DECLARATION

I hereby declare that this project entitled “ Curriculum Implementation and effects on pupils’ Academic
Achievement” the case of Group Scolaire Bilingue LA RELEVE Yaounde VI is written by KIMBU MIRABEL
SAH, a student of Higher Institute of Technology, Business and Management Science ( HITBAMAS). This
work is done by me and my hardwork; all borrowed ideas have been acknowledge.
 CERTIFICATION

This is to clarify that, this project entitled “Curriculum Implementation and effects on pupils’ Academic
Achievements” , the case of Group Scolaire Bilingue LA RELEVE in Yaounde VI is a bona- fide record of
independent research work done by KIMBU MIRABEL SAH under the supervision of Mme NDEH
ZENEVIVE NGUM submitted to the Higher Institute of Technology, Business and Management Science
( HITBAMAS) in partial fulfillment of the award of Higher National Diploma in science of education.

Supervisor Mme: NDEH ZENEVIVE NGUM

Sign……………………………….

Date……………………………….
DEDICATION

My loving husband and children

 ACKNOWLEDGEMENT

A work of this magnitude. Could not have come to realization without the help of the following persons:

I wish to express my sincere gratitude to my supervisor Mme NDEH ZENEVIVE NGUM for her
unconditional advice, guidance, careful monitoring, patience, support and encouragement during the
research.

Same goes to the management of Higher Institute of Technology, Business Management Science
(HITBAMAS) as well as the entire staff and lecturers for their support and collaboration towards the
realization of this piece of work.

Also I acknowledge the support that I received from my coursemates during our discussions,
researchers, and authors whoes books, articles or research work that provided me guidance.

My heart- felt gratitude goes to my family members who were there to encourage me, especially to my
loving husband who laid the foundation and has been my Pilar.

ABSTRACT

A Curriculum is a planned document, that is kept in a school to provide a structured framework for
teaching and learning in schools or educational institutions. It outlines what pupils will learn, how they
will learn it, and the goals they are expected to achieve. Curriculum implementation therefore is the
process of putting the planned curriculum into classroom practices and activities, in a way that meets
the diverse needs of the learners .Pupils’ academic achievement is improved by the effective
implementation of the curriculum . The study tries the investigate the correlation between curriculum
implementation and it effects on pupils’ academic achievement in some selected primary schools in
Yaounde VI sub-division. The researcher focuses on three objectives; that is examining teacher’s
Content knowledge, Instructional strategies adopted, and Instructional materials used in the classroom .
Drowning upon the pedagogical Content knowledge (PCK) theory of Shulman, Gagne’s theory of
instructional strategies, and the theory of constructivism by Piaget and Vygotsky, the study seeks to
establish a comprehensive framework to understand how these elements interplay and influence
learners’ academic achievement. Preliminary findings suggest that a significant relationship between
effective curriculum implementation, informed teachers practices, can enhanced academic achievement
of the Pupils. Methodologically the study was carried out using the descriptive survey design whereby
the main instrument for data collection was the Open and close ended questionnaire. The simple
random sampling technique was used to come out with a population of sixty (60) pupils and a sample
size of fifty two (52) . The statistical tool used to analyze data was the SPSS version 20 , with the custom
tables, pie charts, bar charts. The researcher was also able to analyze frequencies, mean, and the
standard deviation of the respondents . By Implications, curriculum implementation is of great
importance. It was recommended that The ministry of basic education should assess the needs and
challenges of schools, teachers, and leaners to identify areas for improvement in the curriculum
implementation process.. The study also recommend that teachers should develop their
pedagogic and content knowledge to enable them clearly communicate to the learners .

LIST OF ABBREVIATIONS

IV : Independent Variable

DV : Dependent Variable

GSB : Group Scolaire Bilingue

PCK: Pedagogical Content Knowledge

N: Sample size

CVI : Content Validity Instrument

< : Less than

% : percentage

SPSS : Statistical Package for the social science

SA : Strongly Agreed

A: Agreed

SD : Strongly Disagreed

D: Agreed

HITBAMAS : Higher Institute of Technology, Business and Management Sciences

HND : Higher National Diploma

TABLE OF CONTENT
 CHAPTER ONE
INTRODUCTION

1.1 BACKGROUND OF THE WORK

Curriculum implementation refers to the process of translating a curriculum into classroom

practices and activities. Zumwalt in Akwesi (2012), asserted that curriculum implementation is a
practical application of theory into practice in a way that eventual outcomes is evidenced through
the learner’s performance, in and outside the classroom. Even Fullan in owusi (2009), is of
opinion that curriculum implementation is a porce of putting a document or instructional
program into practice. In primary schools the implementation of the curriculum plays a crucial
role in shaping the academic achievements of pupils. Effective curriculum implementation
ensures that the intended goals and objectives of the curriculum are successfully delivered to
pupils. The effects of curriculum implementation on pupils' academic achievements in primary
schools can be significant when the curriculum is effectively implemented. It can lead to
improved learning outcomes, increased pupils’ engagement, and better understanding of the
subject matter. Additionally, a well-implemented curriculum can help in developing important
skills, such as critical thinking, problem-solving, and creativity among pupils. However,
challenges in curriculum implementation, such as lack of teacher’s content knowledge, wrong
choice of teaching strategies by teachers, inadequate didactic materials, can negatively impact
pupils' academic achievements. It is important for schools to address these challenges and ensure
that the curriculum is implemented effectively to enhance the academic success of pupils.
1.1.1 HISTORICAL BACKGROUND

The development of curriculum can be traced to ancient civilizations, where education was
primarily focused on subjects like reading, writing, arithmetic and religious teachings. However,
the modern concept of curriculum as a structured and organized material and activities emerged
during the 19th and 20th centuries.

The concept of curriculum implementation has evolved over time and varies across different
educational systems and countries. It has it roots in the field of education and curriculum
development. The idea can be traced back to ancient civilizations such as Egyptian, Greeks and
Chinese who had a formalized system of education. In the 19 th and early 20th centuries, the
industrial revolution and need for standardized education led to the development of more
formalized curriculum implementation models. Influential educational thinkers such as John
Dewey and Maria Montessori, contributed to the understanding and practice of curriculum
implementation. In the mid- 20th century, the modern concept of curriculum implementation
emerged with the rise of psychology and the focused-on learner- centered approaches. This shift
led to a greater emphasis on aligning curriculum with the needs and abilities of students.

In Africa the history of curriculum implementation dates back to the colonial era. During
colonial times, education in Africa was primarily aimed at providing workforce that would serve
the interest of the colonizers. The curriculum was designed to instill western values, languages
and skills, while disregarding African cultures and knowledge system. The implementation of the
curriculum was often authoritarian and focused on rote memorization. After gaining
independence, African countries started to reform their education systems to reflect their own
cultural and developmental needs. This led to a shift in curriculum implementation with greater
emphasis on relevance and inclusivity. The involvement of Local communities, Teachers
education stakeholders, became more prominent in the implementation process. Furthermore,
advancement in technology has also influenced curriculum implementation in Africa. The use of
digital tools and online resources has expanded access to education providing opportunities for
interactive and personalized learning experiences.
During the colonial period, Cameroon was understanding the administration of different
European powers including Germany and France. These Colonial powers introduced their
educational system which laid the foundation for the curriculum in Cameroon. After gaining
independence in 1960 Cameroon began to the process of nationalizing its education system. The
curriculum was adopted to reflect the county’s cultural, social, and economic needs. This
involved incorporating local languages, traditions and values into the educational framework.
Over the years, Cameroon has undergone several educational reforms aimed at improving the
quality and relevance of the curriculum. These reforms have been driven by the government,
education experts, and international organizations. They have focused ereas such as curriculum
content, teaching methodologies, assessment methods and the integration of technology in
education. Cameroon is a diverse country with multiple ethnic groups and regions. However,
there is a national curriculum framework that provides guidelines and standards for all schools.
The development of curriculum in Cameroon involves collaboration between various
stakeholders, including government bodies, educational institutions, teachers, parents and
students. These stakeholders provide input, feedback, and recommendations to ensure that the
curriculum meets the needs of the society and prepares students for the future.

1.1.2 CONCEPTUAL BACKGROUND

Curriculum implementation refers to the process of putting a curriculum into action in the
classroom. It involves translating the curriculum goals, objectives, and content into meaningful
learning experiences for pupils. In order to effectively implement the curriculum, several factors
need to be considered. Some which include; teacher's content knowledge, instructional
strategies, and instructional materials. The teacher's content knowledge is a crucial
component in curriculum implementation. It refers to the teacher's understanding and mastery
of the subject matter. A teacher with strong content knowledge is better equipped to deliver the
curriculum effectively and help students grasp key concepts. They can provide accurate and in-
depth explanations, answer questions, and facilitate meaningful discussions. Teachers should
continuously update their content knowledge to stay current with the latest research and
developments in their field. Instructional strategies are the methods and approaches used by
teachers to facilitate learning. Different instructional strategies can be employed to meet the
diverse needs and learning styles of pupils. Effective teachers use a variety of strategies such as
direct instruction, indirect instruction, experiential learning, cooperative learning, and inquiry-
based learning. They adapt their instruction based on the content being taught and the needs of
their pupils. By using appropriate instructional strategies, teachers can enhance student
engagement, understanding, and retention of the curriculum. Instructional materials are the
resources and materials used by teachers to support curriculum implementation. These can
include textbooks, workbooks, online resources, visual aids, manipulatives, and technology-
based tools. The selection of instructional materials should align with the curriculum goals and
objectives, as well as cater to the diverse needs of pupils Teachers should ensure that the
materials are accurate, up-to-date, and relevant. They should also consider the accessibility and
appropriateness of the materials for their pupils.

In summary, curriculum implementation requires careful consideration of the teacher's content

knowledge, instructional strategies, and instructional materials among others. When these
three factors are effectively combined, they can support meaningful and engaging learning
experiences for pupils, leading to successful curriculum implementation.

1. 1 .3 CONTEXTUAL BACKGROUND

Contextually, this study was carried out in Group Scolaire Bilingue La RELEVE. A private nursery
and primary school in the neighborhood of Yaoundé VI sub-division. It is very obvious that the
ministry of basic education has been putting in efforts to see that the curriculum is sufficiently
and effectively implemented in schools, so as to obtain the goals and objectives of education of
our country by continuously training teachers and organizing seminars. But there are still some
schools in Yaoundé VI which find it difficult to sufficiently and effectively implement the
curriculum there by affecting the pupil’s academic achievements. So, I decided to carry out my
research in GSB la RELEVE to bring awareness to the school administration to always recruit
competent teachers, and make sure that they attend seminars to align with the updates in the
teaching learning process.

1.1.4 THEORITICAL BACKGROUND

The theoretical background of curriculum implementation draws from various educational

theories and frameworks that guide the practical application of the curriculum in educational
settings. Some theoretical frameworks from psychology such as:

Lee Shulman’s theory of pedagogical content knowledge (1986) Lee Shulman's

theory of pedagogical content knowledge (PCK) is a framework that emphasizes the
importance of teachers' understanding of the content they teach and how to
effectively teach it. Shulman, an educational psychologist, introduced this theory in
the 1980s as a way to address the complex nature of teaching. According to
Shulman, PCK is the unique blend of content knowledge and pedagogical knowledge
that teachers possess. It goes beyond subject matter expertise and encompasses the
ability to transform content into accessible and meaningful learning experiences for
pupils. PCK involves understanding how pupils think, what misconceptions they may
have, and how to address those misconceptions through instructional strategies.
Shulman's theory highlights the idea that effective teaching requires more than just
knowing the content; it also requires an understanding of how to teach that content
in ways that are engaging and accessible to pupils. PCK involves the ability to select
appropriate instructional materials, design effective lesson plans, and use various
teaching strategies to meet the diverse needs of students. The theory of PCK has
had a significant impact on teacher education and professional development. It has
influenced the way teachers are prepared to teach and has led to the development
of strategies and resources that support the development of PCK. By recognizing the
importance of both content knowledge and pedagogical knowledge, Shulman's
theory has helped to promote effective teaching practices and enhance pupils
learning outcomes.
 Gagne’s theory of instructional strategies (1960s)

Gagne's theory of instructional strategies is a framework that was developed in the 1960s by
Robert Gagne, an American Educational psychologist. The theory focuses on the process of
learning and the effective design of instruction. It emphasizes the importance of nine
instructional events or steps that enhance learning outcomes. These events include gaining
attention, informing learners of the objective, stimulating recall of prior learning, presenting the
content, providing guidance, eliciting performance, providing feedback, assessing performance,
and enhancing retention and transfer. In terms of curriculum implementation, Gagne's theory
provides a systematic approach to organizing and delivering instruction within the curriculum. It
helps teachers align their teaching strategies with the specific learning objectives and outcomes
of the curriculum. By following the instructional events, teachers can create a structured and
engaging learning environment that facilitates student understanding and retention of the
curriculum content.

The learning theory of constructivism by Piaget and Vygotsky

The theory of constructivism is associated with the work of both Lev Vygotsky and Jean Piaget.
Constructivism is a learning theory that emphasizes the active role of learners in constructing
their own knowledge and understanding of the world. Lev Vygotsky, a Russian psychologist,
developed the sociocultural theory of cognitive development. He believed that social
interaction plays a crucial role in cognitive development, and that learning occurs through
collaboration with others. Vygotsky's key concept is the Zone of Proximal Development (ZPD),
which refers to the range of tasks that a learner can perform with the help of a more
knowledgeable other. According to Vygotsky, learning takes place when learners are guided and
supported by more knowledgeable individuals or peers, allowing them to gradually internalize
and master new knowledge and skills. Jean Piaget, a Swiss psychologist, is known for his theory
of cognitive development. Piaget proposed that children actively construct their understanding
of the world through a series of stages. He identified four stages of cognitive development:
sensorimotor, preoperational, concrete operational, and formal operational. Piaget believed
that children actively engage with their environment, and that they go through these stages in a
fixed order, building upon their previous knowledge and experiences. According to Piaget,
cognitive development involves the assimilation of new information into existing mental
structures (schemas) and the accommodation of those schemas to incorporate new
information. Both Vygotsky and Piaget emphasized the role of active learning and the
importance of learners' interactions with their environment. While Vygotsky focused more on
the social and cultural aspects of learning, Piaget focused on individual cognitive development.
Together, their theories have greatly influenced educational practices and have provided
valuable insights into how children learn and develop.

1.2 STATEMENT OF THE PROBLEM

Irrespective of the fact that children need to acquire quality education in Cameroon, some
schools are not up to expectations: revealing that curriculum implementation which is the
practical phase where the planned curriculum is put in to action, is not well practiced. And is
seen in the failure of pupils in their academic achievements. For pupils to succeed in their
academic achievements in the society or school, the curriculum has to be properly and
effectively implemented.

During my teaching practice in GSB la RELEVE Yaoundé VI, I observed that some teachers do not
implement the curriculum well due to certain reasons that will be seen ahead. This can not
permit the children to perform well. The children are willing to learn, but the problem here is
that, teachers don’t teach the children as they are supposed to, based on the curriculum. This is
because the teachers do not master the curriculum, they use wrong teaching strategies and
teach without instructional materials and many other and other reasons such as lack of
planning. And motivation. Teachers in Yaounde 6 feel that what they receive as salary can not
be enough to take care of themselves and their families, and so they involve themselves in
other activities to make money. Because of these other activities, the teachers do not have
enough time to prepare lessons, fabricate teaching materials, and no time to select appropriate
instructional strategies to deliver the curriculum content. Nwachuku (2006), sees teaching
learning materials as a help for pupils to construct more than superficial knowledge that is
building in depth on a particular subject and develop their individual learning strategies. This
research is to find out if the academic achievements of the pupils is affected by the way
teachers implement the curriculum, or is the pupils’ attitude towards school the calls for
concern.

1.3 OBJECTIVES OF THE STUDY

1.3.1 Main Research Objective

To critically examine the influence of curriculum implementation on pupils’ academic

achievement

1.3.2 Specific research objectives

 To examine the influence of teacher’s content knowledge on pupils’ academic

achievement
 To investigate how instructional strategies used by teachers affect pupils’ academic
achievement
 To verify how instructional materials influence pupils’ academic achievement

1.4 RESEARCH QUESTIONS

 In order to develop a focus, the researcher formulated the following general and
specific research questions to guide the study.

1.4.1 Main Research Question

 How does curriculum implementation influence pupils’ academic achievements

1.4.2 Specific Research Questions

 How does teacher’s content knowledge affect pupils’ academic achievement
 How does instructional strategies affect pupils’ academic achievement
  How does instructional materials influence pupils’ academic achievement

1.5 SCOPE OF THE STUDY

This research focuses on the time, geographical and thematic scope

1.5.1 Time Scope

This refers to the duration of the study within the time. This research was carried out within the
time frame of three months (January to March)

1.5.2 Thematic scope

This refers to the pedagogic field covered by the study. The study is found in a vast domain of
science of education, precisely in curriculum studies and teaching domain, limited to “The
effects of curriculum implementation on pupils’ academic achievement

1.5.3 Geographical scope

This refers to the area covered by the study. The work was limited to GSB La RELEVE in
Yaounde VI sub- Division

1.6 SIGNIFICANCE OF THE STUDY

This research attempts to provide empirical findings on the effects of curriculum implementation
on pupils’ academic achievements the finding of this study may lead to a possible improvement
on curriculum implementation in primary schools. The result of the study will complement
government efforts in creating more awareness on how curriculum should be effectively
implemented. Educational administrators; teachers, policy makers, curriculum developers will
find this work unavoidable. It will also attract future researchers to the field similarly. In order to
give a better understanding of the problem at hand, the findings of this study will uplift the
quality of education in the following ways.
 Curriculum Planners

The study will provide valid information to curriculum planners on teacher’s attitude towards
teaching and it will be employed in simplified existing curriculum.

Educational administrators

The study will provide educational administrators with vital information that will help them to
guide their teachers to effectively carry out the teaching learning process well; as well as the
school. It will also serve as a reference material for Further studies in the field.
Teachers

This study provides teachers with needed information on curriculum implementation and
pupils academic achievements; and this can go along way to prepare their minds to improve on
their teaching methods, strategies and styles, which will permit pupils to excel in academics
pursue and life in general

Pupils

This study can help pupils achieve their academic purposes. This is because teachers will be able
to effectively carry out teaching due to the knowledge acquire from this research.

1.7 JUSTIFICATION OF THE STUDY

This study is carried out to contribute to the limited literature that exist in this area; in the course
of literature review we did not come across any published research in the context for the area
where this study was carried out. Besides, it is done in practical fulfillment or the award of an
HND in professional studies in education. The influence of curriculum implementation on pupils’
academic achievements most be most be emphasized. This will help teachers to know that the
pupils success depends on their teaching . And so, they most effectively and sufficiently
implement the curriculum for the sake of the pupils.
 1.8 ORGANIZATION OF THE STUDY
It is a brief summary on how each chapter is constructed to achieve the research objective. This
study is organized into five chapters. Chapter one describes the background of the study and
history. It also deals with statement of the study, that is what caused the researcher to carry out
the study and the objectives of the study. In this chapter, we have the two variables; the
independent variable and the dependent variable
Chapter 2 (two) focuses on the literature review and conceptual framework. Here, we see the
theoretical review of some theories like lee Shulman theory of Pedagogical content knowledge
(PCK), Gagne’s theory of instructional strategy, the theory of constructivism associated to
Vygotsky and Piaget
Chapter three deals with the method of collecting data; the instrument used and how it was
administered to the pupils. The instrument that was used for data collection was the
questionnaire. chapter four is data presentation; analysis and interpretation. In this chapter the
information collected in the field with the use of tables; bar charts and pre charts is well
established, chapter 5 (five), the researcher did dome, recommendations and then concludes.

1. 9 DEFINITIONS OF TERMS

Curriculum. Alebiosu (2005) in obilo and sangoleye (2015), is of opinion that curriculum is an
instrument that dictates the affairs of every educational system. Curriculum refers to the plan
or roadmap for what students will learn in an educational program. It includes the subjects or
topics to be covered, the skills and knowledge to be developed, and the methods and resources
used for teaching and learning. In essence, curriculum outlines the content and activities that
students will engage in during their educational journey.

Implementation. Implementation refers to the process of putting a plan or idea into action. In
the context of education, implementation refers to the actual execution of a curriculum or
educational program.
Curriculum Implementation. According to Hilda Taba (1962) curriculum implementation is
defined as "the process of carrying out the curriculum plan, which includes organizing, teaching,
and evaluating the planned learning experiences." Joseph Schwab (1973): refers to curriculum
implementation as "the actualization of the curriculum as planned and developed in the
curriculum-making process." Lawrence Stenhouse (1975) described curriculum implementation
as "the process by which the curriculum is enacted and interpreted in practice, and the learner's
experience is shaped accordingly”.

Effects. Effects refer to the outcomes or consequences that result from a particular action,
event, or situation. In the context of education, effects can refer to the impact or influence that
an educational program, intervention, or policy has on students, teachers, schools, and the
broader educational system.

Academic. Academic refers to anything related to education or leaning, particularly in an

institution like a school, college or university.

Achievements. Achievements in education, refers to the accomplishments or successes that a

person attains in their academic pursuits. These achievements can take various forms and can
be recognized in different levels such as academic excellence, scholarships and grants and so on.

Academic achievements. According to Benjamin Bloom (1956) he defined academic

achievement as "the demonstration of knowledge, skills, and competencies acquired through
formal education, usually measured through tests or assessments." John Hattie (2009): Hattie
defined academic achievement as "the progress and improvement that students make in their
learning over a period of time, as measured against specific learning goals and standards."
Linda Darling-Hammond (2010): Darling-Hammond defined academic achievement as "the
extent to which students have learned the knowledge and skills that are expected at their grade
level, as assessed through standardized tests or other forms of evaluation." These definitions
highlight the importance of knowledge, skills, competencies, progress, and performance in
assessing and measuring pupils' academic achievements. It is important to note that these
definitions may have evolved over time as new research and insights have emerged in the field
of education
1.9.1 Operational definition of terms
*Curriculum. Curriculum is a structured plan that outlines what students will learn in a specific
educational program or course. It includes the content, objectives, learning experiences, and
assessments designed to help students achieve educational goals. Curriculum serves as a guide
for teachers in teaching, students in learning, and administrators in assessing the effectiveness of
the educational program.
*Curriculum implementation: Curriculum implementation refers to the process of putting a
curriculum into practice. It involves translating the planned curriculum into actual teaching and
learning activities in the classroom or educational setting. This phase focuses on how educators
deliver the content, assess student learning, and adapt teaching strategies, and methods to meet
the objectives of the curriculum.
*Academic achievements. Academic achievements refer to the accomplishments or successes
that students attain in their educational pursuits. These achievements can include high grades,
awards, scholarships, publications, presentations, and other recognitions that demonstrate a
student's knowledge, skills, and abilities in academic settings. Academic achievements reflect a
student's dedication, hard work, and mastery of academic content and skill
 CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION

This chapter presents the review of relevant literature by concepts, objectives, theories
framework. It talks about the concept of curriculum implementation and academic
achievements. Literature by objectives, that is the concept of teacher’s content knowledge,
Instructional Strategies, and Instructional materials. Theoretical framework of study. Educational
psychologists are interested in finding answers to several questions on teacher’s content
knowledge, Instructional Strategies used by teachers, and Instructional materials, and the
empirical review related literature to curriculum implementation

2.1 CONCEPTUAL FRAMEWORK

 IV
Curriculum
Implementation

Instructional
Teacher’s content Materials
knowledge Instructional
Strategies
Text Manipulatives
Feedback Books
Subject Engagement and
Experience Multimedia
Matter assessment Work
and Visual
Expertise Classroom Books
Aids
Practice
Progress
and mastery
Education Differentiation Understanding
and Professional
Certification development

DV
Academic Achievement
- Payment of fee on time
- Motivation
- Encouragement results
Source: Researcher’s initiative (2024)

this diagram shows the relationship between the independent, and dependent variables which is
based on inputs and outputs processes.

2.2 REVIEW BY OBJECTIVES

2.2.1 Teacher’s Content knowledge

A teacher's content knowledge refers to their deep understanding and expertise in the subject
matter they are teaching. It includes knowing the key concepts, principles, theories, and methods
related to the subject. There are several variables that can explain a teacher's content knowledge
such as:

Education and Certification: The level of education and the specific degree obtained by a
teacher can contribute to their content knowledge.

Subject Matter Expertise: Teachers who have a strong background and expertise in a specific
subject area are more likely to have a higher level of content knowledge. This expertise can come
from previous education, professional development, or real-world experience in the subject.

Professional Development: Engaging in continuous professional development activities, such as

attending conferences, workshops, or courses related to a specific content area, can enhance a
teacher's content knowledge. Ongoing learning and staying up-to-date with the latest research
and advancements in the field contribute to a teacher's expertise.

Experience and Classroom Practice: The amount of teaching experience a teacher has can
impact their content knowledge. Over time, teachers gain more exposure to different
instructional strategies, student misconceptions, and diverse learners, which can deepen their
understanding of the content they teach.

Collaboration with Peers: Collaborating with colleagues who have expertise in specific content
areas can enhance a teacher's content knowledge. Sharing ideas, discussing instructional
strategies, and engaging in professional conversations contribute to continuous growth and
development of content knowledge.

Resources and Materials: Access to a wide range of resources, such as textbooks, technology,
online platforms, and teaching materials, can support a teacher's content knowledge. Having
access to up-to-date and comprehensive resources allows for effective planning, instruction, and
content mastery.

Professional Learning Communities: Participating in professional learning communities,

where teachers can share best practices, seek feedback, and collaborate, can enhance content
knowledge. Such communities provide opportunities for ongoing learning and can help teachers
deepen their understanding of the content they teach.

Curriculum and Instructional Materials: The quality and alignment of curriculum and
instructional materials can impact a teacher's content knowledge. Having access to well-designed
curriculum and resources that align with academic standards and best practices can support a
teacher's content mastery.

Assessment and Feedback: Engaging in regular formative and summative assessments, as well
as receiving constructive feedback, can contribute to a teacher's content knowledge. By
analyzing assessment results and feedback, teachers can identify areas for improvement and
further develop their content expertise.

It's important to note that these variables interact and influence each other, and the specific
importance of each variable may vary among teachers and disciplines. Ensuring teachers have a
strong content knowledge base is crucial for effective instruction and student success.

The influence of teachers' content knowledge on pupils' academic achievements has been a topic
of research and discussion among authors in the field of education. Several studies have explored
this relationship, and the findings suggest that teachers' content knowledge does have a
significant impact on students' academic achievements.

Authors such as Hattie (2003) and Darling-Hammond (2000) have highlighted the importance of
teachers' subject matter knowledge in facilitating student learning. They argue that teachers who
have a deep and comprehensive understanding of the content knowledge can explain complex
concepts clearly and in-depth, making it easier for pupils to understand and learn. The better
understanding and retention of information by pupils’, will obviously lead to successful
academic achievements. On the other way around, a teacher with little or no content knowledge,
will not be able to clarify concepts to the pupils.

In a meta-analysis conducted by Hill, Rowan, and Ball (2005), it was found that teachers' content
knowledge positively influences pupils’ achievements across multiple subject areas, including
mathematics, science, and English. They Can differentiate instruction to meet the diverse
learning needs of pupils’ ensuring that each pupil receives the support they need to
succeed .Today we talk about inclusive education in schools, which means that a teacher in his or
her class will have learners from different background, with different disabilities, different
learning needs and learning styles, which will require the teacher to differentiate instructional
strategies inorder to meet their individual needs. This can only be done by a competent teacher
with a deep content knowledge.

When teachers are knowledgeable about the subject matter, they can create engaging and
interactive lessons that capture pupils’ interest and motivation to learn. A teacher who is not
knowledgeable about the subject matter will not know how to capture learners’ attention and
make teaching learning process interactive.

Pupils’ taught by teachers with strong content knowledge tend to perform better on assessments,
standardized tests, and academic tasks due to the quality of instruction they receive. So the
quality of education received by pupils, will determine successful performance.

Teachers who are knowledgeable about the content can instill confidence in their students,
leading to increased self-efficacy and a positive attitude towards learning. A knowledgeable
teacher will create a conducive and supportive learning environment for the pupils by making
them feel safe, Loved and valued. This will build confidence in the pupils and make them
comfortable in their learning.

Furthermore, Shulman (1986) introduced the concept of pedagogical content knowledge (PCK),
which emphasizes the integration of subject matter knowledge with knowledge of effective
teaching strategies. Teachers who possess both strong content knowledge and pedagogical
content knowledge are better equipped to engage students in meaningful learning experiences
and promote academic achievement.

Teachers with a solid understanding of the subject matter can challenge pupils to think critically,
analyze information, and solve problems effectively. Only a teacher who is knowledgeable, can
develop critical thinking, and problem-solving skills in pupils.

Ultimately, a teacher's content knowledge plays a crucial role in shaping pupils’' academic
success and overall educational experience. Teacher’s content knowledge on pupils' academic
achievements is significant. When teachers have a strong grasp of the content they are teaching,
they can effectively convey information, clarify concepts, and provide enriching learning
experiences for their pupils’. This, in turn, can lead to higher levels of pupils’ engagement,
improved comprehension, and better academic performance.

Overall, the research suggests that teachers' content knowledge plays a crucial role in shaping
students' academic achievements. However, it is important to note that other factors, such as
teaching strategies, didactic materials, also contribute to academic achievements.

2.2.2 Instructional strategies

. Instructional strategies are techniques or methods used by teachers to facilitate learning and
enhance pupils’ engagement, such as;

Direct instructional strategy: The teacher presents information to the students through spoken
communication. For example, the lecture method, demonstration, is often used here and mostly
to introducing new concepts or providing background information. It is a pure teacher centered
approach of teaching.

Indirect Instructional strategy. Here the lesson involves the interaction between teacher and
pupils. Pupils work in small groups to complete a task or solve a problem. Discussion method,
and cooperative learning and. Flipped Classroom are mostly used, and it promotes
collaboration, communication, and teamwork. It is learners centered approach
Experiential learning. In experiential learning, learners lean by doing. The method mostly used
here is laboratory method, role play, demonstration. This method permits learners to easily retent
information since they learn by doing.

Self directed learning Strategy. Here, learners work on real-world problems or scenarios,
applying their knowledge and skills to find solutions. This method involved inquiry-based
learning, project-based learning and problem-solving learning. It promotes problem-solving,
critical thinking, and creativity

These strategies provide a framework for organizing and delivering instruction in a way that
supports pupils’ understanding and academic achievements, the effectiveness of instructional
strategy is based on;

Engagement: This is the way the Pupils are actively participating and showing interest in the
lesson, by asking questions, contributing to discussions, or actively working on tasks.

Understanding: when learners are demonstrating comprehension of the content or skills being
taught, and how they explain or apply what they have learned in different contexts?

Progress and Mastery: when pupils are making progress in their learning, by being able to
demonstrate mastery of the knowledge or skills being taught.

Collaboration: pupils working together effectively in group activities or project. they

communicating, sharing ideas, and supporting each other's learning

Critical Thinking: when pupils are engaging in higher-order thinking skills, such as analyzing,
evaluating, and synthesizing information. And also, able to solve complex problems or think
critically about the content

Active Learning: when pupils are involved in the learning process, rather than being passive
recipients of information. And engaged in hands-on activities, discussions, or real-world
applications

Differentiation: The way the instructional strategy is accommodating the diverse learning needs
of. And pupils receiving appropriate support or extensions based on their individual abilities
 Pupils’ Achievement: when pupils are making measurable gains in their academic
performance, and meeting learning objectives or achieving desired outcomes

Feedback and Assessment: when the teacher is providing timely and constructive feedback to
pupils and assessments effectively measuring pupils learning and informing instructional
decisions

The above aspects can help teachers assess the effectiveness of their instructional strategies and
make informed decisions about instructional adjustments or adaptations. It's important to
consider multiple indicators and gather evidence from various sources, such as observations
work, assessments, and pupils’ feedback, to get a comprehensive understanding of the impact of
instructional strategies. The teaching strategies used by teachers have a significant impact on
pupils' academic achievements. Effective teaching strategies can enhance pupils' learning
experiences and improve their academic performance. Below are a few ways in which teaching
strategies can affect pupils' academic achievements

Marzano, R. J. (2003): emphasized the importance of instructional strategies that promote

engagement and active learning. He highlighted methods such as, note-taking, and classroom
discussion as effective in improving pupils’ achievement. Teachers who use interactive and
engaging teaching strategies can capture pupils’' attention and motivate them to learn. This can
lead to increased participation, better understanding of the subject matter, and improved
academic performance.

Teachers who employ differentiated instructional strategies can cater to the diverse learning
needs of their pupils’, by adapting the content, process, and assessment methods to suit
individual pupils. This can ensure that all pupils have the opportunity to succeed academically.

Teaching strategies that promote active learning, such as group discussions, hands-on activities,
and problem-solving tasks, can enhance pupils’' critical thinking and problem-solving skills. This
can positively impact their academic achievements by enabling them to apply their knowledge in
real-world situations.

Teachers who use effective assessment strategies, such as formative assessments and
personalized feedback, can guide pupils’ in identifying their strengths and areas for
improvement. This helps pupils to make progress and achieve better academic results.
G. J., & Wu, P. H. (2012): Hwang and Wu explored the impact of technology-enhanced teaching
strategies on pupils’ academic achievements achievement. They found that integrating
technology into instruction can positively influence pupils’ academic performance by enhancing
engagement, motivation, and knowledge construction. So, teachers who Incorporate technology
into teaching strategies can enhance learning experiences and academic achievements.
Technology tools and resources can provide interactive learning opportunities, facilitate access to
information, and promote digital literacy skills.

It is important for teachers to continuously reflect on and adapt their teaching strategies to meet
the needs of their pupils. By using effective teaching strategies, teachers can create a positive and
conducive learning environment, leading to improved academic achievements for pupils.

2.2.3 Instructional materials

Instructional materials are resources or tools that are used to support teaching and learning
activities. They are designed to help educators communicate information, engage students in the
learning process, and enhance understanding and retention of the subject matter. Teachers have
a wide range of instructional materials that they can use to enhance their teaching. For examples:

Textbooks: These provide organized content and information on specific subjects and are
commonly used as a reference for teaching.

Workbooks: These provide exercises and activities for students to practice and reinforce their
learning.

Visual aids: These can include posters, charts, diagrams, and illustrations that help to visually
represent concepts and information.

Manipulatives: These are hands-on materials, such as blocks, counters, or models, that help
pupils understand abstract concepts through concrete experiences.

Multimedia resources: Videos, animations, and interactive software can be used to present
information in a dynamic and engaging way.

Real-world examples: Teachers can use real-world objects, artifacts, or examples from the local
environment to connect the subject matter to pupils everyday
Audio materials: Audio recordings, podcasts, or music can be used to enhance listening skills,
language learning, or provide auditory support for students.

Supplementary materials: These include additional readings, articles, case studies, or research
papers that provide in-depth knowledge and extend learning beyond the core curriculum.

It's important for teachers to choose instructional materials that align with their teaching
objectives, meet the needs of their pupils and promote active engagement and understanding.
Diadactic materials can have a significant impact on pupils' academic achievements. These
materials, such as textbooks, visual aids, educational videos, and interactive learning tools, play a
crucial role in enhancing the learning experience and promoting academic success. Here are
some ways diadactic materials influence pupils' academic achievements:

Diadactic materials provide visual and interactive representations of concepts, making it easier
for pupils to grasp and understand complex ideas. These materials can simplify abstract concepts,
helping students to better comprehend and retain information. Jerome Bruner (1915-2016):
Emphasized the role of diadactic materials in his 1960 book "The Process of Education." He
argued that well-designed materials can help learners to actively construct knowledge, develop
problem-solving skills, and engage in discovery learning.

Interactive and visually appealing diadactic materials can capture students' attention and increase
their motivation to learn. When students are engaged in the learning process, they are more likely
to participate actively, ask questions, and explore topics in-depth, leading to improved academic
performance.

Diadactic materials cater to different learning styles, including visual, auditory, and kinesthetic
learners. By providing a variety of materials, such as diagrams, audio recordings, and hands-on
activities, pupils can engage with the content in a way that aligns with their individual learning
preferences, leading to better understanding and retention of information.

Well designed diadactic materials stimulate critical thinking skills by presenting students with
challenges and opportunities to analyze and evaluate information. These materials encourage
students to think critically, solve problems, and make connections between different concepts,
fostering higher-order thinking skills that are essential for academic success.
Diadactic materials can serve as a valuable tool for reviewing and reinforcing learning. Students
can refer back to textbooks, online resources, or visual aids to revise concepts, practice skills,
and consolidate their understanding. By providing accessible and comprehensive materials,
pupils can reinforce their learning and perform better in assessments. Other authors such as Lev
Vygotsky (1896-1934), Jean Piaget (1896-1980): also emphasized on the us of diadactic
materials to facilitate understanding.

Overall, diadactic materials play a crucial role in influencing pupils' academic achievements by
facilitating understanding, enhancing engagement, supporting different learning styles,
promoting critical thinking, and reinforcing learning. These materials provide a valuable resource
for pupils to acquire knowledge, develop skills, and succeed academically.

2.3 REVIEW BY CONCEPTS

This deals with the concepts of the study. The concepts are: curriculum implementation,
academic achievements.

2.3.1 The concept of curriculum implementation

According to Hilda Taba (1962) curriculum implementation is defined as "the process of

carrying out the curriculum plan, which includes organizing, teaching, and evaluating the
planned learning experiences." Joseph Schwab (1973): refers to curriculum implementation as
"the actualization of the curriculum as planned and developed in the curriculum-making
process." Lawrence Stenhouse (1975) described curriculum implementation as "the process by
which the curriculum is enacted and interpreted in practice, and the learner's experience is
shaped accordingly”.

2.3.2 The concept of Academic achievements. According to Benjamin Bloom (1956) he

defined academic achievement as "the demonstration of knowledge, skills, and competencies
acquired through formal education, usually measured through tests or assessments." John Hattie
(2009): Hattie defined academic achievement as "the progress and improvement that students
make in their learning over a period of time, as measured against specific learning goals and
standards." Linda Darling-Hammond (2010): Darling-Hammond defined academic achievement
as "the extent to which students have learned the knowledge and skills that are expected at their
grade level, as assessed through standardized tests or other forms of evaluation." These
definitions highlight the importance of knowledge, skills, competencies, progress, and
performance in assessing and measuring pupils' academic achievements. It is important to note
that these definitions may have evolved over time as new research and insights have emerged in
the field of education

2.4 REVIEW BY THEORIES

2.4.1 The theory of pedagogical content knowledge (PCK) by Lee Shulman(1986)

This theory was developed by Lee Shulman in 1986 to emphasize the interaction of content
knowledge and pedagogical knowledge. It suggests that effective teaching requires an
understanding of both subject matter and how to teach it effectively. Teachers with strong PCK
can Select appropriate instructional strategies, design meaningful learning activities and assess
pupils’ understanding within the content area. It involves understanding the concepts,
misconception, and common difficulties that pupils encounter when learning specific topics.
Teachers can use the idea of PCK in the classroom in many ways to enhance their teaching
effectiveness and promotes pupil’s academic achievements in the following ways:

 Understanding pupils’ prior knowledge. Teachers can draw on their PCK to anticipate
pupils’ misconception, difficulties and prior knowledge related to content. By
understanding pupils’ existing knowledge and experiences, teachers can tailor their
instructional need ad build up what already know.
 Designing meaningful learning experiences. Teachers with strong PCK, can Select
appropriate strategies, learning tasks, and resources that permit him are effectively teach
specific content. They can create learning experiences that engaging, relevant and support
pupils understand Skill development.
 Providing clear explanations with examples. Teachers can use their PCK to provide clear
explanations, demonstration and give examples that will help pupils to grasp complex
concepts and progress. By drawing on the content knowledge and pedagogical expertise,
teachers can present information in ways that are accessible and meaningful to pupils
  Facilitatiating and discourse and inquiry. Teachers can Forster classroom discourse and
inquiry-based learning experiences that encourages pupils to explore, question, and
construct their understanding of their content. Through effective questioning, discussion
facilitation, and collaborative activities, teachers can promote deep learning and critical
thinking.
 Assessing pupils’ Learning. Teachers can use their PCK to design formative and
summative assessment that provide insides into the pupils’ understanding of the content.
By aligning assessment with objectives and instructional activities, teachers can gather
evidence of pupils’ learning and use the information to guide instruction and provide
targeted feetback.
 Overall, leveraging pedagogical content knowledge enables teachers to effectively
translate their expertise in both content and teaching into meaningful learning
experiences for pupils which promotes pupils’ achievements

2.4.2 Gagne’s theory of instructional strategies (1960s)

Gagne's theory of instructional strategies is a framework that focuses on the process of learning
and the effective design of instruction. It emphasizes the importance of nine instructional events
or steps that enhance learning outcomes. These events include gaining attention, informing
learners of the objective, stimulating recall of prior knowledge, learning, presenting the content,
providing guidance, eliciting performance, providing feedback, assessing performance, and
enhancing retention and transfer.

In terms of curriculum implementation, Gagne's theory provides a systematic approach to

organizing and delivering instruction within the curriculum. It helps teachers align their teaching
strategies with the specific learning objectives and outcomes of the curriculum. By following the
instructional events, teachers can create a structured and engaging learning environment that
facilitates pupils’ understanding and retention of the curriculum content.

Teachers can use Gagne's theory in the classroom to influence pupils' academic achievements by
incorporating the nine instructional events into their teaching practices. Here are some ways they
can apply it:
Gain attention: Use attention-grabbing techniques such as multimedia, real-life examples, or
thought-provoking questions to capture students' interest and motivate them to learn.

Inform the learning objectives. Clearly communicate the learning objectives to pupils’
ensuring that they understand what they are expected to achieve.

Stimulate recall of prior learning: Help pupils connect new information to their existing
knowledge by activating their prior knowledge through discussions, brainstorming, or review
activities.

Present the content: Deliver the content in a clear and organized manner, using various
instructional strategies like lectures, demonstrations, visuals, or hands-on activities.

Provide guidance for learning. Offer guidance and support to pupils as they engage with the
content, providing explanations, examples, and scaffolding to facilitate understanding.

Elicit performance: Provide opportunities for pupils to practice and apply what they have
learned through activities, discussions, projects, or assessments.

Provide feedback: Offer timely and constructive feedback to pupils highlighting their strengths
and areas for improvement, to guide their learning process.

Assess performance: Assess pupils understanding and progress through formative and
summative assessments, allowing teachers to monitor their achievements and adjust instruction
accordingly.

Enhance retention and transfer: Help pupils retain and transfer their learning to real-life
situations by providing opportunities for reflection, application, and integration of knowledge.

By incorporating Gagne's instructional events into their teaching practices, teachers can create a
structured and engaging learning environment that promotes academic achievement and
enhances pupils' understanding and retention of the curriculum content.

2.4.3 The theory of Constructivism Jean Piaget(1960), and Lev Vygotsky(1970s

This learning theory, associated with theorists such as Jean Piaget and Lev Vygotsky, emphasizes
active learning and the construction of knowledge through experiences and interactions with the
environment. Meaning that learners actively construct their own understanding of knowledge
through their experiences, interactions, and reflection. It emphasizes the role of the learner in the
learning process and recognizes that individuals bring their prior knowledge and experiences to
the learning environment. In terms of curriculum implementation, constructivism aligns with an
approach that focuses on learners centered learning. Instead of passively receiving information,
pupils are encouraged to actively engage with the curriculum, explore concepts, and make
connections to their own experiences. The curriculum is designed to provide opportunities for
pupils to construct their own meaning and knowledge. Teachers can use the idea of
constructivism in various ways to support pupils learning such as:

Teachers can create learning activities that promote exploration, problem-solving, and
collaboration. This can include hands-on experiments, group discussions, and project-based
learning.

Teachers can also provide support and guidance to help pupils build on their existing knowledge
and skills. This can include modeling, questioning techniques, and offering resources for further
exploration.

Teachers can promote reflection by asking pupils to think critically about their learning
experiences, evaluate their understanding, and identify areas for further development. This can
be done through journaling, class discussions, or self-assessment activities.

Teachers can create a safe and inclusive classroom environment where students feel comfortable
taking risks, sharing their ideas, and collaborating with their peers. This can enhance their
engagement and motivation to construct knowledge.

Overall, constructivism emphasizes the active role of the learner in the learning process and
encourages teachers to create learning opportunities that support students in constructing their
own understanding of the curriculum. Applied to curriculum implementation, constructivism
suggests that teachers should create learning experiences that encourage students to engage in
inquiry, problem-solving, and collaboration, allowing them to construct their understanding of
the curriculum content.
2.5 Theoritical framework

LEE SHULMAN ROBERT GAGNE PIAGET / VYGOTSKY

The theory of pedagogical The theory of instructional

content knowledge (PCK) strategies The theory of constructivism

(1986) (1965) (Mid 20 century and 1970s)

-The importance of the nine instruction -active learning and

The interaction of content events or steps to enhance learning
knowledge and pedagogical outcomes.
knowledge
-how to create a structure organized an
engaging learning environment that
facilitates pupils understanding and
retention of the curriculum content
construction of knowledge
through experiences and
interaction with environment
-the role of learners in the
learning process

-curriculum implementation

-teacher’s content knowledge

-instructional strategies

-instructional materials.

Academic achievement
2.6 PRESENTATION OF THE INSTITUTION AND INTERNSHIP ACTIVITIES

2.6.1 Description of the internship place

This research was carried in Group Scolaire Bilingue LA RELEVE (GSB La RELEVE) Yaounde
VI sub-division. GSB la RELEVE, is a private nursery and primary school with two sub system
of education (English and French), operating under the Ministry of Basic Education.

2.6 .2 Presentation of the institution

Group Scolaire Bilingue La RELEVE an institution, created in 2021 by Mrs Njofou Christine,
with the aim of providing formal education to nursing and primary children. It practices two sub-
systems of education; the Anglophone sub-system, and the Francophone sub-system. The school
runs in one shift, from morning to afternoon. It has the objective of training young children, good
discipline and success in the Academic Achievements and all aspects of their lives as the Mott of
the school indicates Work Perseverance Success.The school is headed by a headteacher.

2.6.3 The school organization

Head teacher

Discipline master
 Teachers bursar

pupils
2. 6.4 Presentation internship activities

An internship is a period within the professional training which the intern or the researcher goes
out to the field under an enterprise in his or her field of study. This period is meant for the intern
to be professionalized or put into practice what was studied theoretically within the classroom.
The activities carried out during the period are not only meant for the researcher to gather or
collect data and write a project to prove that he or she did the internship but a period within
which the he or she learns how to communicate or deal with the Pupils and also run an
institution of his own after the study. This time is taken to build the courage and practice the
strategies needed in the teaching learning process.

During my short period there, I participated in the following activities:

I conducted the morning devotion with the teachers every Monday and Friday from 7:00am
_8:00am on the assembly ground

Observation in class with teachers for two weeks and also participated in other activities with the
teachers

Taught class five and Six

2.6.5 STRENGTH AND WEAKNESSES

The school has its own strengths and Weaknesses as far as running of the activities is concerned.

Strengths of the school

The school has enough buildings with classrooms to contain the Pupils and teachers.

The school treats it teachers well. Pays the teachers on the exact date of payment.

Weaknesses of the school

The researcher during her stay in the school, was able to identify the following problems or
weaknesses:

Lateness was a usual phenomenon with some teachers and pupils, and thy took responsibility of
their lateness.

Inadequate textbooks for teachers to explore and make lessons, and even pupils lacked adequate
textbooks which made it difficult for them to study well.

Teachers never followed the rules and regulations as demanded thereby disrespecting the
headteacher.

Teachers absent from school with no tangible reason to justify.

Too much noise coming from the carpenters’ machines just opposite the school. Thereby causing
distraction to pupils in class.

Teachers teach with diadactic materials.

2.6.6 Proposed Solution to the identified

Lateness from teachers and pupils:

The home is the first agency in which the very foundation of all characters and habits are
established. In the home, the first steps are taken to instill primary habits of obedience , honestly,
and respect for constituent authority. The parents must make their chidren understand the
importance of being regular and punctual in school. By so doing, the problem of lateness will be
reduced on the side of the Pupils or completely eradicated.

While the teachers need to be committed to their work. When teachers are committed, they will
prioritize their work and this will obviously make them punctual in school thereby showing good
example to pupils. The school should equally establish standard measures of discipline against
lateness.

The school administration should implement a strict punctuality policy for both teachers and
pupils, with clear consequences for repeated lateness. They should also provide incentives for
punctuality, such as rewards or recognition for those who consistently arrive on time. This will
motivate them.
 Teachers not respecting the rules and regulations of the school:

The administration should clearly communicate the expectations and rules to all teachers and
ensure they understand the consequences of not following them. And establish a system of
accountability, such as regular evaluations, to monitor teacher compliance with school rules.

Teachers teaching without didactic materials:

For the case of didactic materials, the school authority should try to put an effort on this by
checking the teaching materials of teachers before they go to teach. This is so because the
teaching materials make the class lively and knowledge is easily transmitted. Thus, making the
children to know or understand the importance of those teaching materials in the classrooms.

The school should develop a budget and procurement plan to ensure that each teacher has
access to the necessary teaching materials.

Provide training and support to teachers on how to effectively use the available teaching
materials and encourage them to create their own resources when needed.

Too much noise in class:

The teachers should implement classroom management strategies that promote a quiet and
focused learning environment, such as establishing clear expectations for behavior and actively
monitoring noise levels.

Provide professional development and to teachers on effective classroom management

techniques.

It is important to note that these are general suggestions, and the specific solutions may vary
depending on the context and resources available to the school. Regular communication,
collaboration, and support among school administrators, teachers, and pupils are crucial for the
successful implementation of any proposed solutions.

To conclude, this chapter is one of the most important in the study. This is because it makes the
researcher to make findings, reveal the work of others and articles. It ends with the experience
the researcher had gathered in the field during the internship period at GSB la RELEVE.
 CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION

Methodology refers to the systematic plan or approach used to carry out research, solve
problems, or achieve specific goals. It involves the selection and application of methods and
techniques to collect, analyze , and present data or information in a logical and organized
manner. In other words, methodology means how the researcher did the research. It provides
a framework for conducting research or projects in a structured and reliable way. This chapter
therefore presents the various methods used by the researcher to obtain data;

3.1 Research Design

Research design refers to the plan or strategy that a researcher adopts to answer a research question or
test a hypothesis. It outlines the steps and procedures that will be followed to collect and analyze data in
order to achieve the research objectives. It provides a framework for organizing and conducting the
research study in a systematic and logical manner, ensuring that the research findings are valid, reliable,
and generalizable. Kenner et al ( 1996) is also of the opinion that research design simplifies the type of
information to be gathered, the sources of data collection, procedure or research pattern. This study
was carried out by using the survey research design, which involves both quantitative and qualitative
research approaches to gather information collected from primary and secondary sources.

3. 2 POPULATION OF STUDY

The population of study refers to the entire group of individuals or objects that a researcher
wants to investigate or draw conclusions about. It represents the larger target group from which
a sample is selected for research purposes. The population of study is defined by specific
characteristics or criteria that are relevant to the research question or objective. According to
Creswell (2012) , population is a group of individuals who have the same characteristics. In the
same line, Popola (2011) defines population of the study as the totality of the items under the
universe of study. It was based on this that all the primary school pupils in Cameroon were
considered as the population of study . For a convenient and easy study, the population of the
study was broken down into the target and accessible population.

3.2.1 Target population

The targeted population refers to a specific subgroup or segment of the overall population of study that
is of particular interest to the researcher. The target population is the group of individuals that the
researcher aims to understand, analyze, or make conclusions about their study. So the target
population here consist of all the Pupils in G S B LA RELEVE in Yaounde VI sub-Division, which was made
up of 60 pupils

3.2.2 Accessible population

Accessible population refers to the group of individuals or elements that are available and
within reach for a research study or data collection. It includes individuals who can be easily
accessed and from whom data can be collected. This population is typically the subset of the
target population that is feasible to study or survey due to factors such as location, time,
resources, or other limitations. It is important to consider the accessible population when
designing a study to ensure that the findings are representative and applicable to the target
population of interest. So it is from this population that we verify our research objectives on
the Curriculum implementation and the influence on pupils’ academic achievements

3.2.3 sample size

A sample size is one part of the population. This is the representation of some of the total population
which will be use in our work to draw conclusion. The sample of this study is 60, but I used the
kriegce and Morgan sample size determination to come out with came out 52 which comprises level
3. So from a target population of over sixty ( 60) , a sample size of fifty two ( 52) pupils were deemed
Sufficient to generalize the results of the study as clearly analyzed by the sampling techniques.

3.2.4 Sampling technique

Sampling technique refers to the selecting of individual members or a subset of the
population to Make a statistical inference from them and estimate characteristics The
sampling technique used was the simple random sampling technique. The simple random
sampling technique is a method of sampling where by each member of the population has
probability of being selected to represent from the whole population (G S B LA RELEVE).
The simple random sample method is one use to call (pick out, select, separate) a smaller
sample from a larger population and used in research and make generalization about the
larger group. Here pupils are selected at random to comprise the sample.
The researcher decided to use this technique because it gives the entire respondent an equal
chance of answering the question without bias. The questionnaires was administered
according to classes .
3.2.5 DATA COLLECTION SOURCES

during research, the data collected from the field was the primary source (questionnaire) and
through the secondary sources (documents)

Amin (2005) defines questionnaire as a carefully design instrument for collecting data in
accordance with specification of research question and hypothesis. the questionnaire that the
researcher used to administer to the pupils was a close open ended questionnaire. This helps to
facilitate response from the correspondence.

in addition, it makes possible and economy of time and expenses, and also provide high
proportion of usable responses. the questionnaire was prepared in English language because all
the sample pupils could read and understand the concepts that were incorporated . the
questionnaire has three parts. the first part described the respondent’s demographic data which
includes the gender, age , class. the second part incorporated the whole possible effect of the
independent variables of teacher’s knowledge, instructional strategies, and instructional
materials.

each variable under the independent variable had fixed close ended questions using four points
like strongly agreed, agreed, disagreed, strongly disagreed.

the third partway on dependent variable, the pupils’ academic achievements in terms of close and
open ended questions

3.3 Validity Of The Research Instrument

Amin ( 2005, 285) defines validity as the ability to produce accurate results and measure what it is
supposed to measure. This study measures the construct and content validity of the instrument of this
study . The validity of the instruments can be affirmed with the reason that the questions were simple,

understandable and easy for the respondents . The supervisor was the final judge of the instrument for

both the content and face validity. After the correction were made, it was administered to the to the
headteacher and teachers for data collection.

3.3.1 Content Validity

Here, the detailed examination of the questionnaire was done by the supervisor taking into
consideration the objectives of the study, and making all the necessary corrections in order to develop
 a proper questionnaire. She also ensured that the questions asked were related to the study and they
were related to the various variables. This was done in order to ensure a proper content validity.

3.3.2 Face Validity

IT REFERS TO THE DEGREE OF WHICH AN ITEM APPEARS EFFECTIVELY IN

ITERMS AS IT’S STATED OBJECTIVES. The supervisor of this work carefully checked and
examined the questionnaires, as she ensured that the presentation of this questionnaire was correct, she
also ensured that, the necessary items asked in the questionnaires were valid. After some final
corrections, face validity became visible thus the development of the original copies of the questionnaire.
A Cronbach alpha of between __and was deemed acceptable as shown on the table below.

Table 2: reliability index

Cronbach's Cronbach's N of Items

Alpha Alpha Based on
Standardized
Items

.987 .987 25

3.4 DATA COLLECTION PROCEDURES

IN ORDER TO EXAMINE THE INFLUENCE OF CURRICULUM

IMPLEMENTATION AND EFFECTS ON PUPILS’ ACADEMIC ACHIEVEMENTS
OF PUPIL OF GSB LA RELEVE, YAOUNDE VI SUB-DIVISION, BOTH PRIMARY
AND SECONDARY SOURCES OF DATA WERE USED.

3.4.1 Primary Source Of Data

The primary sources of data collection method in this work was obtained through the use of
questionnaires and observation. The questionnaire were dispatched to all the Fifty pupils , and Fifty
all came back.
3.4.2 Secondary source of data
This is data that has already been collected for some other purposes, process and shared as secondary
data. Examples of such data are; books, internet and lecture note. The secondary data was able to
back up the primary data.

3.5 Method Of Data Analysis

The data that was obtained through questionnaire was analyzed, where descriptive statistics was done
using tables, pie charts, bar charts, mean and standard deviation.

method of descriptive analysis was used to justify the data collected from the questionnaires where the
respondent will be expressed in frequencies and percentage and illustrated using tables and pie charts.
Conclusions were drawn from the observation , and Microsoft Excel was used in the work.

3.6 METHODOLOGICAL CHALLENGES

THE FOLLOWING PROBLEMS WERE ENCOUNTERED DURING THE

COLLECTION AND ANALYSIS OF DATA

. LACK OF FINANCES FOR TRANSPORTATION

. ABSENTEEISM OF SOME TEACHERS AND PUPILS

3.7 ETHICAL CONSIDERATIONS

This work is a bone- fide independent research work, all borrowed ideas were references .
Data that was collected from respondents had teacher’s parental consent from which the
respondents agreed wilfully to partake in this work. Their identify were confidentially
kept.
 Table 4: Recapitulation
Research Topic Curriculum Implementation and effect on pupils’ academic Achievement

Main research Specific research Independent Indicator Dependent Indicator Instrument for data Data analysis tool
objective objectives variable Variable collection

- To critically -To examine the - Curriculum -Teacher’s - Academic - Payment of - Questionnaire(close - Excel where we
examine the influence of Implementatio content achievement fee on time and open ended) use tables, pie
influence of teacher’s n knowledge - Motivation chart, bar charts
curriculum contents -Instructional - Encouraging - Measuring scale
implementatio knowledge on strategies results like four points
n on pupils’ pupils’ -Instructional liked scale
academic academic materials
achievement achievement
-To investigate
the effects of
instructional
strategies on
pupils’
academic
-To verify how
instructional
material
influence
pupils’
academic
 CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION
Introduction
This chapter deals with data representation, analysis and interpretation of data obtained from the
field by the researcher. The results will be based on the questionnaires administered to pupils.
Curriculum implementation and its effects on pupils’ academic achievement in some some
selected primary schools in Yaoundé VI sub- division. This study made up of 60 class 6
respondents from GSB La RELEVE and EBNPS

Distribution of respondents
According to Item 1 on age, 32.50% of the respondents are between 12-14years of age, 63.75%
of respondents are between 15-17years while 3.75% 0f respondents are 8years above of age.
This shows that majority of the respondents are of 15-17 years. So they can actually give insight
to the research questions.
.

The respondents’ opinions show that 25.00% of them are female while 75.00% are male

This shows that the area of study is made up of mostly male respondents
According to the years of schooling, 21.25% of respondent said they have6 to 10 years
experience while 78.75% of the respondents said they have 11 years plus in service
Item on nationality shows that, 92.50% of the respndents are Cameroonian, 5.00% of the
respondence are Nigerian while 2.5% of the respondents are Gabonlise

The respondents opinion shows that 83.75% of them are Christians while 16.25% of the are
muslim. This mean that almost all the teachers in the school are from christain background.

Analysis of Variables

After the background information of teachers, the researcher presents the descriptive analysis of
the questionnaire on the opinions of the respondents that was done by the researcher with the use
of SPSS version 20. The researcher first deal with the Independent variable, followed by the
dependent varaiable using tables and bar charts showing the frequency, mean and standard
deviation.
Independent iiiiVariables
The Independent Variable here was curriculu imsplementation sub-variables or Indicators as :
teacher’s contentknoledge, instructional strategies and instructional materials. The pupils’
iiii responses iiiiwere iiiicharacterized iiiiby iiiistrongly iiiiagree, iiiiagree, iiiidisagree, iiiiand iiiistrongly iiiidisagree.
iiii The iiiirespondents’ iiiiopinions iiiiwere iiiigiven iiiiand iiiiresults iiiiindicated iiiiin iiiithe iiiibar iiiigraphs and tables
as shown ibelow.

Respondents view on teacher’s content knowledge and its effects on pupilss’ academic
Performance.

Items Opinion Frequency Percentage

Strongly agreed 16 20.0%

Agreed 27 33.8%

During lesson, your teachers explain words

Disagreed 20 25.0%
deeply

Strongly disagreed 17 21.2%

Total 80 100.0%

Strongly agreed 16 20.0%

Agreed 27 33.8%
Your teacher hardly make mistake when
Disagreed 20 25.0%
spelling words
Strongly disagreed 17 21.2%

Total 80 100.0%

Strongly agreed 15 18.8%

Agreed 28 35.0%
Your teachers always struggle to answer your
Disagreed 20 25.0%
questions
Strongly disagreed 17 21.2%

Total 80 100.0%

When your teachers are teaching, they take Strongly agreed 15 18.8%
time to explain the similarities and difference
Agreed 29 36.2%
between concepts
Disagreed 19 23.8%
 Strongly disagreed 17 21.2%

Tobtal 80 100.0%

Strongly agreed 15 18.8%

Agreed 29 36.2%

Your teachers are always reading from the

Disagreed 18 22.5%
book when explaining lessons

Strongly disagreed 18 22.5%

Total 80 100.0%

Source: Fieldwork (2023)

According to respondents’ opinions on teacher’s content knowledge as shown on the above

table, item (1) which was on During lesson, your teachers explain words deeply, 16(20.0%) said strongly
Agreed, 27(33.8%) Agreed, 20(25.0%) Disagreed and 17(21.2%) Strongly Disagreed.. From the
analysis, it shows that majority of the respondent accept teachers explain words deeply during
lessons. Item (2) on Your teacher hardly make mistake when spelling words shows that, 18(10.5%) of
respondents Srongly Agreed, 27(33.8%) Agreed, 20(25.2%) Disagreed while 17(21.2%) of
respondents Strongly Disgreed. From the analysis, it shows that 16(20.4.%) of respondent
disagreed with the fact that their teachers hardly make mistakes when spelling words . Revealing
item (3) on Your teachers always struggle to answer your questions, statistics show that 16(20.5%) SA,
27(22.33.8%), Agreed 20(25.0%) Disagreed , and 17(21.2%) Strongly Disgreed on the said
items The researcher made points from the analysis that majority of the respondents never
struggle to answer questions. Item (4) on When your teachers are teaching, they take time to explain the
similarities and difference between concepts, statistics reveals that 15(18.8%) SA, 28(35.0.9%) Agreed,
20(25.0%) Disagreed while 17(21.2%) Strongly Disagreed. The respondents’ opinions show that
teachers sometimes take time to explain similarities and differernce between concepts and facts.
Item ( 5) on Your teachers are always reading from the book when explaining lessons reveals that 15(18.8%)
Strongly Agreed, 29(36.2%) Agreed, 18(22.5%) Disagreed while 18(22.5%) Strongly Agreed.
The last item on respondents’ shows that 36(45%) denied the fact that teachers always read from
book before explaining lessons, while 44(55%) of the respondents accept that teachers always
read from their books while explaining lessons.
Respondents view on Instuctional strategies and its effects on pupilss’ academic
Performance.

Item Opinion Frequency Percentage

Strongly agreed 11 13.8%

Your teachers always Agreed 31 38.8%

connect lessons in the

disagreed 18 22.5%
classroom to real life
situations Strongly disagreed 20 25.0%

Total 80 100.0%

When your teachers are Strongly agreed 8 10.0%

teaching, they always ask
Agreed 34 42.5%
questions to know if you are
following up disagreed 17 21.2%
 Strongly disagreed 21 26.2%

Total 80 100.0%

Strongly agreed 10 12.5%

Your teachers always
Agreed 32 40.0%
present the objectives of the
lesson at the beginning to disagreed 18 22.5%
help you know what you are
Strongly disagreed 20 25.0%
expected to learn
Total 80 100.0%

Strongly agreed 10 12.5%

Your teachers always Agreed 32 40.0%

present activities that allow
disagreed 18 22.5%
you to work in groups with
your classmates Strongly disagreed 20 25.0%

Total 80 100.0%

Strongly agreed 16 20.0%

Your teachers always use

Agreed 27 33.8%
different methods to teach
during lessons and disagreed 20 25.0%
sometimes engage in to
Strongly disagreed 17 21.2%
discussion

Total 80 100.0%

According to the respondents opinion on the table above, item (1) on your teachers always
connect lessons in the classroom to real life situations. 11(13.8%) strongly agreed, 31(38.3%)
agreed, 18(22.5%) Disagreed, 20(25.0%), strongly disagreed. From the analysis, it shows that
majority accept that their teachers always connect lessons in the classroom to real life situations.
Item (2) on when your teachers are teaching, they always ask questions to know if you are
following up.8(10.0%) strongly agreed, 34(42.5%) agreed, 17(21.2%) Disagreed 21(26.2%)
strongly disagreed. The analysis shows that majority of the teachers always ask questions to
know if the pupils are following up. Item (3) on the your teachers always present the objectives
of the lesson at the beginning of to help you know what you are expected to learn 10(12.5%)
strongly agreed, 32(40.0%) agreed,18(22.5%) Disagreed, 20 (25.0%) strongly disagreed.
Majority of the respondents accept that their teachers always present the objectives at the
beginning of the lesson to help them know what they are expected to learn.. Item (4) on your
teachers always present activities that allow you to work in groups with your classmates.
10(12.5%) Strongly agreed, 32(40.0%) agreed, 18 (22.5%) Disagreed, 20 (25.0%). From the
respondents opinion, the teachers always present activities that allow them to work in groups
with their classmates. Item (5) on your teachers always use different methods to teach during
lessons and sometimes engage in to discussion. 16(20.0%) strongly agreed, 27(33.8%) agreed,
20(25.0%), 17(21.2%) . This shows that majority accept the fact that that their teachers always
use different methods to teach during lessons and sometimes engage in to discussion.

Respondents view on Instructional Materials and its effects on pupilss’ academic

Performance.

Item opinion Frequency Percentage

Sometimes, your teachers use concrete Strongly agreed 25 31.2%

instructional materials to teach
Agreed 15 18.8%
 Disagreed 21 26.2%

Strongly
19 23.8%
disagreed

Total 80 100.0%

Strongly agreed 24 30.0%

Agreed 16 20.0%
Your teachers use instructional materials like
Disagreed 21 26.2%
computer and telephone , and allow you to
manipulate them Strongly
19 23.8%
disagreed

Total 80 100.0%

Strongly agreed 24 30.0%

Agreed 16 20.0%

Your teachers always present very clear disagreed 21 26.2%

instructional materials when teaching
Strongly
19 23.8%
disagreed

Total 80 100.0%

Strongly agreed 24 30.0%

Agreed 11 13.8%

During teaching, your teachers always present disagreed 26 32.5%

many different instructional materials
Strongly
19 23.8%
disagreed

Total 80 100.0%

Strongly agreed 23 28.8%

Agreed 12 15.0%

Your teachers always teach using instructional disagreed 26 32.5%

materials
Strongly
19 23.8%
disagreed

Total 80 100.0%
According to respondents opinion on Instructional strategies, shown on the table above, item (1)
on sometimes your teachers use concrete instructional materials to teach.21(31.2%) strongly
agreed, 15(18.8%) agreed 21(26.2%) Disagreed, 19(23.8%) strong Disagreed. From the
respondents opinion, they deny that their teachers always use concrete instructional materials to
teach. Item (2) on your teachers use Instructional materials like computer, and telephone, and
allow you to manipulate. 24(30.0%) strongly agreed, 16(20.0%) agreed 21(26.2%) Disagreed
19(23.8%) strongly disagreed. From the respondents opinion, it shows that their teachers
sometimes use Instructional materials like computer and telephone and allow them to
manipulate. It (3) on your teachers always present very clear instructional materials when
teaching.24(30.o%) strongly agreed 16(20.0%) agreed, 21(26.2%) Disagreed,19(23.8%) strongly
disagreed. The analysis shows that their teachers sometimes present very clear instructional
materials when teaching. Item (4) on during teaching, your teachers always present many
different instructional materials.24(30.0%), strongly agreed 11(13.8%) agreed, 26(32.5%)
Disagreed, 19(23.8%) strongly disagreed. From the respondents opinion, majority Disagreed that
their teachers always present Instructional materials. Item (5) on your teachers always teach
using instructional materials.24(28.8%) strongly agreed 12(15.0%) agreed, 26(32.5%) Disagreed,
19(23.8%) strongly disagreed to the fact that theirs teachers always use Instructional materials
when teaching.
Respondents view on academic achievements and its effects on pupilss’ academic
Performance.

Items opinion Frequency Percentage

Strongly agreed 16 20.0%

Agreed 38 47.5%

You always remember your previous

disagreed 11 13.8%
knowledge

Strongly disagreed 15 18.8%

Total 80 100.0%

Strongly agreed 16 20.0%

Agreed 38 47.5%

You find it difficult studying with others disagreed 8 10.0%

Strongly disagreed 18 22.5%

Total 80 100.0%

Strongly agreed 16 20.0%

Agreed 33 41.2%
You understand better when you listen, see,
disagreed 13 16.2%
and touch
Strongly disagreed 18 22.5%

Total 80 100.0%

Strongly agreed 16 20.0%

Agreed 33 41.2%

You like studying disagreed 13 16.2%

Strongly disagreed 18 22.5%

Total 80 100.0%

Your parents always pay your school fee on Strongly agreed 16 20.0%
 Agreed 33 41.2%

disagreed 12 15.0%
time
Strongly disagreed 19 23.8%

Total 80 100.0%

According to respondents opinion on academic achievements as shown above, item (1) on your
remember your previous knowledge.16(20.0%) strongly agreed, 38(47.5%) agreed, 11(13.8%)
Disagreed, 15(18.8%) strongly disagreed . This means that majority of the Pupils always
remember their previous knowledge. Item (2) on your find it difficult studying with others.
38(47.5%) strongly agreed, 8(10.0%) agreed, 18(22.5%). Disagreed, 18(22.5%) strongly
disagreed. The analysis shows that a good number of pupils find it difficult to study with others.
Item (3)o you understand better when you listen, see and touch.16( 20.0%) strongly agreed,
33(41..2%) agreed, 13( 16.2%) Disagreed, 18(22.5%) strongly disagreed. Item (4) on you like
studying.16(20.0%) strongly agreed 33(41.2%) agreed, 13(16.2%) Disagreed 18 (22.5%)
strongly disagreed. The respondents opinion shows that majority like staying. Item (5) on your
parents always pay your fees on time. 16(20.0%) strongly agreed, 33(41.2%) agreed, 12(15.0%)
Disagreed, 19 (23.8%) strongly disagreed. From the analysis on the last item, majority accept
that their parents always pay their fee on time.
 Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance

Minimum

Item Means 2.279 1.100 2.638 1.538 2.398 .205

Item Variances .942 .138 1.361 1.224 9.878 .163

Inter-Item Covariances .707 .029 1.343 1.314 46.141 .144

Inter-Item Correlations .745 .099 1.000 .901 10.093 .048

Descriptives

Descriptive Statistics

Items N Minimum Maximum Mean Std. Deviation

Your teachers are always reading from the

80 1.00 4.00 2.4875 1.04329
book when explaining lessons

When your teachers are teaching, they take

time to explain the similarities and difference 80 1.00 4.00 2.4750 1.03085
between concepts

Your teachers always struggle to answer your

80 1.00 4.00 2.4875 1.03108
questions

Your teacher hardly make mistake when

80 1.00 4.00 2.4750 1.04306
spelling words
During lesson, your teachers explain words
80 1.00 4.00 2.4750 1.04306
deeply

Your teachers always use different methods

to teach during lessons and sometimes 80 1.00 4.00 2.4750 1.04306
engage in to discussion

Your teachers always present activities that

allow you to work in groups with your 80 1.00 4.00 2.6000 1.00127
classmates

Your teachers always present the objectives

of the lesson at the beginning to help you 80 1.00 4.00 2.6000 1.00127
know what you are expected to learn

When your teachers are teaching, they

always ask questions to know if you are 80 1.00 4.00 2.6375 .98397
following up

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Your teachers always

connect lessons in the
80 1.00 4.00 2.5875 1.01500
classroom to real life
situations

Your teachers always teach

80 1.00 4.00 2.5125 1.14730
using instructional materials

During teaching, your

teachers always present
80 1.00 4.00 2.5000 1.15835
many different instructional
materials

Your teachers always present

very clear instructional 80 1.00 4.00 2.4375 1.15664
materials when teaching
Your teachers use
instructional materials like
computer and telephone , 80 1.00 4.00 2.4375 1.15664
and allow you to manipulate
them

Sometimes, your teachers

use concrete instructional 80 1.00 4.00 2.4250 1.16679
materials to teach

Your parents always pay your

80 1.00 4.00 2.4250 1.06468
school fee on time

You like studying 80 1.00 4.00 2.4125 1.05175

You understand better when

80 1.00 4.00 2.4125 1.05175
olyou listen, see, and touch

You find it difficult studying

80 1.00 4.00 2.3500 1.04458
with others

You always remember your

80 1.00 4.00 2.3125 1.00119
previous knowledge

Valid N (listwise) 80

CONCLUSION

This chapter presents the data collected from the field. The data was analyzed according to the
questions. This shows that, teacher’s Content knowledge, frequent usage of Instructional
materials, as well as payment of fee on time would have a reasonable improvement on the
Academic Achievement of the Pupils. Hence , Instructional strategies used by teachers in the
classroom, also play a significant role in pupils’ academic achievement.

CHAPTER FIVE

5.1 Discussion
The main objective of this research is to find out the effects of curriculum implementation on
pupils’ academic achievement in some selected primary schools in Yaounde VI sub-division.
Information and data were collected and analyzed using the descriptive and inferential statistics.
The results were the outcomes of the finding. From the questionnaire and observation guide, it
can be said that the aspect of curriculum implementation can be through teacher’s content
knowledge, Instructional strategies, and Instructional materials, thereby leading to good
academic achievement.

Objective one, examining teacher’s content knowledge on pupils’ academic achievement.

According to Lee Shulman, teacher's content knowledge refers to the deep understanding and
expertise that teachers possess in the subject matter they teach. This includes not only knowing
the facts and concepts of the content, but also understanding the underlying principles,
connections, and potential misconceptions. Shulman introduced the concept of Pedagogical
Content Knowledge (PCK) in (1986), which emphasizes the intersection of content knowledge
and knowledge of how to teach that content effectively. This reveals that a good teacher is one
who masters the content they teach, and knows how to teach it.

Objective two examines the effects of Instructional strategies on pupils’ academic achievement.
Instructional strategies, according to Robert Gagne, refer to the specific methods and techniques
used by educators to facilitate learning and promote effective instruction. Gagne believed that
instructional strategies should be designed based on an understanding of how people learn and
should align with the specific learning objectives. In his book "The Conditions of Learning," first
published in (1965) Gagne proposed a systematic approach to instructional design known as the
"Nine Events of Instruction" model. This model outlines a series of steps or events that should be
incorporated into the instructional process to optimize learning These instructional strategies, as
outlined by Gagne, serve as a guide for educators to design effective instructional materials and
promote meaningful learning experiences.

According to Objective there of our study, is to verify the influence of instructional materials on
pupils’ academic achievement. According to Jean Piaget and Lev Vygotsky, instructional
materials, refer to the resources and tools used in the teaching and learning process to facilitate
the acquisition of knowledge and skills. Both Piaget and Vygotsky emphasized the importance of
instructional materials in supporting cognitive development and promoting effective learning.
Jean Piaget, a Swiss psychologist in the mid-20th century, focused on cognitive development in
children. He believed that children actively construct knowledge through their interactions with
the environment. Piaget emphasized the use of concrete materials and hands-on experiences to
facilitate learning. These instructional materials can include objects, manipulatives, diagrams,
and other tangible resources that help learners engage in active exploration and discovery. Lev
Vygotsky, a Russian psychologist, in the 1970s and 1980s, emphasized the social and cultural
aspects of learning. Vygotsky believed that learning is a social process and that learners acquire
knowledge and skills through interactions with others. He emphasized the use of instructional
materials that mediate learning and provide scaffolding for learners. These instructional materials
can include books, multimedia resources, computer programs, and other tools that support
collaborative learning and provide guidance and support to learners.

5. 2 CONCLUSION
The purpose of this research was to find out the effects of curriculum implementation on pupils’
academic achievement. The main hypothesis “ curriculum implementation, and academic
achievement “ From the finding we had in the field, the results confirm that, there is a problem
with curriculum implementation. But if the curriculum is effectively Implemented, it will
improve the academic achievement of the Pupils. The researcher set to examine the teacher’s
content knowledge , Instructional strategies, Instructional materials , and how they influence
pupils’ academic achievement in some selected primary schools in Yaounde VI sub-division.. A
descriptive survey design was employed to investigate the phenomenon with the use of close and
open ended questionnaire to obtain the qualitative data. More over, the findings were presented
by calculating frequencies, percentages, the mean, the standard deviation and all presented in
tables and charts. The findings of the study were then concluded that: Teachers lack content
pedagogical knowledge to improve pupils’ academic achievement. This was proven in the fact
that are always attached to reading from the book when teaching. Also the study concludes that
Instructional strategies do not play a vital role in pupils’ academic achievement . This is
evidenced in that pupils Disagreed that their teachers always put them in groups to study. The
study also conclude that that teachers to need us variety of Instructional materials like concrete
materials during teaching to improve pupils’ academic achievement. The analysis of study
confirm that effective curriculum implementation provides direct experiences, and facilitate
understanding, leading to implement in the academic achievement Of the Pupils.

5.3 Recommendations
The researcher observed that, most ok the respondents have some knowledge on curriculum
implementation and academic achievement. Generally, they believe that If the teachers
effectively implement the curriculum, they will I’m ooh their academic achievement. Based on
the above study, curriculum implementation and effects on pupils academic achievement, the
researcher came out with some recommendations to improve curriculum implementation in
primary institution.

The ministry of basic education should assess the needs and challenges of schools, teachers, and
leaners to identify areas for improvement in the curriculum implementation process.

The ministry should provide regular and ongoing training for teachers to ensure they are
equipped with the necessary knowledge and skills to effectively implement the curriculum. This
includes training on new teaching methods, instructional materials, and assessment strategies.

The ministry of basic education should also ensure that the curriculum is aligned with national
standards and objectives, as well as with the needs and aspirations of the learners. Regularly
review and update the curriculum to reflect current trends and best practices in education.

Should ensure that schools have access to the necessary resources and materials, such as
textbooks, teaching aids, and technology, to support curriculum implementation. This includes
addressing issues of resource availability, distribution, and quality.

Should encourage collaboration among teachers, schools, and education stakeholders to share
best practices, exchange ideas, and provide support for curriculum implementation. Establish
effective communication channels to facilitate feedback and address any concerns or challenges
that arise.
Should develop a robust monitoring and evaluation system to regularly assess the effectiveness
of curriculum implementation. This includes collecting and analyzing data on student
performance, teacher feedback, and school-level indicators to identify areas of improvement and
make necessary adjustments.

Should engage parents, students, educators, and community members in the decision-making
process regarding curriculum development and implementation. This ensures that the curriculum
reflects the needs and aspirations of all stakeholders and promotes a sense of ownership and
accountability.

To the primary institutions

The primary institutions should evaluate the existing curriculum to identify any gaps, outdated
content, or areas that need improvement. This will help ensure that the curriculum aligns with
current educational standards and meets the needs of students.
The primary institution should offer training and workshops for teachers to enhance their
understanding of the curriculum and instructional strategies. This will help them effectively
implement the curriculum and address the diverse needs of students.

Should encourage collaboration among teachers, administrators, and curriculum specialists to

share best practices and exchange ideas. This can be done through regular meetings, professional
learning communities, or online platforms.

Should promote the use of differentiated instruction to cater to the diverse learning needs of
pupils. Provide resources and strategies that allow teachers to adapt the curriculum to meet
individual leaners needs.

Should integrate technology tools and resources into the curriculum to enhance learning
experiences and engage pupils. This can include using educational apps, online resources, or
interactive multimedia materials.
Should establish a system for ongoing monitoring and evaluation of the curriculum
implementation. This will help identify areas of success and areas that need further improvement
or adjustment.

To the Teachers
Teachers should also be encourage to participate in professional development opportunities to
enhance their knowledge and skills in curriculum design and implementation. This can include
workshops, seminars, or online courses that focus on effective teaching strategies and curriculum
development.

Teachers should establish a clear understanding of pedagogic and content knowledge. This will
enable them to communicate clearly to pupils without anticipation. Thu, bring out the best in the
learners .

Teachers should always utilize Instructional materials when teaching, to help leaners actively
take part and manipulate if need be.

They must emphasize the importance of differentiated instruction to cater to the diverse learning
needs of pupils. Teachers should be encouraged to use various teaching methods, materials, and
assessments to accommodate different learning styles and abilities.

Promote the use of formative and summative assessments to monitor pupils progress and
identify areas for improvement in curriculum implementation. Teachers should provide timely
and constructive feedback to students to guide their learning and adjust instructional approaches
accordingly.

Encourage collaborative planning and reflection among themselves to share best practices,
exchange ideas, and collectively improve curriculum implementation. This can be done through
professional learning communities or regular team meetings.
 Ensure that they have access to appropriate resources, textbooks, technology, and teaching
materials that support the curriculum. Provide guidance on selecting and using these resources
effectively to enhance student learning.

Advocate for the involvement of parents and the community in curriculum implementation.
Encourage themselves to establish strong partnerships with parents and engage them in the
learning process by sharing curriculum objectives, progress, and involving them in school
activities.

Emphasize the importance of continuous improvement in curriculum implementation. Encourage

themselves to reflect on their teaching practices, seek feedback from pupils and colleagues, and
make necessary adjustments to improve the effectiveness of the curriculum.

To the learners

Learners should take an active role in their own learning by asking questions, participating in
discussions, and seeking clarification when needed. Active engagement can enhance
understanding and retention of the curriculum.

learners should set clear and achievable learning goals that align with the curriculum objectives.
This will provide a sense of direction and purpose, and help them stay focused throughout the
implementation process.

Thy should effectively engage learning strategies such as note-taking, summarizing, and self-
reflection. These strategies can support comprehension, synthesis, and retention of the
curriculum content.

Learners should participate in group activities and collaborative projects. Collaborating with
peers can foster a deeper understanding of the curriculum, promote critical thinking, and enhance
problem-solving skills.
 Learners should seek feedback from teachers and peers on their learning progress. Reflecting on
feedback and making adjustments can them identify areas for improvement and make necessary
changes to enhance their understanding and implementation of the curriculum.

5.4 Problems or limitations of the study

They were some difficulties faced as far as carrying out this research was concern. There are as
follows:
Financial difficulties: The researcher had incurred more transport expenses to go to the school.
Printing of the questionnaire was also a major problem for the researcher.
Time constraint: The time given to carry out this work was not enough, since it is academic
work, which needed a lot concern traction and facts. This is why, it was limited only to Yaounde
VI.
Absenteeism of teachers and pupil: While in the field, the researcher observed that both teachers
and pupils stayed away from school with reasons untold . This greatly affected the work
especially during evaluation.

5.5 Perspectives for future research

In this study, three indicators of curriculum implementation were considered as factors that
ensure pupils’ academic achievement. Future studies could be taken in treating each of the
indicators, for instance “Teacher’s content knowledge “ as an entity to improve academic
achievement. It will also be beneficial to look at the instructional strategies used by teachers and
Instructional materials so as to improve the academic achievement of the Pupils .

5.6 Summary of chapter five

This chapter summaries the discussions, recommendations, problems encountered and
suggestions for future research. However this research work was aimed at investigating the
effects of curriculum implementation on pupils’ academic achievement..

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Grant Wiggins and Jay McTighe - "Understanding by Design" (1998)
Heidi Hayes Jacobs - "Curriculum 21: Essential Education for a Changing World" (2010)
Robert Marzano - Marzano, R. J. (2007). The art and science of teaching: A comprehensive
framework for effective instruction. Alexandria, VA: ASCD.
John Hattie - Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. London: Routledg
Grant Wiggins and Jay McTighe - Wiggins, G., & McTighe, J. (2005). Understanding by design.
Alexandria, VA: ASCD.
Robert Gagné - Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional
design. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
David Merrill - Merrill, M. D. (2002). First principles of instruction. Educational Technology
Research and Development, 50(3), 43-59.
John Hattie: Hattie is a renowned educational researcher and author. His book "Visible Learning"
synthesizes over 800 meta-analyses on the factors that influence student achievement.
 Carol S. Dweck: Dweck is a psychologist known for her work on mindset. Her book "Mindset:
The New Psychology of Success" explores how beliefs about intelligence and abilities can
impact academic achievement.
James P. Comer: Comer is a psychiatrist and educator who has focused on improving academic
achievement in low-income communities. His book "School Power: Implications of an
Intervention Project" discusses his research and intervention programs.
Robert J. Marzano: Marzano is an education researcher and author. His book "Classroom
Instruction That Works" provides strategies for improving student achievement based on research
findings.
Angela Duckworth: Duckworth is a psychologist known for her work on grit and perseverance.
Her book "Grit: The Power of Passion and Perseverance" explores how these qualities can
contribute to academic achievement.