give reasons for their various opinions. The closed questions which were
precisely multiple choice questions required that the learners should choose by
ticking the idea that expresses their opinions from the various alternatives given.
The scale of measurement also had different structures and was done mostly on a
four-point scale such as “Beneficial, Very beneficial, Not beneficial, Not very
beneficial”.

Table 2: Number of learners’ questionnaires administered

School Questionnaires Percentage Questionnaires returned Percentage
administered

G.B.H.S 50 45.5 50 45.5

Maroua

G.B.H.S 20 18.2 20 18.2

Mokolo

Jacques de 40 36.4 40 36.4

Berno

Total 110 100 110 100

The above table represents the total number of questionnaires administered to

learners of both schools mentioned above. The statistics showed that 50
questionnaires were administered to Form four and Form five learners of G.B.H.S
Maroua, 20 for G.B.H.S Mokolo and 40 for Jaques de Bernaud.This gave a total
number of 110 questionnaires received by learners and returned.

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Table 3: Number of questionnaires administered to teachers and number
returned.
School Questionnaires Percentage Questionnaires Percentage
administered returned

G.B.H.S Maroua 05 35.7 05 35.7

G.B.H.S Mokolo 04 28.6 04 28.6

Jacques de Berno 05 35.7 05 35.7

Total 14 100 100

14

The table above represents the number of questionnaires the teachers

received and total number of the questionnaires they returned. Thus in G.B.H.S
Maroua, the teachers received 05 questionnaires to be filled and they returned the
exact number. 04 questionnaires were administered to teachers of G.B.H.S Mokolo
and all the questions were equally returned. This also applies to Jacques de Berno
where 05 questions were administered and returned. This gave a total of 14
questionnaires administered and returned.

A general set back of the questionnaires is their fixed and strict format which
prevents the possibility for more in-depth or abstract observation (Bell, 2005;
Sarantakos, 2013).This study was not exempted from this rule. The questionnaires
actually provided linear and clear results but many elements from the research were
left uncovered. The researcher therefore used the interview and observation
methods as compliments to cover more abstract aspects of the research.

3.3.2. Interview
The interview was conducted in order to confirm the researcher’s findings
from the questionnaires. This was done on the inspectors. This interview enabled
me to induce first-hand information from them with regard to their experiences and
opinions. In fact, the interview gave an opportunity for me to have a more in-depth,
open discussion, more informal and free interaction between the interviewees and I.
The inspectors were interviewed orally in their offices using a recorder in my
mobile phone. Despite being considered a disadvantage because it produces
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subjective results, the flexible format of the interview was a major advantage for
this study, as some nuances of the research such as exploring ‘emotions’ could not
be properly captured with the questionnaire design. The flexible format of these
interviews have actually contributed to a deeper explanation and comprehension on
the teaching and learning of citizenship values through classroom communication.
The full scripts of the questionnaires and the interviews are available in the
Appendices.

3.3.3. Class Observation

Apart from being a compliment to the study, the researcher considered the
observation method because of the behaviuoral elements contained in this
research .An unannounced observation visit was made in the schools in order to find
out how this subject was taught through classroom communication. The purpose
for this was to ensure that teachers should not adopt artificial behaviours for the
lessons to be observed. Unlike the questionnaires, a sample was carried out on the
teachers in this case so as to save time and energy. It was done in such a way that
the teachers’ timetables were collected, mixed up and put face down on the table in
each of the schools. A student was asked to pick up a timetable at random and read
the names of the teacher and the class. These names were put on the list of teachers
who were to be observed including the class where this observation was to take
place. A discussion was carried out with the teachers after observing them. The
discussion further enlightened both the researcher and the teachers. The sample of
teachers observed is presented in the following table.

Table 4: Sample of teachers observed

Schools Male Female Class
G.B.H.S Maroua 1 1 Form four/Form five
G.B.H.S Mokolo 2 0 Form four/Form five
Jaques de Berno 1 0 Form five
Total 4 1

According to the table, the sample of the teachers observed was five consisting of
four males and a female.

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 3.4. Validation of the instruments
This study made use of content and face validity. Content validity was used
because it seems to be the approach that entails less resources and effort when
compared to others such as construct validity and criterion validity. With respect to
the validity of the instruments, the questionnaires and interview questions were
presented to the supervisor who made necessary corrections such as sentence
structure, technical errors and grammatical errors. This was to make sure that the
items in the instruments were unambiguous and comprehensible for the population.
These instruments were designed to attain the objectives of the research. After the
corrections, the instruments had both face and content validity. The supervisor then
gave the green light for the instruments to be administered. The fact that the visit on
the lessons during observation was not announced was very likely to prevent
teachers from assuming artificial classroom situations. Therefore in order to ensure
validity and reliability, these teachers had to be observed in their natural
spontaneity.
The pilot study was also necessary in the collection of data. It was carried out
in some public schools in Garoua (one of the northen regions of Cameroon) and it
was not included in the sample of the study. It was a small scale replication of the
actual study, targeting a small number of persons with characteristics similar to
those of the target group of respondents. The purpose of the pilot study was to
determine the feasibility of the study, to test the reliability and validity of the
instruments and trust worthiness of respondents for data collection in the main
study, to establish how appropriate, understandable and practical the instruments
were, to address any problems prior to the main study and to check the time
required for the completion of the questionnaire. The pilot study demonstrated that
the questionnaire did not contain any confusing items and the responding teachers
and learners found it easy and quick to complete.
The results of the pilot study equally met the expectations of the researcher
even though a few modifications were made before the final administration of the
instruments on the sample population. That is, the findings informed the
reformulation of the aim of the study, consideration of the research population,

88
elimination and/or revision of ambiguous questions and planning for the main
research study. The data collected here was actually satisfactory.

3.5. Procedure for Data Collection and Administration of the

Instruments
The study involved collecting both quantitative and qualitative data. The
questionnaires fall under quantitative data while the qualitative data consisted of
interview and observation. Concerning the quantitative data, the researcher went to
the schools concerned. That is, G.B.H.S Maroua, G.B.H.S Mokolo and Jacques de
Berno.The principals were contacted for permission and directives. The
questionnaires were issued to the teachers and later on to the learners of Forms four
and five. This was done in December during the second sequence evaluation in
2017/2018 academic year. Before filling in the questionnaires, both teachers and
learners were told that the reason for these questionnaires was to collect information
that may bring an improvement on the method of teaching and learning citizenship
values. They were expected to respond sincerely since the anonymity of their
responses would be guaranteed .The English language period was used to distribute
the questionnaires to the learners. The sample of learners was selected according to
alphabetic order. With the help of a bilingual teacher, the questions were explained
in French so as to ensure thorough understanding of some French speaking learners
who study English as a second language. Even though some learners were not
willing to fill or answer them, most of the learners faithfully answered the
questionnaires .110 questions were administered to the learners and returned. The
break period was used for the teachers. 14 questions were administered to them and
returned as well. Some of them returned the questionnaires instantly after
responding .Others returned theirs the next day. The return rate for both learners
and teachers was 100%.Thus the total response was satisfactory as all the
questionnaires were returned. For the qualitative data, I pleaded with the teachers to
sacrifice more of their break time to respond to the interview questions .It was not
an easy task but it ended up successfully, thanks to the cooperation of the teachers.
The teachers who were observed were given a surprised visit and their time tables
were randomly selected by a learner (see 3.3.2 for details).
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 3.6. Method of Data Presentation and Analysis
The data collected through the use of questionnaires were mostly presented
in tables, figures and analyzed in terms of percentages so as to avoid ambiguity. In
order to have the percentages, the responses of the respondents were divided by the
total number of respondents and multiplied by one hundred. The interview and
observation were analyzed qualitatively.That is, without the use of tables and
figures.

Conclusion
This chapter has focused on the research design and methodology that
underpin this study. It looked at the survey research design, the population of the
study which consists in Lower and Upper six students of both G.B.H.S Maroua and
G.B.H.S Mokolo. It also looked at the instruments of data collection such as
questionnaires, observation, interview, the procedure of collecting data and methods
of data analyses. The instruments were described and reasons were given for their
choices. The researcher thinks that these instruments were fundamental because
each of them brought different contributions in learning citizenship values through
classroom communication. The discussion with the teachers after observation
helped to further enlighten both the researcher and the teachers. Detailed
information regarding the mixed methods design, its relevance to this study and its
general characteristics were explored as well. The next chapter builds up from the
methodological propositions made in this chapter. The major results and findings
shall be discussed in the following chapter.

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 CHAPTER FOUR

DATA PRESENTATION AND ANALYSES

4.0. Introduction
This chapter focuses on the presentation and analyses of data collected from
teachers and learners of G.B.H.S Maroua, G.B.H.S Mokolo and Jacques de Berno
with regard to teaching and learning citizenship values through classroom
communication.Theories in chapter two shall help in analysing data which was
collected through questionnaires, interview and observation. The data is presented
and analysed both quantitatively and qualitatively. The presentation is done mostly
with the use of statistics tables.

1) 4.1. Teachers’ Questionnaire

The teachers’ questionnaire comprises twenty two questions. These questions
are both multiple choice and open ended questions. The questions were
administered to five teachers in G.B.H.S Maroua, four in G.B.H.S Mokolo and
another five in Jacques de Berno. The table below represents the schools where
these questionnaires were administered, the number of questionnaires administered,
the percentages as well as the number returned.

Table 5: Presentation of data from teachers’ questionnaire.

Questionnaire Questionnaire
School Percentage Percentage
administered returned

G.B.H.S Maroua 05 35.7 05 35.7

G.B.H.S Mokolo 04 28.6 04 28.6

Jaques de Berno 05 35.7 05 35.7

14 100 14 100
Total
Table 5 above shows that all the questionnaires administered to teachers
were returned.Teachers’ perception of teaching citizenship values through
classroom communication were verified by the following questions:

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 1. What do you aim to achieve when teaching citizenship values?

In response to the question above some of the teachers affirm that

their aim of teaching citizenship values is for the learners to be able to
practice these values in and out of class. And that if the learners practice
citizenship values such as love, compassion and peace, they will be able to
live well in the society. Some other teachers said they aim at imparting the
knowledge of citizenship values unto the learners which might either be
beneficial to the learners presently or in the future. Again, a group of
teachers opine that the aim of teaching citizenship values is for the learners
to know these values an also know when to apply them.

2. Does your syllabus include lessons on citizenship values?

Table 6: Presentation of teachers’ responses with regard to including lessons

on citizenship values in their syllabuses.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Always 05 04 05 14 100

Sometimes 00 00 00 00 00

Rarely 00 00 00 00 00

Never 00 00 00 00 00

Total 05 04 05 14 100

The table elicits that all the teachers are in line with the fact that their
syllabuses always include lessons on citizenship values. This will certainly enable
the teachers to be focused in teaching citizenship values.It will help to reduce or
totally avoid the difficulty of teachers lacking the guidance on how to teach
citizenship values as stipulated by Davies and Evans (2002).If all the syllabuses of

92
the teachers actually include lessons on citizenship values, then the teaching of
these values will move on smoothly without much difficulties or no difficulty at all.
No teacher chose the options of ‘sometimes’, ‘Rarely’ and ‘Never’.

3.Apart from the course book do you adapt/design materials on citizenship

from other sources to integrate on your English lessons? Give reason(s) for the
choice of your answer

Table 7: Respondents’ responses with regard to supplementary materials.

Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Always 04 03 03 10 71.4

Sometimes 01 01 02 04
28.6

Rarely 00 00 00 00 00

Never 00 00 00 00 00

Total 05 04 05 14 100

`10 (71.4%) of the respondents always adapt or design materials on

citizenship from other sources to integrate in their English lessons. 04 (28.6%) of
the respondents do so sometimes .It is good to always adapt or design materials on
citizenship from other sources in order to have variety of materials in the lessons.
Also, integrating citizenship values such as love, peace and having mutual respect
for one another will be beneficial to the learners.It may teach them how to love one
another, live in peace in the society as well as having respect for one another. No
respondent selected the options “Rarely” or “Never”.

The researcher went further to understand the reason(s) for the choice of
their answer.In response some teachers said that they adapt or design materials on
citizenship from other sources in order to add on what is found in the course book
since the course book may not treat all aspects of citizenship values. Others said that

93
the course book should not be the only material that the teachers should consult or
rely on. So there is a need to adapt or design materials from different sources in
order to have a variety of ways to teach the subject matter through communication.

4. How do teaching aids help you in teaching citizenship values through

classroom communication?

Put differently, all the teachers assert that teaching aids such as charts and
pictures facilitate the teaching and communication process because the learners
find the lesson interesting when these objects are used. They attempt interpretations
of the objects from the questions posed by the teacher.This enhances the
communication process These objects also help to increase their level of
comprehension. This shall be of great importance mostly to visual learners who
learn best when they see objects.

5. Do you verify learners’ previous knowledge before teaching citizenship

values through classroom communication?

Table 8: Respondents’ responses in verifying learners’ previous knowledge

before teaching citizenship values through classroom communication.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Always 02 02 01 05 35.7

Sometimes 03 02 04 09 64.3

Rarely 00 00 00 00 00

Never 00 00 00 00 00

Total 05 04 05 14 100

The teachers’ responses show that 05(35.7%) of them always verify learners’
previous knowledge before teaching citizenship values through classroom

94
communication while 09 (64.3%) of them do so sometimes. In line with the
thoughts of the socio-constructivists Ruokamo et al. (2002), learners build new
knowledge upon the basis of their earlier knowledge.Learning and studying are
always influenced by the learners’prior knowledge. The CBA also gives an
opportunity for previously learned materials to be reviewed in the introduction of a
lesson plan.Therefore, teachers who draw and follow the lesson plan will always
verify the learners’ previous knowledge.No teacher chose the options “Rarely” or
“Never”.

6.The teaching of citizenship values can be enhanced through communication.

Table 9:Teachers’ Responses in enhancing the teaching of citizenship values

through communication.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Agree 04 02 02 08 57.1

Strongly 01 02 03 06 42.9
agree

Disagree 00 00 00 00 00

Strongly 00 00 00 00 00
disagree

Total 05 04 05 14 100

From the statistics above, 08 (57.1%) of the teachers agree that the teaching
of citizenship values can be enhanced through communication.06(42.9%) of the
teachers strongly agree to this point. Communication will definitely lead to better
comprehension of these values thereby facilitating the teaching process. None of
the teachers chose the options “Disagree” or “Strongly disagree”.

95
7.Do you organize your learners to work in groups?

Table 10: Respondents’ responses in organizing the learners to work in groups.

Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Always 03 01 02 06 42.9

Sometimes 02 03 03 08
57.1

Rarely 00 00 02 00 00

Never 00 00 00 00 00

Total 05 04 05 14 100

The information on table 10 reveals that 06 (42.9%) of the teachers always

organize their learners to work in groups while 08 (57.1%) of them organize the
learners sometimes. It is very important for the teachers to always organize the
learners to work in groups since group work encourages communication and
collaboration among the learners.The CBA also provides opportunities for learners
to collaborate with others.They can easily learn or share ideas about the subject
matter. None of the teachers chose the options ‘Rarely’ or ‘Never’.

96
8. How do you group your learners?

Table 11:Respondents’ responses on how they group their learners during

group work.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

In groups of 03 04 04 11 78.6
seven

In groups of 02 00 01 03
ten 21.4

In groups of 00 00 00 00 00
fifteen

In groups of 00 00 00 00 00
twenty

Total 05 04 05 14 100

Table 11 shows that 11 (78.6% ) of the teachers assign the learners to work
in groups of 7 while 03 (21.4%) do so in groups of 10.None of the teachers assign
the learners to work either in groups of 15 or 20. Group work may be ineffective
when there are many learners in one group.The socio-constructivists Ruokamo et al
(2002) hold the view that learners work together and build new knowledge in
cooperation with one another while benefiting from the knowledge and skills of
others.Group work will therefore be beneficial mostly to weaker learners who will
have the opportunity to learn from the stronger learners.

9. How does group work foster the learning of citizenship values?

Some of the teachers think that grouping the learners during exercises will
encourage peer learning which will facilitate comprehension of the lesson. During
group work, the learners listen to the discussions of their peers as well as the

97
responses to questions from each group. This improves their communication skill.
Other teachers have the conviction that learners perform better when they share
ideas among themselves during group work. The weak learners also learn from the
intelligent ones.

10.Apart from group work which other method do you use to enhance
communication during your English Language class?

Table 12:Respondents’ responses on the method they use to enhance

communication during their English Language class
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Exchange of 02 01 01 04 28.6
ideas
between
teacher and
learners

Exchange of 01 02 01 04 28.6
ideas among
learners

Teaching in 02 01 03 06 42.8
contexts

Others 00 00 00 00 00

Total 05 04 05 14 100

From the responses in the table above,04 (28.6%) of the

teachers exchange ideas with their learners. Another 04 (28.6%) of them allow the
learners to exchange ideas themselves. These are active methods of teaching and
learning which enable the learners to be interactive in class.In connection to the
socio-constructivist learning theory,effective learning occurs through interaction

98
with other people. 06 (42.8%) of the teachers teach in contexts. This enables both
teachers and learners to have a particular focus.

11. Do you often use these methods on lessons that deal with citizenship?

Table 13: Teachers’ responses on the frequency in which they use the methods
on table 11 on lessons that deal with citizenship.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Always 03 03 04 10 71.4

Sometimes 02 01 01 04
28.6

Rarely 00 00 00 00 00

Never 00 00 00 00 00

Total 05 04 05 14 100

According to the table above, 10 (71.4% ) of the teachers always use

the methods on table 12 on lessons that deal with citizenship while 04 (28.6%) of
the teachers do so sometimes. 00 (0%) of the teachers rarely or never use these
methods on lessons that deal with citizenship.

12. class talk can have a positive impact on the teaching of citizenship values.

Table 14: Respondents’ Responses with regard to the positive impact of class
talk on the teaching of citizenship values.

Options Number of Number of Number of Total Percentage

teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Agree 03 02 03 08 57.1

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 Strongly agree 02 02 02 06
42.9

Disagree 00 00 00 00 00

Strongly 00 00 00 00 00
disagree

Total 05 04 05 14 100

According to table 14, 08 (57.1% ) of the teachers agree that classtalk can have a
positive impact on the teaching of citizenship values. 06 (42.9% )of the teachers
strongly agree to this fact. Classtalk is a classroom communication system which
facilitates the presentation of questions for small group work, as well as the
collection of learners’ answers and the display of histograms showing how the class
answered ( Dufresne et al,1996). Classtalk is therefore an important instrument not
only for engaging learners` in active learning but also for enhancing the overall
communication within the classroom. No teacher chose the options “Disagree” or
“Strongly disagree”.

13. Do you often encourage your learners to discuss about citizenship values
during your lessons?

Table 15: Teachers’ responses on the frequency in which they encourage thier
learners to discuss about citizenship values during their lessons.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Always 01 02 01 04 28.6

Sometimes 02 01 03 06
42.8

Rarely 02 01 01 04 28.6

Never 00 00 00 00 00

Total 05 04 05 14 100

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 In responding to the question above, 04 (28.6 %) of the teachers affirm that
they always encourage their learners to discuss about citizenship values during their
lessons. 06 ( 42.8%) do so sometimes. 4 ( 28.6%) other teachers do so rarely.

In advancing the reason(s) for the choice of their answers, Some teachers
gave their reasons that they encourage their learners to discuss about citizenship
values because discussion helps the learners to bring out their own ideas and to
understand the lesson better. Some other teachers hold the view that the large class
size hinders effective class discussion and that most often the end product of
discussion is too much noise in class. Others said some of the learners are
recalcitrant and therefore reluctant to carry out discussions about citizenship values
in class.

14. How do you organize them to get them talk about it?

A group of teachers are of the opinion that they instruct the learners to
discuss with their bench mates. Some other teachers said they organize the
learners in such a way that learners of the first and second benches for
instance sit face to face with one another and carryout discussion. Another
group of teachers affirm that they organize the learners during group work
where they put them in groups of seven or ten and allow them to discuss.

15. How does the discussion help them as far as the learning of these values are
concerned?

For some teachers, the discussion helps the learners to know more about
citizenship values. For others, it facilitates understanding of these values. Some
other teachers hold the view that the discussion increases the interest and
engagement of the learners in learning these values. According to these teachers,
discussion can help maintain learners’ focus. As they discuss their answers, they get
different perspectives on citizenship values. Another group of teachers opine that

101
the discussion helps the learners to learn from one another, to understand and retain
the lesson better. According to some other teachers, discussion gives every learner
the opportunity to participate in the lesson, to think and to express himself or
herself. These teachers also think that discussion helps to develop the speaking
skills of the learners

16. What is the attitude of learners when they have to discuss issues relating to
citizenship in class?

Table 16: Teachers’ responses on the attitude of learners during discussions

relating to citizenship.

Options Number of Number of Number of Total Percentage

teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Dormant 00 01 01 02 14.3

cooperative 01 02 01 04 28.6

Docile 01 00 01 02 14.3

Interactive 03 01 02 06 42.8

Total 05 04 05 14 100

Considering the table above,02 (14.3%) of the teachers assert that the
attitude of the learners is dormant when discussing issues relating to citizenship in
class. On the other hand, 04 (28.6%) of the teachers affirm that the learners are
cooperative in class. Still looking at the table, one notices that another 02 (14.3%)
teachers opine that the learners are docile. Finally, 06 (42.8%) of the teachers are in
line with the fact that the learners are interactive.

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17. How do you assess the performance of learners during lessons involving the
aspect of citizenship?

Table 17: Respondents’ responses on the performance of learners during

lessons involving the aspect of citizenship.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

50% 02 01 01 04 28.6

Less than 02 02 02 06
50% 42.8

More than 01 01 02 04 28.6

50%

Total 05 04 05 14 100

Assessment refers to marks or scores. For example, the statement that

a learner has scored 8 out of 10 or 80 percent in a test is an assessment (Tambo,
2003:208).The statistics above shows that 04( 28.2%) of the teachers assess the
performance of the learners as 50%. This statistics matches with interested learners
in the previous question.06 (42.9%) of the teachers assess their performance as less
than 50%. This is also similar to the statistics of passive and indifferent learners in
the previous question. The table also reveals that another 04 (28.6%) of the teachers

103
assess the learners’ performance as more than 50%, just like the active and
participative learners in the previous question .

18. How do you evaluate the performance of learners during lessons involving
the aspect of citizenship?

Table 18: Respondents’ responses in evaluating the performance of learners

during lessons involving the aspect of citizenship.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Poor 00 00 00 00 00

Below 01 01 01 03
average 21.4

Average 01 02 01 04 28.6

Good 02 01 01 04 28.6

Excellent 01 00 02 03 21.4

Total 05 04 05 14 100

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 Tambo (2003:208) also considers evaluation to be the interpretation of
the marks or scores produced by the assessment process. For instance,
“excellently” “very well” “averagely” or “poorly”. The information above
reveals that 00 (00%) of the teachers evaluate the performance of the learners
as poor, 03(21.4%) evaluate it as below average, 04(28.6%) evaluate it as
average and good .Another 03(21.4%) evaluate the performance as
excellent.

19. Learners who communicate effectively are more successful in the

classroom.

Table 19: Respondents’ responses on the success of learners who communicate

effectively.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Agree 02 01 03 06 42.9

Strongly 02 01 02 05
agree 35.7

Disagree 01 02 00 03 21.4

Strongly 00 00 00 00 00
disagree

Total 05 04 05 14 100

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 Looking at table 19, it is noticed that 06 (42.9%) of the teachers agree that
learners who communicate effectively are more successful in the classroom while
05( 35.7 % ) of the teachers strongly agree with this point. The socio-constructivist
learning theory states that learners are encouraged to express new ideas and models
of thinking and to engage in knowledge building activity. This can be done through
communication. However, 03 (21.4%) of the teachers disagree with the fact that
learners who communicate effectively are more successful in the classroom.

20. Which learning style is best for the learners when learning citizenship
values through classroom communication?

Table 20: Respondents’ responses on the best learning style for learners when
learning citizenship values through classroom communication.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Visual 02 01 02 05 35.7

Auditory 03 03 03 09
64.3

Kinesthetic 00 00 00 00 00

Total 00 00 00 00 100

Looking at the statistics above, it could be seen that a 05 teachers constituting

35.7% are of the opinion that the visual mode is the best mode of learning when

106
learning citizenship values through classroom communication. According to them,
learners understand the lesson better when they see concrete objects such as charts
or other objects relating to the lesson. On the contrary, 09 (64.3% ) of the teachers
assert that the auditory mode of learning is the best for the learners. Their reasons
sum up to the fact that when the learners listen to the lesson, they will have a higher
advantage of retaining what they have learnt through listening. None of the teachers
chose the kinesthetic mode of learning as the best.

21.Meaningful learning occurs when learners engage in social activities

such as communication.

Table 21: Teachers’ responses on the occurrence of meaningful learning when

learners engage in social activities such as communication.

Options Number of Number of Number of Total Percentage

teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

Agree 01 02 01 04 28.6

Strongly 01 01 00 02
agree 14.3

Disagree 03 00 02 05 35.7

Strongly 00 01 02 03 21.4
disagree

Total 05 04 05 14 100

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 Considering the statistics above, 04 (28.6% ) of the teachers
agree that meaningful learning occurs when learners engage in social
activities such as communication.02 ( 14.3%) of the teachers strongly agree
to this fact. According to the socio- constructivist learning theory,
meaningful learning occurs when learners engage in social activities such as
communication. When there is effective communication, both teachers and
learners benefit from it. Communication may also make learning easier as
well as may increase opportunities for expanded learning. However, 05
(35.7%) of the teachers disagree with the statement above while 03 ( 21.4%)
of the teachers strongly disagree with it.
In trying to understand the reason(s) for the choice of their anwers, the
teachers who ‘agree’ and ‘strongly agree’ assert that when learners engage in
communication, they share ideas among themselves and learn from one
another. According to these teachers, learning becomes meaningful when
learners learn from one another through communication. The teachers who
‘disagree’ and ‘strongly disagree’ opine that meaningful learning does not
only occur when learners engage in social activities such as communication.
Their reason being that meaningful learning can still occur through other
means such as lectures and individual exercises.

22. It is obvious that you encountered difficulties in trying to let learners learn
citizenship values through classroom communication. Which are these
difficulties?

Table 22:Teachers’ responses on the difficulties they encounter in trying to let

learners learn citizenship values through classroom communication.
Options Number of Number of Number of Total Percentage
teachers teachers Teachers
G.B.H.S G.B.H.S Jacques de
Maroua Berno

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 Mokolo

Over 01 01 00 02 14.3
crowded
classroom

Noise 02 01 01 04
28.6

Learners’ 01 00 02 03 21.4
lack of
follow up

Lack of 01 02 02 05 35.7
appropriate
materials

Others 00 00 00 00 00

Total 05 04 05 14 100

According to the table, 02 (14.3%) of the teachers experienced over

crowded classrooms. 04 (28.6%) of the teachers encountered noise in class. The
teachers who encountered learners’ lack of follow up are 03(21.4%). Other teachers
who encountered lack of appropriate materials are 05 (35.7%). All these difficulties
will certainly hinder the smooth flow of the lesson through communication. No
teacher selected the option “others”.

4.2. Learners’ Questionnaire

The questionnaire for learners is made up of fourteen questions. These questions are
both multiple choice and open ended questions. The questions were administered to
fifty learners in G.B.H.S Maroua, twenty in G.B.H.S Mokolo and forty in Jacques
de Berno. The table below represents the schools where these questionnaires were
administered, the number of questionnaires administered, the percentages as well as
the number returned.

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 Table 23: Presentation of data from Learners’ questionnaire.
School Questionnaire Percentage Questionnaire Percentage
administered returned

G.B.H.S Maroua 50 45.4 50 45.4

G.B.H.S Mokolo 20 18.2 20 18.2

Jacques de 40 36.4 40 36.4

Berno

Total 110 100 110 100

Table 23 above reveals that all the questionnaires which were administered
to the learners were returned. Learners’ conception of teaching citizenship values
through classroom communication were also verified by the following questions:

1. Do you discuss issues concerning citizenship with your classmates and

teachers?

Table 24: Respondents’ responses with regards to discussing issues concerning

citizenship with their classmates and teachers.

Number of Number of Number of

learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Always 08 12 04 06 10 07 47 42.7

Sometimes 12 13 05 04 03 11 48 43.6

Hardly 00 05 01 00 04 05 15 13.6

Never 00 00 00 00 00 00 00 00

Total 20 30 10 10 17 23 110 100

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 The information above reveals that 47 (42.7% ) of the learners always discuss issues
concerning citizenship with their classmates and teachers while 48 (43.6%) do so
sometimes. The socio- constructivist learning theory states that a central element of
the teaching- studying-learning process is dialogue and that dialogue and interaction
are indispensable (Jonassen, 1995). Dialogue and interaction are probably ways of
carring out discussion.Discussion will certainly foster classroom communication.
The information also shows that 15(13.6%) of the learners hardly carry out
discussions on citizenship with their classmates and teachers.Finally,00(0%) of the
learners never discuss issues concerning citizenship with their classmates and
teachers.

2. What are some of the values you have learnt through discussion? State at
least two.

In responding to the question above, some learners assert that they have learnt to
have mutual respect for one another and to love one another. Others said they have
learnt to live in peace with people and to forgive one another. Some other learners
are of the opinion that they have learnt about human rights and gender equity.

3. Exercises or activities that require you to communicate will enable you learn
citizenship values better.

Table 25: Learners’ responses on the impact of communication in learning

citizenship values.
Number of Number of Number of
learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Agree 12 11 06 07 13 17 66 60

Strongly 06 19 03 01 04 06 39 35.5

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agree

Disagree 02 00 01 02 00 00 05 4.4

Strongly 00
00 00 00 00 00 00 00
disagree

Total 20 30 10 10 17 23 110 100

The results in table 25 show that 66 (60% ) of the learners agree that
exercises or activities that require them to communicate will enable them learn
citizenship values better. 39 (35.5%) of the learners strongly agree with this point.
This type of learning is known as peer learning. It is a better way of learning
because some learners understand their mates better than the teacher.The socio-
constructivist learning theory mentions the communication processes which occur
in situations where at least two persons try to solve a problem.Two or more heads
put together may be better than one.Also, the CBA lesson plan includes
communicative practice in which learners are left to work on their own.This also
fosters communication in them. However, 05 (4.4%) of the learners do not agree
that exercises or activities that require them to communicate will enable them learn
citizenship values better. No learner selected the option “strongly disagree”.

The researcher went further to understand the reason(s) for the choice of
their answers. For those who agreed/strongly agreed that exercises or activities
which require them to communicate among themselves will enable them learn
citizenship values better, their numerous and similar opinions have been
summarized in the following sentences. First, they admit that peer learning helps
them in that they are able to exchange ideas with their friends. Direct interaction
between learners promotes active learning (Briggs, 2013) . In fact, sharing a similar
discourse allows for greater understanding according to Briggs. Secondly, the
learners say that when they explain the lesson to someone else they understand
better. According to Ron, K. (2012) a good way of learning is by teaching the
material to others. This forces the individual to review the material and also
reinforces it in his/her memory. Ron goes further to say that explaining something

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 to other people increases one’s ability to understand and remember the information.
Apart from this, it helps to organize one’s thoughts. In the course of explaining the
subject matter to somebody, any question or misunderstanding you may have had
comes out when you have to explain the subject.

For learners who disagreed with the fact that exercises or activities which
require them to communicate among themselves can enable them learn citizenship
values better, the reasons they gave have also been summarized in the following
sentences. According to them, at times their mates do not bring out the proper ideas.
Also, the learners hold that they prefer discussing directly with the teacher because
they will understand better.

4. Can the teacher’s communicative style influence your attitude when learning
citizenship values?

Table 26: Respondents’ responses with regards to the influence of the

teachers’communicative style on their attitude when learning
citizenship values.
Number of Number of Number of
learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Much 05 13 02 07 11 10 48 43.6

Very much 15 17 08 03 06 13 62 56.4

Not very 00
00 00 00 00 00 00 00
much

Not at all 00 00 00 00 00 00 00 00

Total 20 30 10 10 17 23 110 100

From the statistics above, it is realized that 48 (43.6%) of the learners chose
the option “Much” while 62 (56.4%) chose “Very much”. The teacher’s
communicative style may cause the learners either to have interest in the lesson or
113
 not. They may find themselves sleeping when the teacher communicates slowly and
in a low tone. But when the teacher communicates using a high tone and with a lot
of vibrants, they become very attentive in class. The options “Not very much” and
“Not at all” were not chosen by any of the learners.

5. An aspect of citizenship value is respect for one another. Do you apply this
during exercises which require you to communicate?

Table 27: Learners’ responses on the frequency in which they have respect for
one another during exercises which require them to communicate.
Number of Number of Number of
learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Always 20 30 10 10 17 23 110 100

Sometimes 00 00 00 00 00 00 00 00

Hardly 00 00 00 00 00 00 00 00

Never 00 00 00 00 00 00 00 00

Total 20 30 10 10 17 23 110 100

Every learner is of the opinion that he/she respects one another during
exercises which require them to communicate.Respect for one another is
indispensable according to the socio-constructivist learning theory. Communicative
exercises can be carried out during group work. Having mutual respect for one
another is of great importance because it brings about orderliness during group
work. Learners can respect one another by paying attention to what others have to
say. The learning process will therefore move on smoothly and comprehension of
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 the lesson will be greater. This may definitely have a positive impact on their out
put .

6. The English Language textbook helps in facilitating communication during

lessons on citizenship values.

Table 28: Learners’ responses in verifying if their English Language textbooks

help in facilitating communication during lessons on citizenship
values
Number of Number Number of
learners of learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Agree 04 22 05 02 04 09 46 41.8

Strongly 55.5
16 08 04 08 11 14 61
agree

Disagree 00 00 01 00 02 00 03 2.7

Strongly 00
00 00 00 00 00 00 00
disagree

Total 20 30 10 10 17 23 110 100

The learners’ responses reveal that 46 (41.8%) of the learners agree that the
English Language textbooks help in facilitating communication during lessons on
citizenship values while 61 (55.5% ) of the learners strongly agree with the point.
03 (2.7%) of the learners disagree with the fact that the English Language textbooks
help in facilitating communication during lessons on citizenship values. No learner
strongly disagreed with the fact.

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 7. How comfortable are you when learning citizenship values through
classroom communication?

Table 29: Learners’ responses with regards to the degree of comfort they have
when learning citizenship Values through classroom communication.
Number of Number Number of
learners of learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Much 46.4
comfortabl 09 16 03 05 12 06 51
e

Very much 41.8

comfortabl 08 09 07 04 03 15 46
e

Not 1.8
comfortabl 00 01 00 00 01 00 02
e

Not very 10
comfortabl 03 04 00 01 01 02 11
e

Total 20 30 10 10 17 23 110 100

From the statistics above one realizes that 51 (46.4%) learners are learners
who are much comfortable when learning citizenship Values through classroom
communication.46 (41.8%) learners feel very much comfortable.On the contrary,02
(1.8%) learners are not comfortable with the method of learning citizenship Values

116
 through classroom communication. 11 (10%) of the learners are not very
comfortable with this method as well.

8) Classroom communication gives you the opportunity to express your

worries in understanding citizenship values.

Table 30: Respondents’ responses with regard to the opportunity given by

classroom communication for the learners to express their worries in
learning citizenship values.
Number of Number Number of
learners of learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Agree 08 21 07 02 07 09 54 49.1

Strongly 50.9
12 09 03 08 10 14 56
agree

Disagree 00 00 00 00 00 00 00 00

Strongly 00
00 00 00 00 00 00 00
disagree

Total 20 30 10 10 17 23 110 100

From the learners’ responses one realizes that 54 (49.1%) of them agree that
classroom communication gives them the opportunity to express their worries in
understanding citizenship values,The learners who strongly agree with this fact are
56 (50.9%).No learner chose the options “Disagree” or “Strongly disagree”

9. Engaging in community or humanitarian work is an aspect of citizenship

values. How often do you have lessons with your teachers where you
communicate on this aspect?

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 Table 31: Learners responses on the frequency in which they have lessons with
their teachers where they communicate on the aspect “Engaging in community
or humanitarian work”.
Number of Number of Number of
learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Always 04 07 03 04 02 08 28 25.5

Sometimes 03 05 02 01 05 05 21 19.1

Rarely 06 10 00 02 06 03 27 24.5

Never 07 08 05 03 04 07 34 30.9

Total 20 30 10 10 17 23 110 100

On table 31 above, 28 (25.5% ) of the learners opine that they always have
lessons where they communicate on the aspect of citizenship value which concerns
engagement in community or humanitarian work. 21 (19.1% ) of the learners
sometimes have lessons on this aspect. As mentioned in the question above, such
community or humanitarian work is an aspect of citizenship values and learners
may never have known this before, thanks to the lessons. 27 (24.5%) of the learners
rarely have lessons on this aspect while 34 (30.9%) of the learners never have
lessons on the aspect.

10. Do visual aids (pictures, drawings) help to enhance communication during

your lessons on citizenship values?

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 Table 32: Learners’ responses with regards to visual aids enhancing
communication during lessons on citizenship values.
Number of Number of Number of
learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Much 05 15 04 06 07 10 47 42.7

Very much 11 12 05 04 08 12 52 47.3

Not very 10
04 03 01 00 02 01 11
much

Not at all 00 00 00 00 00 00 00

Total 20 30 10 10 17 23 110 100

Looking at table 35 it is seen that 47 (42.7% ) of the learners consider visual

aids to be much helpful in enhancing communication during thier lessons on
citizenship values whereas 52 ( 47.3% ) of the learners consider them to be very
much helpful. Visual aids such as drawings and pictures will definitely help to
enhance communication since the learners will try to interpret these drawings or
pictures from their own point of view. No learner selected the options “not very
much” and “not at all”.

11. Is the learning of citizenship values through classroom communication

beneficial to you?

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 Table 33: Learners’ opinions on the benefits of learning citizenship values
through classroom communication.
Number of Number of Number of
learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Beneficial 05 13 02 07 11 10 48 43.6

Very 48.2
15 14 08 03 04 09 53
beneficial

Not 00
00 00 00 00 00 00 00
beneficial

Not very 8.2

00 03 00 00 02 04 09
beneficial

Total 20 30 10 10 17 23 110 100

Following the responses to the question above, 48 (43.6%) of the learners

assert that learning citizenship values through classroom communication is
beneficial to them while 53 (48.2%) of the learners said it is very beneficial.
Learning citizenship values through classroom communication broadens the
learners’ knowledge as they learn new ideas from their classmates and the teacher.
It also improves their abilities to express themselves better in English. No learner is
of the opinion that learning citizenship values through classroom communication is
not beneficial. However, 09 (8.2%) of the learners are of the opinion that it is not
very beneficial to them.

12. Do you find the learning of citizenship values through classroom

communication interesting?

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 Table 34: Verifying if learning citizenship values through classroom
communication is of interest to the learners.
Number of Number of Number of
learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5

Interesting 05 11 02 06 07 11 42 38.2
Very 42.7
09 14 08 03 04 09 47
interesting

Not 5.5
00 02 00 00 04 00 06
interesting

Not very 13.6

06 03 00 01 02 03 15
interesting

Total 20 30 10 10 17 23 110 100

The responses above reveal that 42 ( 38.2% ) of the learners find the learning
of citizenship values through classroom communication as interesting while 47
(42.7 %) of the learners consider it as very interesting. As the socio-constructivist
learning theory states, learning and studying are always influenced by the learners’
concepts of learning and foci of interset.On the contrary, 06 (5.5%) of the learners
see it as not interseting while 15 (13.6%) of them are of the view that it is not very
interesting. Learning citizenship values through the method of classroom
communication should be of interest to every learner since it enables them to be
able to interact better in class.

13. Can motivation encourage you to better communicate during lessons on

citizenship values?

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 Table 35: Respondents’ responses on the impact of motivation during lessons
on citizenship values.
Number of Number of Number of
learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Much 05 11 02 06 09 11 47 42.7

Very much 15 17 08 04 04 12 63 57.3

Not very 00
00 02 00 00 04 00 00
much

Not at all 00 00 00 00 00 00 00 00

Total 20 30 10 10 17 23 110 100

Table 35 reports that 47 (42.7%) of the learners chose the option “Much”
while 63(57.3%) of them chose “Very Much”. No learner chose the options “Not
very much” and “Not at all”. This may signify that motivation actually has a great
impact in encouraging the learners to better communicate during lessons on
citizenship values.This fact can be supported by the view of the socio-constructivist
de corte (1995) who states that learning is influenced by motivation.

In an attempt to understand the reason(s) for the choice of their answer some
learners think that motivation encourages them to put more effort to better
communicate during lessons on citizenship values and this helps them to understand
better. In fact, motivation influences the learning behaviour of learners. They pay
close attention to the lesson and participate actively in class discussions. More
often, the end product of motivation is excellent performance. Other learners said
motivation encourages them to have interest on the lesson since they are fully
engaged in the lesson when motivated.

14. How do your teachers motivate you?

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 Table 36: Respondents’ responses on the way they are motivated by their
teachers.
Number of Number of Number of
learners learners learners
Options Total Percentage
G.B.H.S G.B.H.S Jacques de
Maroua Mokolo Berno

F4 F5 F4 F5 F4 F5
Through 16.4
05 00 02 02 04 05 18
money

Through 53.6
08 17 08 04 04 18 59
marks

Through 30
07 13 00 04 09 00 33
praises

Total 20 30 10 10 17 23 110 100

Looking at the information on the table above, one can observe that 18
(16.4%) of the learners are in line with the fact that the teachers motivate them by
giving them money. Some other learners, giving a rate of 53.6% affirm that they are
motivated through marks. Also, 33 (30%) of the learners are motivated through
praises. All these are good ways of motivating the learners to learn citizenship
values through classroom communication. These three ways of motivating learners
fall under the type of motivation known as extrinsic motivation. The individual’s
desires to perform a task are influenced by an outside source and the result for
performing the task is rewarding for the individual (Andrew & Carols, 2005).

4.3. Interview Questions to Inspectors

1. How often do you carry out inspection in lessons on citizenship values?

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In responding to the question above, some inspectors were of the opinion that they
carry out inspection in lessons on citizenship values in every sequence. These
inspectors think that frequent inspection will cause both teachers and learners to
take lessons in citizenship values seriously. Others said they carry out inspection
each term. According to some other inspectors, they carry out inspection twice
during the academic year.
2. How effective is the teaching and learning of citizenship values in
schools?
Majority of the inspectors hold the view that the teaching and learning of
citizenship values is very effective in schools. These inspectors hold their claim
from the teachers’ records in the log book as well as their personal observations
which reveal that the teachers practice the active method of teaching in their
classrooms. Some other inspectors think that the teaching and learning of
citizenship values is not very effective in schools. According to them, some teachers
do not practice the active method of teaching.

3.Which teaching method will you recommend for the teaching of

citizenship in English Language lessons?

Some inspectors proposed learner-centered teaching as a recommended method in

teaching citizenship in English Language lessons. These inspectors think that the
process of learning here is shared equally between the teacher and the learners.Also,
that the teacher acts like a coach and a facilitator to the learners.Other inspectors
break down the learner-centered method of teaching to class discussion and group
work.They were of the opinion that learners share ideas and bring out their various
opinions through discussion and group work.
4.What are some of the advantages of the recommended teaching
method to learners?
The inspectors who recommended the learner-centered approach hold the
view that this approach is advantageous because it gives room for formative

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 evaluation, active engagement of learners in the learning process as well as
emphasis on the meaningfulness of the knowledge being passed across.
Those who break down the learner-centered method of teaching to class
discussion gave numerous advantages. According to them, teaching citizenship in
English Language lessons through class discussion provides the teacher with
feedback. Their reasons being that as learners answer questions, the teacher can
estimate whether the learners are actually understanding or not. And that if a learner
gives an incorrect answer, the teacher can then help the learners with the correct
answer. Also, learning citizenship through classroom discussion encourages
preparation. An explanation was given that if teachers always engage learners in
classroom discussion, then learners will more likely come prepared in class.
Moreover, during discussion emphasis is on learning instead on teaching because
discussion method lays emphasis on the learners’ activity which is realized through
this discussion. Furthermore, learning about citizenship through discussion gives the
opportunity for new ideas to be tested and explored and develops the habits of
collaborative learning. In another instance, discussing ideas deepens the learners’
understanding. Apart from this, learners develop skills of synthesis and integration
according to these inspectors.
Other inspectors who also break down the learner-centered method of
teaching to group work gave certain advantages as well. For them, group
work increases productivity and performance because groups that work well
together are capable of achieving much more than individuals working on
their own. Also, group work creates more opportunities for critical thinking
and can promote learners’ learning and achievement. Moreover,
collaborating with others during group work will help the learners to identify
their strengths and weaknesses.

4.4. Observation

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 I made use of the non-participant observation to get more facts on the issues
under study. I did not take part in the activities of the case study but observed the
lessons of the teachers. I observed five lessons from the schools under study. Two
lessons were observed in G.B.H.S Maroua and another two in G.B.H.S Mokolo.
One lesson was observed in Jacques de Berno. During this period of observation, it
was noticed that not all the teachers taught citizenship values through the method of
classroom communication. Some actually did so through constant exchange of ideas
between the teachers and the learners and through group work. I also took note of
the fact that some of the learners did not have the English Language textbook which
helped in facilitating communication. For instance, exercises on citizenship values
were found in the textbook (see appendix D, E, F, G and H).During group work the
learners shared ideas among themselves. Majority of them found the group work
very interesting. It was as well observed that during an exercise, some of the them
who did not have the textbooks shared with those who have. Others who did not
have the opportunity of sharing remained on their benches and discussed non
curricular activities. The consequence was much noise in class.

The teachers shared the learners in groups and allowed them to work on their
own. A group leader was chosen amongst each group. The researcher realized that
some learners did not have mutual respect for others. There was a lot of argument in
some groups.After the exercise was over, the group leaders read out their findings.
The teachers awarded marks to each group according to their performances. (See
tables 37,38 and 39). After this, the teachers did the correction. The learners took
down the correction in their exercise books.

It was also noticed that some teachers actually adapt or design materials on
citizenship from other sources to integrate on their English lessons.This was the
case with the form five teacher of Jacques de Berno who adapted a reading passage
from Wikipedia (see appendix H)

While still observing, it was realized that most learners who learn English as
a foreign language speak French in class. Another language which they used
frequently was Fulfulde. Second language learners also spoke a lot of pidgin-

126
English in class . One of the ways in which the learners can communicate fluently in
lessons on citizenship values is for them to speak in English more often.

4.4.1.The Performances of Form four and Form five learners during Group
Work on Citizenship Values

The performance of my target population is judged from the learners’ ability

in performing either excellently or poorly in lessons on citizenship values through
group work. As mentioned earlier in chapter one, group work is an element of civic
education that brings about interactive patterns of classroom communication( Van
Lier 1998). I thought it necessary to include the learners’ performances in this work
so as to avoid subjectivity. This is because some of the learners must have given
faulty information in the course of filling the questionnaire. The tables below
portray the performances which were obtained in the schools under study.

Table 37: Presentation of Learners’ Performances from G.B.H.S Maroua.

Groups Score on 20 Score on 20
F4 Grade
F5 Grade
Group 1 11 Average 14 Good
Group 2 07 Weak 17 Excellent
Group 3 12 Fair 10 Average
Group 4 13 Fair 08 Weak
Group 5 12 Fair

The performances of form four learners in G.B.H.S Maroua revealed that

Group one scored 11 on 20 which is an average grade, Group 2 failed with 7 on 20
and had a weak grade, Group 3 had 12 on 20 and obtained a fair grade, Group 4 had
13 on 20 and also had a fair grade. Looking at the performances of form five
learners, one realizes that Group one scored 14 on 20 and the grade is good, Group
2 scored 17 on 20 and obtained an excellent grade, Group3 scored 10 on 20 and had
an average grade, Group 4 failed with 8 on 20 and had a weak grade, Group 5 had
12 on 20 and had a fair grade.

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Table 38: Presentation of Learners’ Performances from G.B.H.S Mokolo.
Groups Score on 20
F4 Grade
Group 1 08 Weak
Group 2 15 Very good
Group 3 13 Fair

From the information above gotten from learners of G.B.H.S Mokolo, the
performances of form four learners portrayed that Group one scored 08 on 20 and
had a weak grade, Group 2 scored 15 on 20 and the grade is very good while Group
3 had 13 on 20 and obtained a fair grade. The researcher observed that no group
work was carried out on form five learners.

Table 39: Presentation of Learners’ Performances from Jacques de Berno.

Groups Score on 20
F4 Grade
Group 1 09 Below
average
Group 2 12 Fair
Group 3 10 Average
Group 4 14 Good

The table above reveals that Group one learners of Jacque de Bernaud in
form four scored 09 on 20 and obtained a weak grade, Group 2 scored 12 on 20 and
the grade fair, Group 3 had 10 on 20 which is an average grade, Group 4 scored 14
on 20 and the grade is good. There is no statistics for form five learners. As stated in
3.3.3, a sample was carried out on the teachers to be observed so as to save time
and energy.

This chapter has elaborated on the presentation and analyses of data. It has
shown the various techniques such as questionnaires, informal interview and
observation used to present and interpret the data collected from the field. The
following chapter shall present an interpretation of the data.

128
129
 CHAPTER FIVE

SUMMARY OF THE FINDINGS, DISCUSSION OF FINDINGS,

RECOMMENDATIONS, SUGGESTION FOR FURTHER RESEARCH AND
LIMITATIONS OF THE STUDY.

Introduction
This chapter comprises of five main sections.The first section presents the
summary of the findings in relation to the research questions that guided this
investigation. The second section presents discussion in relation to the findings of
the study.The third section presents recommendations while the fourth section deals
with suggestions for further research.Finally, the last section presents obstacles
encountered in the course of carrying out the research.

5.1. Summary of the main findings

This section summarizes the research findings based on the research
questions, hypotheses, statement of the research problem and aim of the study.The
study sets out to verify four research questions and three hypotheses.

The first research question sought to find out the different methods that can
be used by a teacher to achieve classroom communication. Group work was seen as
one of these methods. Evidence of this is gotten from questions 7, 8 and 9 of the
teachers’ questionnaire in chapter 4.Other methods were exchange of ideas between
the teacher and the learners, exchange of ideas among learners and teaching in
context. This is seen in questions 10 and 11.Discussion was another method as
realized in questions 13, 14 and 15.
The second research question sought to verify some of the challenges
teachers may face in trying to teach citizenship through the methods above.These
difficulties were mentioned in question 2 of the teachers’ questionnaire. They were
over crowded classrooms as experienced by 14.3% of the teachers, noise as
experienced by 28.6% of the teachers, learners’ lack of follow up as encountered by

130
21.4% of the teachers and lack of appropriate materials as realized by 35.7% of the
teachers.
The third research question concerns the impact of classroom communication
in the learning of citizenship values.This can be both positive and negative.
Findings were first realized in question 21 of the teachers’ questionnaire. It was
noticed that 28.6% of the teachers agreed that meaningful learning occurs when
learners engage in social activities such as communication. Few teachers (14.3%)
strongly agreed to this fact. This revealed the positive impact of learning citizenship
values through classroom communication.Contrarily, 35.7% of the teachers
disagreed with the statement while 21.4% was registered for the few teachers who
strongly disagreed. This throws light on the negative impact of learning citizenship
values through classroom communication. This could be realized through too much
noise in class in the course of communicating as seen in question 22 of the teachers’
questionnaire.

The impact of classroom communication can also be realized in questions

2,3,4 and 8 of the learners’ questionnaire.Findings in question 2 reveal that the
learners had learnt some aspects of citizenship values through discussion.These
aspects were: having mutual respect for one another, love for one another, living in
peace with people, forgiveness, human rights and gender equity.In question 3, it
was realized that some learners agreed and strongly agreed that exercises or
activities that require them to communicate will enable them learn citizenship
values better.This gave a percentage rate of 60% and 35.5% respectively. However
few learners (4.4%) disagreed with the fact. This also revealed the negative impact
of classroom communication in learning citizenship values. It was also found out in
question four that the teacher’s communicative style can actually influence the
learners’ attitude when learning citizenship values. This is evident from 43.6% of
the learners who chose the option “Much” and 56.4% who chose “Very much”. As
for question 8, note was taken of the fact that classroom communication gave
learners the opportunity to express their worries in understanding citizenship values.
Less than half (49.1%) of the learners agreed with the fact while more than half
(50.9%) strongly agreed.
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 From the observation carried out as seen in 4.4, it was noticed that group
work which is a method of communication was very interesting to majority of the
learners.This also points to the fact that classroom communication has a positive
impact in learning citizenship values.

The fourth research question focused on discovering what could be done to

foster effective classroom communication while teaching citizenship values. The
use of teaching aids provided an answer to this question. This is evident in question
four of the teachers’ questionnaire where all the teachers affirmed that teaching aids
such as charts and pictures facilitate the teaching and communication process
because the learners find the lesson interesting when these objects are used. They
attempt interpretations of the objects from the questions posed by the teacher
thereby enhancing the communication process. Other answers to this research
question focused on the use of group work as seen on question 9 of the teacher’s
questionnaire, exchange of ideas between the teacher and the learners as well as
exchange of ideas among learners on table 12 and classroom discussion on table 15.
As far as the hypotheses are concerned, the first one states that classroom
communication has an impact in learning citizenship values. In order to avoid
repetition, evidence of this claim can be gotten from the third research question.
The second hypothesis states that learners who are effective communicators
will be more successful during lessons on citizenship values. Findings were
revealed in question 19 of the teachers’ questionnaire where 42.9% of the teachers
agreed that learners who communicate effectively are more successful in the
classroom. 35.7 % of the teachers strongly agreed with the point. Findings also
reveal that few teachers (21.4%) disagreed with the point.Therefore,learners who
are effective communicators may not necessarily be more successful during lessons
on citizenship values.
The third hypothesis mentions the fact that teachers do not often teach
citizenship values through classroom communication.It was discovered in question
11 of the teachers’ questionnaire that upto 71.4% of the teachers always use
communicaive methods on lessons that deal with citizenship while just 28.6% of the
teachers do so sometimes. In question 13 it was realized that 28.6 % of the always
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encourage their learners to discuss about citizenship values during their lessons,
42.8% do so sometimes while 28.6% rarely do so.Findings from question one of
the learners’ questionnaire also revealed that 42.7% of the learners always discuss
issues concerning citizenship with their classmates and teachers while 43.6% do so
sometimes. It was as well noticed that 13.6% of the learners hardly carry out
discussions on citizenship with their classmates and teachers. From the researchers’
observation note was also taken of the fact that not all the teachers taught
citizenship values through the method of classroom communication. Considering
this discussion the conclusion may be that some teachers do not often teach
citizenship values through classroom communication.
With regard to statement of the problem, it was realized that some languauge
teachers consider the teaching of citizenship values as an unnecessary intrusion into
their language lessons. They also regard citizenship as an unwelcome newcomer
into the syllabus. Citizenship education also has a low status in many schools. This
could be the reason why on Table 15 only 28.6% of the teachers always encourage
their learners to discuss about citizenship values during their lessons.It was also
noticed that teaching citizenship once per week does not offer sufficient time to
engage seriously and systematically with active methodology.Also, some teachers
do not often teach citizenship values through the method of classroom
communication.
The aim of the study was to investigate the impact of classroom
communication in learning citizenship values.Table 9 revealed that majority of the
teachers (57.1%) agreed that teaching citizenship values can be enhanced through
classroom communication. Also, communicatuion through group work fosters the
learning of citizenship values as seen in question 9 of the teachers’
questionnaire.Moreover, table 25 reveals that upto 60% of the learners agreed that
exercises or activities which require them to communicate will enable them learn
citizenship values better.Furthermore, 50.9% of the learners strongly agreed that
classroom communicaton gives them the opportunity to express their worries in
understanding citizenship values.All these findings reveal that classroom
communication has a positive impact in learning citizenship values.

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5.2. Discussion of Findings.
The results to be discussed in this section were obtained from the data
collected through the questionnaires, interviews and observation.

5.2.1.Discussion of findings in relation to teachers’ questionnaire

Teachers’ questionnaire for this study was composed of twenty two
questions. All the informants completed the questionnaire.

In finding out if the teachers’ syllabus include lessons on citizenship values, table 6
shows that all the teachers’ syllabuses include lessons on citizenship values. This is
an indication that all the teachers actually teach lessons on citizenship values. This
was noticed by the researcher during observation where the researcher actually
observed lessons taught by these teachers on citizenship values.

The researcher also registered the teachers’ responses with regard to

supplementary materials.This is seen on table 7.A considerable number of the
teachers (71.4) affirm that they always adapt or design materials on citizenship
from other sources to integrate on their English lessons. From the observation done
on the teachers, I realized that some of them actually adapt or design materials on
citizenship from other sources to integrate on their English lessons.This was the
case with the form four teacher of G.B.H.S Mokolo who adapted a reading passage
from Wikipedia (see appendix G). On the contrary, just 28.6% of the teachers
sometimes adapt or design these materials.Adapting or designing materials such as
charts and pictures may definitely increase the learners’ level of understanding.
Also, if all the teachers always adapt/design supplementary materials on citizenship
from other sources, then the teaching of citizenship may be always interesting.

The report on question 4 shows that all the teachers accepted that teaching
aids help them in teaching citizenship values through classroom communication.
This gives a percentage rate of 100. The teachers’ opinion goes in line with the
opinion of majority of the learners on table 32 where these learners chose the
options “Much” (42.7%) and “Very much” (47.3%) to agree with the fact that visual
aids help in entrancing communication during their lessons on citizenship values.

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This may imply that citizenship lessons which are conducted with the use of
teaching aids are effective and interesting.

In an attempt to find out if the teachers verify learners’ previous knowledge

before teaching citizenship values through classroom communication, table 8
reveals that only 35.7% of the teachers always do so. Majority of the teachers
(64.3%) do so sometimes. It is good for teachers to always verify the previous
knowledge of learners. This will enable the teachers to discover the strength and
weaknesses of the learners in the subject area. It would therefore be easier for the
teachers to tackle the lesson based on these strength and weaknesses.

The researcher went further to verify if teaching citizenship values can be

enhanced through communication. Table 9 revealed that more than half of the
teachers (57.1%) agree to this fact while less than half (42.9%) strongly agree. This
means that all the teachers are in line with the fact that teaching citizenship values
can be enhanced through communication. This contradicts the researcher’s
observation in which she took note of the fact that not all the teachers teach
citizenship values through classroom communication. Teaching through
communication has many advantages including the fact that the class will be lively
and there will be an increase in the learners’ level of understanding.

Result about organizing learners to work in groups show that less than half
(42.9 %) of the teachers always organize the learners to work in groups as seen on
table 10. More than half (57.1%) of the teachers mentioned that they do so
sometimes. It will be appropriate for the teachers to always organize the leaners to
work in groups irrespective of whether the class practices the Skilled Based
Approach or the Competence Based Approach. Group work encourages peer
learning and better comprehension of the lesson. It also improves the
communicative skills.Apart from this, learners have the opportunity of sharing
different ideas.

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 Note was also taken of the fact that many teachers (78.6% ) assign the
learners to work in groups of 7 while just few teachers (21.4%) do so in groups of
10.This is seen in table 11.The teachers’ choices may be appropriate ways of
grouping the learners. If the teachers decided to assign the learners to work in
groups of fifteen or twenty, then group work may be inefficient and boring. Many
learners in one group may instead cause the class to be rowdy.

In trying to investigate other methods used by the teachers to enhance

communication apart from group work, table 12 shows that 28.6% was registered
for teachers who used exchange of ideas between teachers and learners. Another
28.6% was registered for teachers who allow the learners to exchange ideas
themselves. It was also realized that 42.8% of the teachers used the method of
teaching in contexts. All these are appropriate methods which the teachers use in
their English Language classes. Blending these methods will be good because the
class shall be very active, interactive and interesting.

In the course of finding out the frequency in which the teachers use the
methods in table 12 on lessons that deal with citizenship, it was noticed in table 13
that up to 71.4% of the teachers always use the method they chose. On the other
hand, just 28.6% of the teachers were objective enough to say that they use the
method they chose sometimes. It is good to always use these methods when
teaching. These methods (exchange of ideas between teacher and learners, exchange
of ideas among learners and teaching in contexts) will certainly cause the class to be
lively and interesting.

Another result worth discussing concerns the teachers’ responses with regard
to the positive impact of class talk on the teaching of citizenship values. According
to table 14, more than half (57.1%) of the teachers agree that classtalk can have a
positive impact on the teaching of citizenship values. On the contrary, less than half
(42.9% )of the teachers strongly agree to this fact.As stated in the analysis on
question 12, Classtalk is a classroom communication system which facilitates the
presentation of questions for small group work, as well as the collection of learners’

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answers and the display of histograms showing how the class answered. Classtalk
therefore encourages classroom communication.

As for table 15 pertaining to the frequency in which teachers encourage their

learners to discuss about citizenship values during their lessons, the study
demonstrated that only 28.6 % of the teachers affirm that they always encourage
their learners to discuss about citizenship values during their lessons. 42.8% of the
teachers do so sometimes. Effective learning can be realized when learners discuss,
criticize and share ideas. When learners participate actively in a discussion, it can
make learning to be interesting. This can therefore ensure better and effective
learning. Another 28.6% of the teachers were frank enough to say that they rarely
encourage their learners to discuss about citizenship values during their lessons.It
could be surprising to find out that some teachers rarely encourage their learners to
discuss about these values during their lessons.These teachers actually advanced
certain points for their actions such as having recalcitrant learners who are reluctant
to carry out discussions about citizenship values in class. Nevertheless, the problem
may come from the teachers themselves.Some teachers may have a luke warm
attitude in encouraging these learners. This is a call for concern to both teachers and
learners because discussion is very important in learning citizenship values(see
question 15).

With regard to the attitude of learners during discussions relating to

citizenship, table 16 reveals that 14.3% of the teachers consider the attitude of the
learners to be dormant. This is detrimental to learning citizenship values through
classroom communication. Contrary to this, 28.6% of the teachers affirm that the
learners are cooperative in class. Thus learning citizenship values through
discussion may be effective. Another 14.3% of the teachers opine that the learners
are docile. When learners are willing to learn, the lesson will definitely move on
successfully. Majority of the teachers (42.8%) are in line with the fact that the
learners are interactive. This is probably a sure way of learning. The general view of
the table therefore reveals that many learners have positive attitudes as opposed to
those who have negative attitudes during discussions relating to citizenship.

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 Results about assessing the performance of learners during lessons involving
the aspect of citizenship show that just 28.2% of the teachers assess the performance
of the learners as 50% as shown in table 17. A considerable number (42.9%) of the
teachers assess their performance as less than 50%. Also, another 28.6% of the
teachers assess the learners’ performance as more than 50%.

With respect to evaluating the performance of learners during lessons

involving the aspect of citizenship, the study revealed that 21.4% of the teachers
evaluate the performance of the learners as below average, 28.6% evaluate it as
average and good .Another 21.4% evaluate the performance as excellent as seen in
table 18.The highest percentage comes from teachers who evaluate the performance
as average and good. This percentage (28.6%) seems not to be encouraging. Also,
one of the lowest percentages comes from teachers who evaluate the performance as
excellent (21.4%).This is discouraging too. If both teachers and learners put more
effort in teaching and learning citizenship values then the the percentage of
excellent performance will be high.
Results about the success of learners who communicate effectively reveal
that majority of the teachers (42.9%) agree that learners who communicate
effectively are more successful in the classroom. This is evident in table 19. Other
teachers (35.7 %) strongly agree with this point. One of the ways in which learners
may construct knowledge is through effective communication. Effective
communication will certainly support the learners’ learning. It may also deepen the
learners’ thinking and this may help them to internalize the content of the lesson.
Effective communication may therefore be a collaborative activity in the learning of
citizenship values. The results also reveal that few teachers (21.4%) disagree with
the point. It could actually be true that learners who communicate effectively may
not necessarily be more successful in the classroom. However, the teachers who
hold this view could be those who hardly give learners the opportunity to carryout
communicative exercises in class.

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 Table 20 presents findings concerning the best learning style for learners when
learning citizenship values through classroom communication. It was realized that
just 35.7% of the teachers were of the opinion that the visual mode is the best mode
of learning when learning citizenship values through classroom communication. A
considerable number of teachers (64.3%) affirm that the auditory mode of learning
is the best for the learners. Communication may be effective when learners listen to
the teacher or to one another and also give their point of view.Again, for there to be
effective communication when learning citizenship values, both the visual and the
auditory modes of learning could go alongside each other.

Findings in table 21 reveal that 28.6% of the teachers agree that meaningful
learning occurs when learners engage in social activities such as communication.A
few teachers (14.3%) strongly agree to this fact. Communication may strengthen the
connection between the learners and the teacher. It may create an overall positive
experience in the classroom On the contrary, a considerable number of teachers
(35.7%) disagree with the statement .Finally, 21.4% was registered for the few
teachers who strongly disagree.As mentioned in the second part of the question, the
teachers who disagree and strongly disagree hold the view that meaningful learning
can still occur through other means such as lectures and individual exercises.

In the course of finding out the difficulties which teachers encounter in trying to
let learners learn citizenship values through classroom communication, only 14.3%
of the teachers experienced over crowded classrooms. This will certainly hinder
classroom communication. Group work may also be difficult to carry out. 28.6% of
the teachers encountered noise in class. Communication cannot flow easily when
there is noise in class. It was also realized that 21.4% of the teachers encountered
learners’ lack of follow up. Classroom communication cannot go on effectively if
the learners do not follow up the lesson. 35.7% of the teachers encountered lack of
appropriate materials. It becomes difficult for the teachers to successfully carry out
classroom communication if the materials to be used for communication are not
available.

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5.2.2. Discussion of findings in relation to Learners’ questionnaire
The learners’ questionnaire was made up of fourteen questions. All the
questionnaires were completed as well.

In verifying if learners discuss issues concerning citizenship with their

classmastes and teachers, it was noticed on table 24 that less than half of the
learners always do so or do so sometimes. This gave a percentage rate of 42.7 and
43.6 respectively. 13.6% of the learners hardly do so. This may be learners who are
dormant in class. However, the information on this table reveals a real life situation
since it is almost impossible to find only active learners in a class.

Table 25 reports that up to 60% of the learners agree that exercises or

activities that require them to communicate will enable them learn citizenship
values better.Just 35.5% of the learners strongly agree to this.Communication
develops learners’ critical thinking and improves learners’ communicative skill.
They communicate with one another and this enables them to explore the talents
they have. In connection to the Theory of Cognitive Evaluation by Stavredes
(2011), learners are expected to participate actively in learning. One of the ways in
which this can be done is through communication. Jean Piaget in The Constructivist
Theory of learning is of the opinion that the teachers are regarded as facilitators who
assist the learners in constructing their ideas and that the learners learn best when
they gain knowledge by exploration and active learning. In this light, it was realized
through observation that it is of great relevance when some teachers group the
learners to communicate among themselves during an exercise. An insignificant
percentage (4.4%) was registered for learners who disagree with the point. This
could be learners who do not find the learning of citizenship values interesting
especially through classroom communication. This can be confirmed in table 34.

In finding out the reason(s) for the choice of the learners’ answers, it was
noticed that those who agreed/strongly agreed think that peer learning helps them
because they are able to exchange ideas with their friends. In fact, they will
certainly feel more comfortable and open when interacting with a peer .Also, the
learners opine that when they explain the lesson to someone else they understand

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better. When explaining the subject matter, the learners may develop critical
thinking. This helps them to bring out other points relevant to the subject matter
which may not have been inclusive in what the teacher had taught them. When this
happens, the learners will certainly have a deep understanding of the lesson.

For the learners who disagreed, they hold the view that at times their mates
do not bring out the proper ideas during communication. They therefore do not
realize the importance of peer learning since they can hardly learn anything from
their friends. This is a call for concern on the part of the teachers. The learners may
not have been paired properly in class. Certainly, their group may comprise only of
weak learners. In order for peer learning and classroom communication to be
effective, the teachers have to put the intelligent learners alongside the weak ones.

These learners who disagreed also prefer communicating directly with the
teacher because they will understand the lesson better. This is because teachers
certainly have a great impact on how much learners learn; Learners of the most
effective teachers excel tremendously. Communication between the learners and the
teachers makes learning easier and probably heightens the expansion of knowledge
more than peer learning. This can justify why the learners in question prefer
communicating with the teacher than communicating with their friends during an
exercise or activity in class.

In verifying if the teacher’s communicative style can influence the learners’

attitude when learning citizenship values, table 26 revealed that 43.6% of the
learners chose the option “Much” while 56.4% chose “Very much”. The fluency of
the teacher in communicating may contribute to make the lesson an interesting one.
A teacher who speaks fluently will draw the attention of the learners on the lesson
as they will certainly like the way the teacher speaks. When the learners like the
way the teacher speaks, they will definitely like the lesson.

Findings in table 27 revealed that all the learners always respect one another
during exercises which require them to communicate. There is a contradiction
between the learners’ responses and what the researcher actually observed.

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According to observation carried out in chapter four, the researcher realized that not
all the learners had mutual respect for one another. There were so much arguments
in certain groups. One of the ways in which effective learning can be done in
citizenship values is for the learners to have mutual respect for one another.

It was noticed in table 28 that the English Language textbook helps in

facilitating communication during lessons on citizenship values. 41.8% of the
learners agreed to this fact while 55.5% of them strongly agreed. This should be
learners who have the English Language textbooks in class. During observation it
was noticed by the researcher that it was mostly those who had the textbooks in
class who participated effectively during group work and other communicative
activities. For instance, exercises on Reading Comprehension were given from the
textbook. These reading passages were focused on citizenship values (See the
appendices).Effective communication was carried out mostly by those who had
textbooks. However, A few learners (2.7%) disagreed with the fact. These probably
fall under the category of learners who do not have the textbook. It was also
observed that learners who did not have the textbook and did not have the
opportunity of sharing with their mates served as distractors in class. They found
pleasure in disturbing and distracting others.

The findings in table 29 revealed that 46.4% learners are learners who are
much comfortable when learning citizenship Values through classroom
communication.41.8% learners feel very much comfortable. Only 1.8% learners are
not comfortable with the method of learning citizenship Values through classroom
communication. Also, 10% of the learners are not very comfortable with this
method. The researcher wishes to reiterate here that this should be learners who do
not have the textbook in class. However, the way the teacher carries out
communication may either cause the learners to be comfortable or not.

With regard to the opportunity given by classroom communication for

learners to express their worries in understanding citizenship values, it appears on
table 30 that 49.1% of these learners agree that classroom communication gives
them the opportunity to express their worries in understanding citizenship

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values.50.9% of the learners strongly agree with this fact.Most often it is through
communication that the learners have the opportunity of stating whatever difficulty
they have in understanding citizenship values.

Findings from table 31 revealed that 25.5% of the learners always have
lessons where they communicate on the aspect of citizenship value which concerns
engagement in community or humanitarian work. 19.1% of the learners sometimes
have lessons on this. Community or humanitarian work may include assistance in
keeping the environment clean as well as assistance in building a hospital or a
school 24.5% of the learners rarely have lessons on this aspect while 30.9% of the
learners never have lessons on the aspect. These may be learners who hardly follow
up lessons in class.

Looking at table 32 it is seen that 42.7% of the learners consider visual aids
to be much helpful in enhancing communication during their lessons on citizenship
values while 47.3% of them consider visual aids to be very much helpful. The
teaching and learning procedures may appear more interactive and lively with the
help of visual aids since visual aids certainly help in explaining the concepts more
clearly. No learner chose the options “not very much” and “not at all”. This means
that all the learners have a positive view about visual aids being helpful in
enhancing communication during lessons on citizenship. There was no discrepancy
in the opinions of the learners and that of the teachers as shown in question 4 of the
teachers’ questionnaire. The learners’ view go in line with that of all the teachers
who assert that teaching aids help them in teaching citizenship values through
classroom communication.

Results of the finding in table 33 demonstrate that learning citizenship values

through classroom communication is beneficial to 43.6% of the learners. It is also
very beneficial to 48.2% of them. One can determine the level of the learners’
comprehension based on how classroom communication is carried out. Effective
communication will therefore lead to better comprehension of the lesson and this
will either be beneficial or very beneficial to the learners. On the contrary, learning
citizenship values through classroom communication is not very beneficial to few of

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the learners .This gives a percentage of 8.2.This may be recalcitrant learners who do
not pay attention to lessons being taught. It may also be that the method of
classroom communication is poorly done and thus uninteresting.

The information given by the learners in table 34 showed that 38.2% of the
learners find the learning of citizenship values through classroom communication as
interesting while 42.7 % of the learners consider it as very interesting. Contrarily,
5.5% of the learners see it as not interseting while 13.6% of them are of the view
that it is not very interesting. The last two percentages must have come from those
who opine in table 33 that learning citizenship values through classroom
communication is not very beneficial to them.

In finding out the impact of motivation during lessons on citizenship values,

table 35 reports that 42.7% of the learners chose the option “Much”.A reasonable
number of learners chose “Very Much”.This gave a percentage rate of 57.3. In
connection with the theories of Behaviourism and Cognitive Evaluation, it is of
immense importance to motivate the learners especially using extrinsic motivation.

It was as well found out in table 36 that 16.4% of the learners were in line
with the fact that the teachers motivated them by giving them money. Motivation
was done through marks to more than half of the learners.This gave a rate of 53.6%.
Also, 30% of the learners were motivated through praises.This type of motivation is
based on external goals. The statistics above confirms Kaplan’s (2010) view that the
goals of extrinsically motivated engagement might be the attainment of rewards
such as money, prizes or other benefits. By motivating the learners, the teachers
intend to make them work harder. The learners, especially those learning English as
a foreign language will certainly develop much interest in learning citizenship
values through classroom communication.

5.2.3. Discussion of findings from Inspectors

Four questions were posed to the inspectors and they gave satisfactory
answers to these questions.

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 Findings on the frequency in which inspectors carry out inspection in lessons
on citizenship values revealed that some of them carry out inspection every
sequence. Others do so each term. Some other inspectors do so twice during the
academic year. It may be appropriate if all the inspectors carry out inspection every
sequence. The researcher’s opinion goes in line with that of some inspectors who
opine that frequent inspection will cause both teachers and learners to be serious.

It was also discovered that the teaching and learning of citizenship values is
very effective in schools. Evidence of this is gotten from a reasonable number of the
inspectors who hold their claim from the teachers’ records in the log book and their
personal observations which reveal that the teachers practice the active method of
teaching in their classrooms.Active methods of teaching include communication in
the classroom and group work. On the contrary, few inspectors think that the
teaching and learning of citizenship values is not very effective in schools.Their
reason being that some teachers do not practice the active method of teaching. For
there to be effective teaching and learning of citizenship values, the active method
of teaching should be practiced wherein the learners are at the center of the teaching
and learning process

From the findings, it was realized that the learner-centered teaching was
proposed by some inspectors as a recommended method in teaching citizenship in
English Language lessons. This can be considered a broad classification to the
approach of teaching.Other inspectors break down the learner-centered method of
teaching to class discussion and group work.Thier opinion about group work goes
in line with that of the teachers in question 9 of chapter 4. Learner-centered
teaching will definitely lead to active learning in class.

In finding out the advantages of the recommended teaching method to

learners, some inspectors affirmed that the learner-centered approach is
advantageous because it brings about formative evaluation, active engagement of

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learners in the learning process and emphasis on the meaningfulness of the
knowledge being passed across.
Other inspectors who break down the learner-centered method of
teaching to class discussion asserted that teaching citizenship in English Language
lessons through class discussion provides the teacher with feedback. Also, learning
citizenship through classroom discussion encourages preparation. Moreover, during
discussion emphasis is laid on learning instead on teaching .Furthermore, learning
about citizenship through discussion gives the opportunity for new ideas to be tested
and explored and develops the habits of collaborative learning. In another instance,
discussing ideas deepens the learners’ understanding. Apart from this, learners
develop skills of synthesis and integration during discussion. Findings here reveal
that discussion may be a vital element in teaching citizenship values to leaners.
Note was also taken of the fact that the inspectors who break down the
learner-centered method of teaching to group work opined that group work increases
productivity and performance. Also, that group work creates more opportunities for
critical thinking and can promote learners’ learning and achievement. Moreover,
collaborating with others during group work will help the learners to identify their
strengths and weaknesses. Group work can also be considered as an important
element in teaching citizenship values to learners (Van Lier, 1998:173).

5.2.4. Discussion of findings in relation to observation

Apart from the interview conducted on the inspectors, the researcher also
carried out observation to butress the results of the findings as seen in 4.4 of the
chapter 4. The observation phase revealed the following:

 Not all the teachers taught citizenship values through the method of
classroom communication. Some actually did so by exchanging ideas
with the learners and through group work.
 Some of the learners did not have the English Language textbook
which helped in facilitating communication. This served as a
difficulty in the teaching and learning process.

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  Some learners did not have mutual respect for others during group
work. Mutual respect is very necessary for the smooth flow of the
lesson.
 The performncances of the learners during group work were similar to
the teachers’ responses in table 18. Their performances fall under the
following grades: Weak, Below average, Average, Fair, Good, Very
good and Excellent. Details of these are evident in tables 37, 38 and
39 of chapter 4.Similarly; the teachers evaluated the performances of
the learners as below average, average, good and excellent.
 Some teachers adapted or designed materials on citizenship from
other sources to integrate in their English lessons while others did not
do so. For there to be effective teaching and learning of citizenship
values, teachers should endeavor to always adapt or design materials
from different sources.
 Most learners who learn English as a foreign language spoke French
and Fulfulde in class. Second language learners also spoke a lot of
pidgin-English in class .These other languages served as setbacks to
the learning of citizenship values which is done in English Language.
From the findings above, if all the negative issues are handled,
then the teaching and learning of citizenship values in schools shall be
very effective and wonderful.

5.3 Recommendations
Considering the results gotten from the investigation, the researcher
recommends that the government, curriculum designers, the school administration,
teachers, parents, students and other researchers should take certain measures to
improve the educational situation.

Government

For classroom communication and the learning of citizenship values to be

effective, classroom communication should be encouraged and done frequently.
Citizenship values should also be taught more frequently in English Language

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lessons.Both classroom communication and the learning of citizenship values
should be done in an intensive manner in order to enable the learners acquire the
skill of communication and to know much about citizenship values.

French speaking learners should be motivated to communicate in class.This can

be done through verbal praises or through marks.

The government needs to send inspectors to check if teaching citizenship values

through classroom communication is done frequently.

The government should also make sure that the teachers who teach the classes
that practice the SBA approach should incorporate the CBA in teaching .In this
way, learning citizenship values through classroom communication will be more
interesting and effective.

The ministry of secondary education should organize many English Seminars in

order to drill English Language teachers on the different methods and techniques on
how to effectively teach citizenship values through classroom communication.

The government should also provide adequate infrastructure in order to spread

the number of learners especially for classes which are populated. If this is done,
teaching citizenship values through classroom communication will be effective.
Group work will also be done effectively.

The government should create opportunities to train English Language teachers

to acquire new teaching skills which correspond to the up-to-date communicative
approaches such as cooperative learning. The teachers should be trained to change
their roles from the authoritarian source of knowledge to friendly facilitators.
Communication may be effective if the teachers are friendly with the learners. The
learners will definitely feel free to communicate with teachers who are friendly.

The government should reinforce the training of English Language inspectors.

Efficient inspectors may drill the teachers in an efficient manner and this will have a
positive impact on the learners.

148
 The government can encourage both teachers and learners by making English
Language resources affordable and available everywhere. Libraries may also be
created in schools with varieties of textbooks, magazines and journals dealing with
classroom communication and the learning of citizenship values. Apart from this, a
well-equipped laboratory should be created for the teaching and learning of English
Language.

Curriculum Designers

The curriculum designers are called upon to pay attention on how to design the
syllabus. They should make sure that they use authentic materials which are
relevant to learning citizenship values through classroom communication. They may
involve English Language teachers in the development of syllabuses since the
teachers are the ones who deal directly with the learners.

Also, more exercises on citizenship values should be put in the text books. The
activities in the textbooks should be clear enough so that teachers can easily transfer
the knowledge to the learners.

School Administrators

The administration of G.B.H.S Maroua, G.B.H.S Mokolo and Jacques de Berno

control the activities of the schools. Each of these schools has Head of Departments
in each subject. The Head of Departments for English should see into it that every
teacher should teach citizenship values through classroom communication and this
should be done regularly.

The administration should persuade the learners to buy English Language

textbooks. Learners should be told the advantage of having their personal textbooks.
If all or majority of the learners have their textbooks, it will reduce the rate of noise,
rowdiness and distraction in class when an exercise is given.

The cut off average for promotion to the next class should be 9. This may be a
way to cause the learners to be serious in every sub section of a subject such as
learning citizenship values.

149
 The administration should give an order that all the learners should score a
certain percentage in English, French and Mathematics before having promotion to
the next class. This may also cause them to work harder in all the sections of a
subject.

Furthermore, the school administration should award prices to learners who

perform excellently in English language. This shall motivate learners to work
harder. Moreover, the administration should endeavor to provide the necessary
textbooks and other didactic materials to facilitate the teaching and learning of
citizenship values through classroom communication.

In another instance, the principals and vice principals should constantly check
the presence, punctuality and assiduity of English Language teachers in class. They
should make sure that these teachers follow the syllabi .Finally, they should assist
teachers with duplicated course materials. This will facilitate the teaching and
learning of citizenship values.

Teachers

To make the teaching of citizenship through classroom communication

effective, teachers should are advised to give learners more exercises which require
them to communicate amongst one another. This will help them acquire the skill of
communication faster. Frequent exercises will help the teachers to easily discover
the weaknesses of the learners and to provide solution to their areas of difficulties.
Therefore, I call on the teachers to give exercises to the learners constantly.

Teachers should also consider the level of the learners when communicating
with them during lessons on citizenship values. Some of these learners are even
foreign language learners who may understand the lesson better if the teacher
communicates using simple words.

I call on teachers to update themselves by doing research and including

materials from other sources into their lessons. This will certainly have a positive

150
impact on the teaching and learning of citizenship values through classroom
communication.

In order to cause the learners to have interest in learning citizenship values

through classroom communication, the teachers should motivate the learners. Deci
et al (2000) consider motivation as energy that directs our behaviour and this energy
must come from different sources. These different sources can be gifts or verbal
praises. Grouping the learners may be another way of motivating them to learn
citizenship values through communication. When they are put in groups, they feel
very free to exchange ideas with their classmates. In fact, majority of the learners
find the act of grouping them very interesting as observed by the researcher.

Moreover, teachers should make use of appropriate books and other didactic
materials necessary for the teaching of citizenship values. They should as well
change their roles from teacher-centered to learner-centered and be friendly with the
learners. They should participate actively in English Language seminars in order to
acquire new techniques of teaching citizenship values through classroom
communication. Teachers should maintain pedagogic behaviours in class in order
not to be a source of difficulty to some learners.

English Language Inspectors

Inspectors should assist teachers from time to time in their teaching and in
lesson preparation. They should help teachers to develop many strategies in
teaching citizenship values through classroom communication. They should also
inspect them at least once a month to observe what is done in the classroom.

Again, these inspectors with the assistance of the ministry of secondary

education should organize seminars and workshops to reinforce the experiences of
teachers.

Parents

Parents should endeavor to educate their children to have love for one
another and to respect their elders. The learners should also be trained to live in

151
peace at home and in the society. In this way, parents will be teaching the learners
citizenship values either knowingly or unknowingly.

Parents should also allocate time to discuss with the learners .This may
improve the learners’ communicative skills and will be beneficial to them when
learning citizenship values through classroom communication.

Again, Parents should buy all the required textbooks and workbooks on
English Language. This will ease classroom communication and the learning of
citizenship values during group work in particular.

Furthermore, parents, especially parents of foreign language learners should

encourage their children to be interested in English Language and encourage them
to learn the language more efficiently. This will help them in future so that
globalization and world citizenship may not be strange to them.

Learners

I recommend that learners, especially foreign language learners who study

English as a second Language should make effort in speaking and learning the
language. They should avoid speaking French, Fulfulde or any other Language
which is not English Language in class. Second language learners should avoid
Pidgin English in class and even at home. Learners should always make an effort to
speak in English even out of class. An attempt to always speak in English will
improve their fluency in communicating in class. This may lead to a tremendous
success when learning citizenship values through classroom communication.

I equally call on the learners to buy their English textbooks and workbooks since
some of them squander the money given by their parents to buy these items.

Other Researchers

Other researchers should do more research on new strategies in teaching and

learning citizenship values through classroom communication.They should equally
do more research on the influence of motivation in the teaching and learning
process.
152
 5.4. Suggestion for further research

This research has investigated Classroom Communication and the Learning of

Citizenship Values of the learners of G.B.H.S Maroua , G.B.H.S Mokolo and
Jacques de Berno. The researcher highlighted the different methods and techniques
of teaching and learning these values through classroom communication.
Notwithstanding, this research cannot be considered as totally complete.I therefore
give room for further research to be carried out by researchers who are interested in
improving on this study.In this light, I suggest the following related topics:

-Barriers to classroom communication and the learning of citizenship values. It

would be important to investigate the problems learners face in learning citizenship
values through classroom communication.

- Classroom Communication System for Active Learning of citizenship values. An

attempt to investigate this area will be beneficial.

-Learners’ Classroom Communication Effectiveness and Global Citizenship. It

would be educative to carry out research in this study.

-Interactive Classroom Activities for Effective Communication and the learning of

Citizenship values.

-student’s appreciation of group work as a means of learning Citizenship Values:

-The challenges of teaching citizenship values through classroom communication.

Getting better understanding of these challenges may bring about a solution to the
problem.

-Difficulties faced by foreign language learners in learning citizenship values

through classroom communication.Carrying out this study is important.It may help
the teachers to have an in-depth knowledge on the areas of difficulties of foreign
learners.Teachers may therefore know how to handle the situation.

153
-The attitude of learners in learning citizenship values through classroom.This study
may be of great help to the teachers. It may help them either to continue with their
former method of teaching or to modify it depending on the attitude of the learners.

Apart from the research topics suggested above, the present research was limited
only in G.B.H.S Maroua, G.B.H.S Mokolo and Jacques de Berno. Other schools can
be added to widen the scope.

Also, the research was carried out in the Far North Region of Cameroon. Other
regions can be chosen for the research.

Moreover, the population under study was limited only to F4 and F5. The
classes can be added to increase the size of the population.

5.5. Difficulties Encountered

It would be unrealistic to carry out research without limitations or
difficulties. The researcher therefore encountered many difficulties in the course of
carrying out this research.

The researcher had difficulties in choosing a research topic. The first topic
chosen was rejected because it had no pedagogic implications. The problem was
resolved when her supervisor suggested a topic.

Lack of textbooks and other materials were other obstacles to the success of
this research. The researcher faced a lot of difficulties in laying hands on textbooks
and other materials concerning Classroom communication and citizenship.

Being in a village was very detrimental to the researcher since well-furnished

libraries were not available. There was also bad quality of internet services. It was
therefore difficult to obtain information from the internet. To cope with these
situations, the researcher had to travel to the nearest towns to borrow books from
her supervisor and some friends and also to have good internet services. In the
course of searching for these books and good internet services, another difficulty
was to make several trips from the village and back with its horrible road condition.

154
 Moreover, the researcher encountered difficulty at the stage of data
collection. The researcher had to be patient for teachers and learners to fill the
questionnaires. This was time consuming.

Furthermore, the mastering of typing and some other functions in the

computer relating to research is of great necessity and importance. The researcher
fell short of this and it constituted a major handicap to the work.

Finally, the researcher had to serve two masters at a time. That is being an
instructor to learners and a researcher at the same time. This was actually
demanding. Carrying out research certainly requires full commitment of oneself.

155
 GENERAL CONCLUSION
The general introduction of the work was presented in the first chapter. It
comprises the introduction, the background to the study, the statement of the
problem, the hypotheses, the research questions, the objective of the study,
definition of key concepts, the location of the study, the scope of the study, the
significance of the study and the structure of the work.

The literature review and theoretical framework were discussed in the second
chapter. The former has distinguished the work from that of others by bringing out
the points of convergence and divergence. The literature review included research
works found in articles, dissertations and some related literature from textbooks.
Three theories were used which facilitated the analyses and interpretation of data.
These theories are the Socio-constructivist learning theory, the Educational theory
of global citizenship and the Competence Based Approach. These theories
contributed in understanding the work. Chapter two also discussed some tenets of
citizenship education.

The data for this research was collected in chapter three. This chapter
explained the methods and instruments used in collecting data. The instruments
used were questionnaire, interview and observation. The research problem,
hypotheses and objectives facilitated the choice of the research design and
instruments used in collecting data.

The data collected was presented in chapter four, discussed and interpreted
in chapter five. This data aimed at investigating the methods of classroom
communication used in lessons on citizenship values as well as their impact on
learners.. Among the findings is the fact that teachers do not often teach citizenship
values through classroom communication. This situation can be resolved if the
teachers decide to always teach citizenship values through classroom
communication. If this is done, the students’ performances will certainly improve.
Some recommendations were made above in order to improve the educational
situation. These recommendations can help in redressing the situation if the

156
different stake holders take them into consideration.There was also suggestion for
further research and difficulties encountered in carrying out the research.

157
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 Appendix A

QUESTIONNAIRE FOR TEACHERS

Dear Respondent,

This questionnaire is based on teaching and learning citizenship values through

classroom communication. Your help is needed in gathering information on the
method of teaching these values. Your responses shall be treated confidentially and
the anonymity of your responses shall be highly guaranteed. Please respond to it
kindly and honestly as possible so that this can change or improve the method of
teaching these values if possible.

Instruction: Tick the correct letter corresponding to your opinion and specify your
own opinion in the spaces provided.

Section A: Respondent identification

Name of the school……………………………………………………………………

Number of hours taught per week……………………………………………………

Age:

a) 20-25 years b) 26-30 years c) 30-40 years d) 41+

Qualification: a) trained b) untrained

Teaching experience:

a) 1-5 years b) 6-10 years c) 10-15 years d)16+

Section B: Questions

1. What do you aim to achieve when teaching citizenship values?

…………………………………………………………………………………
…………………………………………………………………………………

174
 …………………………………………………………………………………
………………………

2. Does your syllabus include lessons on citizenship values?

a) Always b) Sometimes c) Rarely d) Never

3. Apart from the course book do you adapt/design materials on citizenship from
other sources to integrate on your English lessons?

a) Always b) Sometimes c) Rarely d) Never

Give reason(s) for the choice of your answer

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………..

4. How do teaching aids help you in teaching citizenship values through classroom
communication?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………

5. Do you verify learners’ previous knowledge before teaching citizenship values

through classroom communication?

a) Always b) Sometimes c) Rarely d) Never

6. The teaching of citizenship values can be enhanced through communication.

a) Agree b) Strongly agree c) Disagree d) Strongly disagree

175
7. Do you organize your learners to work in groups?

a) Always b) Sometimes c) Rarely d) Never

8. How do you group your learners?

a) In groups of seven b) In groups of ten c) In groups of fifteen

d) In groups of twenty

9. How does group work foster the learning of citizenship values?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………

10.Apart from group work which other method do you use to enhance
communication during your English Language class?

a) Exchange of ideas between teacher and learners

b) Exchange of ideas among learners

c) Teaching in contexts

d)
Others…………………………………………………………………………………
………

11. Do you often use these methods on lessons that deal with citizenship?

a) Always b) Sometimes c) Rarely d) Never

12. class talk can have a positive impact on the teaching of citizenship values.

a) Agree b) Strongly agree c) Disagree d) Strongly disagree

13. Do you often encourage your learners to discuss about citizenship values during
your lessons?

176
 a) Always b) Sometimes c) Rarely d) Never
Give reason(s) for the choice of your answer.

14. How do you organize them to get them talk about it?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………

15. How does the discussion help them as far as the learning of these values are
concerned?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………

16. What is the attitude of learners when they have to discuss issues relating to
citizenship in class?

a) Dormant b) Cooperative c) docile d) Interactive

17. How do you assess the rate of communication among learners during lessons
involving the aspect of citizenship?

a) 50% b) Less than 50% c) More than 50%

18. How do you evaluate the rate of communication among learners during lessons
involving the aspect of citizenship?

a) Poor b) Below average c) Average d) Good e) Excellent

19. Learners who communicate effectively are more successful in the classroom.

a) Agree b) Strongly agree c) Disagree d) Strongly disagree

177
20. Which learning style is best for the learners when learning citizenship values
through classroom communication? a)Visual b) Auditory c) Kinesthetic

Give reason(s) for the choice of your answer.

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………….

21.Meaningful learning occurs when learners engage in social activities such as

communication.

a) Agree b) Strongly agree c) Disagree d) Strongly disagree

Give reason(s) for the choice of your answer.

………………………………………………………………………………………
…………..
………………………………………………………………………………………...
.......................................................................................................................................
................................

22. It is obvious that you encounter difficulties in trying to let learners learn
citizenship values through classroom communication. Which are these difficulties?

a) Over crowded classroom b) Noise c) Learners’ lack of follow up d) Lack of

appropriate materials e)
Others………………………………………………………………………

Please return the questionnaires

THANK YOU FOR YOUR COLLABORATION

178
Appendix B

QUETSIONNAIRE FOR LEARNERS

Dear Respondent,

This questionnaire is based on teaching and learning citizenship values through

classroom communication. Your help is needed in gathering information on the
method of teaching these values. Your responses shall be treated confidentially and
the anonymity of your responses shall be highly guaranteed. Please respond to it
kindly and honestly as possible so that this can change or improve the method of
teaching these values if possible.

Instruction: Tick the correct letter corresponding to your opinion and specify your
own opinion in the spaces provided.

Section A: Respondent identification

Name of the
school…………………………………………………………………….

Section B: Questions

1. Do you discuss issues concerning citizenship with your classmates and teachers?

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………..

2. What are some of the values you have learnt through discussion? State at least
two.

………………………………………………………………………………………
………………………………………………………………………………………

179
………………………………………………………………………………………
………………………………

3. Exercises or activities that require you to communicate will enable you learn
citizenship values better.

a) Agree b) Strongly agree c) Disagree d) Strongly disagree

Give reason(s) for the choice of your answer.

………………………………………………………………………………………
………………………………………………………………………………………

4. Can the teacher’s communicative style influence your attitude when learning
citizenship values?

a) Much b) Very much c) Not very much d) Not at all

5. An aspect of citizenship value is respect for one another. Do you apply this
during exercises which require you to communicate?

a) Always b) Sometimes c) Hardly d) Never

6. The English Language textbook helps in facilitating communication during

lessons on citizenship values.

a) Agree b) Strongly agree c) Disagree d) Strongly disagree

7. How comfortable are you when learning citizenship values through classroom
communication?

a) Much comfortable b) Very much comfortable c) Not comfortable d) Not very

comfortable

8. Classroom communication gives you the opportunity to express your worries in

understanding citizenship values.

a) Agree b) Strongly agree c) Disagree d) Strongly disagree

180
9. Engaging in community or humanitarian work is an aspect of citizenship values.
How often do you have lessons with your teachers where you communicate on this
aspect?

b) Always b) Sometimes c) Rarely d) Never

10. Do visual aids (pictures, drawings) help to enhance communication during your
lessons on citizenship values?

a) Much b) Very much c) Not very much d) Not at all

11. Is the learning of citizenship values through classroom communication

beneficial to you?

Table 33: Learners’ opinions on the benefits of learning citizenship values through
classroom communication.

a) Beneficial b) Very beneficial c) Not beneficial c) Not very beneficial

12. Do you find the learning of citizenship values through classroom

communication interesting?

a) Interesting b) Very interesting c) Not interesting d) Not very interesting

13. Can motivation encourage you to better communicate during lessons on

citizenship values?

a) Much b) Very much c) Not very much d) Not at all

Give a reason for the choice of your answer

………………………………………………………………………………………
………………………………………………………………………………………

14. How do your teachers motivate you?

a) Through money b) Through marks c) Through praises

Please return the questionnaires

181
 THANK YOU FOR YOUR COLLABORATION

Appendix C

INTERVIEW QUESTIONS TO INSPECTORS

1. How often do you carry out inspection in lessons on citizenship values?

2. How effective is the teaching and learning of citizenship values in schools?

3. Which teaching method will you recommend for the teaching of citizenship in
English Language lessons?

4. What are some of the advantages of the recommended teaching methods to

learners?

182
 Appendix D

EXERCISE FROM MASTERING ENGLISH, FORM 4: G.B.H.S MAROUA

Reading Comprehension

Read the following passage and answer the questions that follow.

The Bamenda man is known for his attachment to tradition .The singular
way of portraying this culture has been the manner of dressing.Every Bamenda man
or woman is conscious of the way he or she portrays himself or herself to the public
and that is through the grass-field traditional ceremonial dress.The grass-field’s
regalia or ‘’ Contri gown ‘’ as it is commonly called ,is considered in most spheres
today in Cameroon as the ‘’insignia of royalty’’.Often ,those who wear it are easily
mistaken in unsuspecting quarters as Fons or member of the royalty .The attire has
come to be seen as the “distinctive clothing and trappings of high office “,hitherto
worn at formal occasions in the Bamenda grass-fields and today ,in every part of
Cameroon and beyond .This image of the grass-field attire or regalia invokes in the
psyche of many Cameroonians a sense of royal powers and immediately demands
royal privileges. There was a time when newspapers reported that the Hon. Simon
Achidi Achu wore the attire to a formal function in Bafia in the Centre Region and
was revered as one of the North West Fons.
Of all the cultural heritages of Cameroon ,the Bamenda contri gown stands out
unique .To understand the role the grass field s traditional regalia plays in the life of
a Bamenda man is to understand the history and culture of the people .Of all the
prized possessions a Bamenda man has ,the regalia is the key .An old father in his
dying bed can share all sorts of possessions to his children including land ,houses
,bank accounts and others ,but his traditional attire would remain stocked at the
bottom of his box ,given that immediately he is interred, his first or most trusted

183
son or daughter is dressed in it as a mark of continuity .This is a sign that in the
psyche of every Bamenda man ,the contri gown is considered properly to be
inherited.The Bamenda traditional regalia is therefore an inheritance like any
other .The most interesting thing about this heritage is that like land and a house ,it
could also be passed down through generations .To the Bamenda man,the regalia is
not only h is unique identity ,it is preciously valued and worthy of preservation.

That it is called ‘’gown”is not difficult to decipher .Historically ,it was meant to
be a long dress worn on formal occasions .Unlike other gowns ,which are for
example protective garments worn in ,say ,hospitals by surgical staff,or during
church ceremonies by priests ,(loose cloaks indicating one’s profession or
status),the Bamenda man’s contri gown is a close-knit of thick material ,unique for
its hand-stitching and finishing .Today ,the Bamenda traditional regalia comes in
many shapes ,styles, and sizes ,designed for men ,women, boys and girls or, simply
put the young and the old. They are, to saythe least, a fashion statement .Like Cyrus
Gordon ,many a Cameroonian and foreign star has come to appreciate it as a fashion
statement. Consider Samuel Eto’o Fils, Roger Mila, President Paul Biya,
Ambassadors and Western dignitaries visiting in the Region . Their world view
changes when they are adorned in the regalia.

The uniqueness of the attire does not only come from the royalty of the material
and design but more from the fact that, unlike other traditional regalia that can be
found in other cultural zones or tribes of Cameroon ,the attire is unique to the grass-
field .The Fulani or Mbororo gowns or saros can be found in Ghana and other
countries to the West ,East and south Africa . The suits and shirts we find here can
be found in any western country or civilization .The Bamenda man’s regalia
whether found in Nigeria ,South,East, or North Africa,Europe,America or Asia
,would reveal the hallmarks of a Bamenda man or woman .In fact ,it would simply
be an exported product .No copyright infringement is accepted .

The innate dignity ,honour,and royalty of the Bamenda man finds expression
in the uniqueness of the attire .The Bamenda man is naturally and conscious of his
mode of dressing .This graceful type of dressing has over the years become the

184
defining characteristic of the Bamenda man or extension ,the Cameroonian .Unable
to efface this fact , Cameroonian authorities have ,in the past world competitions
(soccer world cup and the Olympics ),made the Bamenda attire the official dress of
the Cameroonian delegation .It is for this reason that the Bamenda City Council
has decided to move traditional regalia and accessories from the peripheral position
to a central position in the lives of youths ,considered the leaders of tomorrow ,the
future custodians of our traditions and customs.

Only by preserving and revalorizing this cultural outfit can the people
contribute anew their quota to human progress and obtain their fair share of the
world’s resources .It endows North Westerners with a ,deeply rooted feeling of
cultural identity ,and ready them for the task of conquering the future.

Questions

1. Which word in the alternative below is the same from meaning to the word
‘’portrays’’as used in line (line 30) in paragraph one ?
a. Presenting .
b. Represents.
c. Present.
d. Presented

2. According to the passage ,what does the writer mean when he refers to the
Bamenda traditional attire as the ‘’insignia of royalty’’(line 17)?
a. Sign of royalty
b. Belonging to the royal class.
c. sign of rural life.
d. Insignificant royalty .

3. Who are those who wear the Bamenda traditional regalia according to the
passage?

a. People in the villages.

185
 b. people in Bamenda.

c. people in Cameroon.

d. people in and out of Cameroon.

4.What singular advantage has this dress achieved?

a. A sense of royalty power.

b. Royal privileges .

c. They are powers and privileges .

d. They are feared by others.

5.The word ‘’wore’’ in the phrase ‘’wore the attire’’ (line11) is the past tense of
----------------

a. weir

b.were

c.wear

d.where

6. The regalia is regarded as a unique cultural heritage of Cameroon because of

the following reasons’.

a. It is very beautifully marked.

b. Its copyright is not accepted .

C.It is kept for continuity and inheritance.

d. It is only worn by royalty.

7. All the statements below are true except one .Pick out the odd one .

a.It is handed down from generation to generation.

186
b.It is a sign of continuity handed to a family heir .

c.It is unique identity and at a precious value .

d.It is reserved only to those in royalty.

8. What is the recent trend in relation to this dress?

a. Young people do not wear it.

b. The old have handed it to the young.

c.It ismade in all shapes,style, size,and design .

d.They are designed for women and men.

9.Why is it referred to as ‘’fashion ‘’ statement ?

a. It is worn only by fashion stars .

b.It is worn by statesmen and stars.

c.It is worn by footballers.

d.It wasworn by renowned personalities .

10. According to the passage ,what does’’modeof dressing’’ (line 54) mean ?

a. Fashion

b. Style

c.Made

d. Material

11. This passage can be seen as a / an ---------------------------

a.descriptive piece .

b. advert .

187
c. historical piece .

d. fashionable piece.

12.What can be the most suitable title for this passage?

a. The regalia.

b.The Cameroonian regalia.

c. The Bamenda traditional regalia.

d.Cultural heritage of Cameroon.

Pages 137-141

188
 Appendix E

EXERCISE FROM MASTERING ENGLISH, FORM 4: G.B.H.S M OKOLO

Reading Comprehension

Read the following passage and answer the questions that follow.

Professional ethics are standards that are used for making decisions in the work
place .Managers use these to clarify decision-making when there are gray areas
relating to the issue on hand .The use of ethics prevent professionals from taking
advantage of other employees or the company .Employees who are ethically
conscious build trust and respect amongst others in a company ,which can lead to
more opportunities within the organization .Set of values which individuals strive
to follow include;Kindness,compassion ,intergrity,responsibility,tact and follow-
through .Companies can choose to include their interpretation of professional ethics
in the employee handbooks or it can be an implicit expectation .Social responsibility
embraces the responsibilities of individuals to the society at large.Ethics are a way
to help many professionals to make better decisions .In a tough situation ,making an
ethical decision is often theresult of a well-thought –out process, drawing together
different schools of thought and from several different perspectives. A good ethical
decision takes into account all aspects of an ethical argument in search of the
common good .According to the book The Good Life ;Ethics and the pursuit of
Happiness by Herbert McCabe and Brain Davies, much of ethics is based on
arguments made by early philosophers like Aristotle and Nietzsche .Health
experts ,teachers, journalists and lawyers just to mention a few professions ,all
adhere to a professional code of ethics .Introducing employees to these codes can
help them understand what is expected of them and how to conduct themselves as it
is related to their profession.

In this vein ,employees are tested and their results discussed. Real life examples
relate ethics to their profession and questions asked about the situation focus on the

189
ethics of their profession .issues on what is right ,fair or how decisions are taken and
how these decisions will impact their colleagues and others from the crux of the
matter. In Essentials of management by Andrew DuBrin is suggested a scenario
where employees must choose between two rights rather than a right versus a
wrong.

Most professionals have internally enforced codes of practice that members of the
profession must follow to prevent exploitation of the client and to preserve the
intergrity of the profession.This is not only for the benefit of the client but also for
the benefit of those belonging to the profession .Disciplinary codes allow the
profession to define a standard of conduct and to ensure that individual
practitioners meet this standard , by disciplining them from the professional body if
they do not practise accordingly . This allows those professionals who act with
conscience to practice in the knowledge that they will not be undermined
commercially by those who have less ethical qualms. It also maintains the public’s
trust in the profession, encouraging the public to continue seeking their services.

Explaining the consequences of unethical behaviour is to a profession is vital .As

the old saying ,:’’what’s essential is not always legal and what’s legal is not always
ethical ‘’holds in this situation .In every profession ,certain acts produce
consequences .For instance ,a lawyer comfortable relationship with a judge ,who
then hands down a decision in the lawyer’s favour ,can lead to very lawyer being
disciplined even losing his or her law license .A nurse leaving a patient unattended
to may lead to that patient becoming even more sick or remaining in hospital
longer. Equally , teachers who leave their learners unattended to for long for long
periods could be disciplined by warnings ,suspension of salaries or finally
,termination .The same holds true for many professions .

As machines begins to take on more executive functions, the question of ethics has
appropriately been raised .Who is responsible if a self-driving car runs over a
mailbox? In the 1940s ,Isaac Asimov conceived a solution where machines would
be imbued with rules to prevent them from behaving badly .Those rules were known
as the Three Laws of Robotics and are as follows : a robot may not injure a human

190
being or, though inaction ,allow a human being to come to harm :a robot must obey
the orders given to it by human beings except where such orders would conflict with
the First Law :and it must protect its own existence as long as such protection does
not conflict with the first or second laws.

These rules form a plausible ethical system for robots but even Asimov knew they
would be insufficient .He wrote a number of stories showing how the laws could
break down in his book ,I, Robot . The problems with the rules are ambiguity and
the possibility of internal contradictions .In the stories poorly constructed rules for
guiding behaviour led robots to commit all manner of misdeeds .Inconsistent rules
not plague Asimov ‘s fictional world, but the real world as well. People struggle to
find solutions for extreme hypothetical scenarios that push the limits of their ethical
intuition .Even in the real world, contradictions like having separate ethical rules
and lawsfor government employees and regular persons lead to outrageous and
unending crimes.

Fortunately ,there is a solution to both of these problems .An ethical system has
been developed ,which if implemented ,would ensure not only the peaceful
coexistence of humans and robots in the future ,but also the peaceful coexistence
of humans and humans in the present .This ethical system is called libertarianism
(based on a single principle called the non-aggression principle ,or NAP: which
simply states that an individual should not cause conflict to occur.)

Pages 154-157

Questions

1)All but one of the following are true for any company or organization with
professional ethics.

a) No one takes advantage of the employees.

b) There is trust and respect amongst workers.

191
c)There is room for more opportunities .

d) The company does not lack anything.

2)Without ethics

a) Professionals will take many good decisions.

b)Professionals will take decisions for a common good.

c)Professionals will take very bad decisions .

d) there will be limited trust amongst workers.

3) Professional ethics is all based on arguments propounded by

a)Herbert MCCabe and Brian Davies

a)Andrew and Dubrin

c)Early philosophers

d)Aristotle and Nietzsche.

4) According to the book-----------,employees must choose between two rights

rather that right versus wrong .

a)Essentials of Management

b)The God Life :Ethics and the pursuit of Happiness

c)Andrew DuBrin

d) Professional Ethics

5) Why do professionals enforce ethical codes?

a)To maximize professional output.

b) To boast employees’ moral.

c)To help recycle workers.

192
d) To protect both clients and professionals.

6) Why have there been many questions of recent ,on the issue of professional
ethics?

a) Because of the advent of robots.

b) Because employees no longer respect ethics.

c)Due to the fact that there are very few books that talk about ethics.

d) Because many people do not read to be informed.

7) The expression ‘’ Most professionals have internally enforced codes -----‘’ is

written in the ----------

a) Present perfect tense

b) Past perfect tense

c)Simple present tense

d)Simple past tense

193
 APPENDIX F
EXERCISE FROM MASTERING ENGLISH, FORM 5: G.B.H.S MAROUA

Literature

Read the poem below and answer the questions that follow.

 Poem: “My Country”

With stress and pain our forefather built you

With hunger and aches our mothers built too

Then love and smiles they moulded you

Cherishing you daily like a man to his young bride

But today,

Your sons thunder and plunder you

While your daughters haste to grab their due

Some have even raised guns against you

Killing your sons and daughters that’s true

For no good reason, yes for no good pay

All you who do injustice to me:

It’s time you thought of the three keys

That I laid for you as guiding principles:

Peace-work-fatherland

Go forth like lions and lionesses that you are

And bring of my people together!

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 Task
1. In your groups, explain in writing what the poem is, or state two themes in
the poem.
2. What does the writer condemn in the poem?
3. Do you think the country was built easily? State three instances to show
that the process of nation-building was not an easy one.
4. In about 150 words summaries the poem.
5. What figures of speech are used in the poem? Explain how they contribute
to the meaning of the poem
 Home work

Re-read the poem and in 100 words, say how it is a reflection of country.

 Project
Make a chart of ten rights and five duties of adolescents; use them to write a
talk to be delivered to students of form four. Your talk should be written in
two paragraphs of not more than 150 words.
Pages 230-231

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 APPENDIX G

EXERCISE FROM MASTERING ENGLISH, FORM 5: G.B.H.S MOKOLO

Reading

 Pre-reading:
1. What are vices and virtues?
2. Make a list of vices that affect the society.
3. Compare your list with that of your mates and see what you have in
common. Discuss these vices with your teacher.
4. Was corruption part of your list? In your groups, discuss the sources
or areas of corruption in your community.

While-reading activity: As you read the passage, make a list of the circumstances
in which individuals engage in corrupt practices.

In the past, it was common to hear over the national radio, the names of certain
individuals being read especially on the 6: 00 a.m. and 5:00 p.m. news casts to come
up to the Ministry of General Affairs to pick up either a recruitment letter or some
other administrative document without having to meet someone to intervene for
them. Things are very different these days. The transparency that characterized both
private and public life has now given way to gross malpractices. One of such
malpractices is corruption. Simply put, corruption is giving or receiving something
in exchange for a service that should otherwise be of charge. This vice seems to
have eaten deep into the fabrics of the society.

Traditionally, a school is a place of excellence and merit. In school, students who

pay attention to their work are rewarded accordingly; they don’t have to run after
teachers for undeserved marks, fake illnesses during examinations just to escape a
difficult paper, or come with pre-prepared material into the examination room just
to score a pass mark. Nowadays, students not only bribe their way into school, they
do whatever it takes to acquire undeserved marks, and even go as far as practicing
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fraud during examinations. To make things worse, scholarships meant for deserving
students never come their way while the mediocre glide in shoes they don’t merit.
Most school values are now being seriously challenged by corruption. The spirit of
competition is rapidly dying out. National grading or ranking seems to matter no
more.

No other area of life has been so greatly infested with corruption like the public
service. workers influence fellow workers with tips to be served when it is not yet
their turn. With an “insider”, referring to someone a service, some people bypass
the order on the queue and get attended to before those have been standing for hours
unending. Most officials have created middlemen, commonly called “docky men”
through whom people pay a certain amount to have their documents signed. In the
worst scenario, people even pay to collect their own personal documents. Some pay
to be appointed to posts of responsibilities or to be awarded medals.

If one area of life embodies fairness, it is the of sports. Regrettably, corruption has
managed to infiltrate its functioning. It is strangely observed today that players get
selected not on the basis of their sportsmanship but because they have an “under-
the-table” understanding with those in charge. Hardly is a major world sportive
event organized without corruption scandals, ranging from drug use, falsified names
and age to pre-arranged competition outcome.

Corruption has eaten deep into society. It has even reached the point at which
people give tips to be received or given proper medical care in hospitals where
human life is concerned. There are reports on how patients wait for as long as six
hours before they can consult a doctor. In some situation, patients are made to queue
up for hours before they are told that doctor in not available to receive them.

Whatever place the germ of corruption nestles is practised, its outcome is always
devastating. It leads people not to trust in established institutions or authorities. It
has thwarted the dreams of many deserving citizens, leaving them frustrated and
despaired. Corruption creates the spirit of distrust among communities. Corruption
is widely condemned and a number of measures are being put in place to combat it.

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What needs to be stressed here is that fight can only be successful if individuals and
the state all come together to combat the vice.

Stop and check

Mark the correct answer.

1)According to the passage, service was rendered to people without having:

(A) someone to intervene for them

(B) the right person to intervene for them

(C) many persons to intervene for them

2) The writer thinks that there:

(A) is more transparency in recent years than before

(B) was more transparency in the past

than in recent times

(C) seem to be more transparency in recent year than before

(D) seemed to be more transparency in the past than in recent years

3) which of the options below is nearest in meaning to the underlined

word in the sentence: “one of such malpractices in corruption”.

(A) vices (B) ways (C) values

4) The sentence: ”most school values are now being challenged by corruption

means:

(A) corruption has taken our schools

(B) all schools are corrupt
(C) corruption has made people doubt the value of schools

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 (D) schools value corruption more

5) The word ‘regrettably’ as used in paragraph 4, is a / an ---------

(A) noun (B)adjective (C) pronoun (D) adverb

6) The expression ‘ under the table’as used in paragraph 4 means the

Players:

(A) are under the table

(B) have given bribe to be selected

(C) understand better under the table

7) what is the writer’s position on corruption?

(A) Corruption helps the smart to get what they want

(B) corruption is dismantling the moral fabric of society
(C) corruption makes people work harder
(D) corruption is not as bad as people think

8) Which of the areas of life below is not mentioned in the passage?

(A) sports (B) public service (C) church (D) hospital

9) why is corruption so devastating to the society?

(A) people don’t hold institutions and their values in high esteem

(B) some people get served while others don’t

(C) the powerful get stronger and the weak weaker

(D) everyone gets their fair share.

10) what does the writer propose as an effective method to fight corruption?

199
(A) The need to begin in schools

(B) The involvement of stakeholders

(C) The use of numerous measures

(D) The initiative of the individual

Post Reading

 List the areas of life that are affected by corruption.

 Who is to blame for the rise in corruption in society? Explain why.
 In what way does corruption affect schools?

Pages 232-235

200
 Appendix H

EXERCISE ADAPTED FROM WIKIPEDIA, FORM 5: JACQUES DE

BERNO

READING

Read the following text and answer the questions. Use your words as far as
possible.

How to be a good citizen

Citizenship is a sacred honour, a plaque we carry proudly on our chests and a

responsibility pressing hard on our backs. A citizen is a member of a country. He
has the right to ask for its protection, and the duty to protect it and obey its laws and
rules. In other words, citizenship is the relationship between an individual and a
state in which the individual belongs, owes allegiance to, and in turn is entitled to
its protection.

Fortunately, being a good citizen doesn’t stop at the exchange of rights and duties,
but equally, it requires a lot if of civilized behaviour, and responsible acts. For
example all the members of our community, from the youngest to the oldest, have to
cooperate. By cooperating, I don’t mean making efforts. Simple acts and easy
behaviour can help us ameliorate our level of life. As citizen, and students in
particular, we have to do the following, cleaning our homes regularly and be good
neighbours by carrying about others. We shouldn’t overuse water and electricity.
We should respect our neighbours, help them if necessary, and act politely. We
shouldn’t throw trash, spit or urinate un the street. It doesn’t only bother the other
passer-by, but it also reveals our indiscipline. We should take care of our schools,
especially its doors, walls and windows.

Being a citizen is a a source of pride. Don’t try to ignore your origins in front of
foreigners. Have you ever seen any of them deny being who they are? If you can
study about your country, it would be great. See the extreme diversity you have the
desert, the seas, the mountains, the different dialects, the traditions, the traditional

201
clothe etc.].In emergencies, don’t be afraid. Help the people in need. Donate blood;
call the police or\and the ambulance]

When you become a parent, teach these to your children. Citizenship starts from the
childhood, and only ends at the time you die.Its only by practicing those really
simple acts that our daily life can get better. I hope this will help us understand
another meaning of good citizenship.

Adapted from Wikipedia

QUESTIONS

1.Name a right and a duty of good citizen as mentioned in the text.2 marks]

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2.Make a numbered list of 4 actions that qualify one as a good citizen. 2 marks]

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3.Only students should make effort to be good citizens of their country, true or
false? Quote a sentence in the passage that justifies your answer. 1 mark]

Tick the letters corresponding to the correct answers in questions 4,5 and 6.

4.The text talks about

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--------------------------------- 1 mark]

a. citizenship and the traits of bad citizens

b. traits of good citizens

c. what citizenship is and how one can be a good citizen.

5. Citizen ----------------------------------------------------------------------- 1 mark]

a. have only rights

b. have rights and responsibilities towards their community

c. have responsibilities towards their community

6. The word allegiance on line 4 means

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--- 1 mark]

a. protection

b. loyalty and support

c. debt

7. What new idea have you learned from the passage about citizenship? How are
you going to practise it in your community? 2 marks

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