This study aims to explore head teachers' instructional supervisory practices and their impact on teachers' performances in primary schools within the Kumba I Sub-Division.  By answering the following questions; to what extend does head teachers’ classrooms visitation, head teachers checking of records and head teachers’ provision of teaching/learning resources impact teachers’ performances in primary schools in Kumba 1 Sub-Division?  The study employs a descriptive survey research design.  The main population of the study was made up of all teachers and head teachers of Meme division. The accessible population was made up of 246 teachers and 20 head teacher in GS Nkamlikum, GBPS Kumba Mbeng, St John Primary School Kumba town, Presbyterian Primary school Kumba town, Team Foundation First Choice Primary school, GPS Kumba Town, GS Station, Victory Primary School, Metropolitan Primary School, Catholic Primary School Buea road and Our Lady Primary School giving a total of 268 accessible population.  The sample size was made up of 200 teachers and 15 head teachers of Pubic, Confessional and Lay Private Schools.  The simple random sampling technique was used in this study.  The instruments used for data collection were a questionnaire for the teachers and head teachers.  Data was analysed descriptively and the Chi square test was used to test the research hypothesis formulated for the study.  Findings showed that head teachers and teachers did not significantly differ in their perception on classroom visit on teachers’ performance (P=0.0123), whereby, majority of the head teachers 11 (76.0%) and teachers 144 (72.0%) of almost the same proportion strongly agree and strongly agree that classroom visits by head teachers impact teachers performance while a minority of the head teachers 4 (24.0%) and teachers 56 (28.0%) disagree and strongly disagree.  Findings also showed that head teachers and teachers did not significantly differ in their perception on records checking on teachers’ performance (P=0.09117,) whereby, majority of the head teachers 11 (73.0%) and teachers 144 (72.0%) of almost the same proportion strongly agree and agree that record checking by head teachers impact teachers performance while a minority of the head teachers 4 (27.0%) and teachers 56 (28.0%) disagree and strongly disagree.  Finally, findings showed that head teachers and teachers did not significantly differ in their perception provision of resources to teachers’ performance (P=0.3074), whereby, majority of the head teachers 11 (73.0%) and teachers 120 (60.0%) of almost the same proportion strongly agree and agree that provision of teaching and learning resources impact teachers performance while a minority of the head teachers 4 (27.0%) and teachers 80 (40.0%) disagree and strongly disagree.  Based on the research findings, it is recommended that head teacher should visit classroom more often to awaken the teachers for effective teaching and learning. Inform teachers when necessary for effective preparation and correct teaching errors where necessary.  

This study investigates the effect of blending digital and face to face lessons, on Computer Science students’ academic achievement in secondary schools in Cameroon. The study employed a quasi-experimental design involving 100 students from Governemnt Bilingual High School Etoug-egbe and Governemnt High School Bokwango, Buea all in towns in Cameroon divided into two groups: one group of 50 students utilizing digital and face-to-face lessons, and a control group engaging solely traditional face-to-face instruction. The primary objectives included assessing the influence of blending digital lessons and face to face lessons on student’s academic achievement. The software used for Data Analysis was SPSS version 27, IBM SPSS Amos version. The data analysis included an ANOVA test revealing a significant difference in academic achievement among the groups, with an F-value of 11.464 and a p-value of less than 0.001. This outcome suggests that the blended approach employed had a pronounced effect on students' achievement, indicating the necessity for diverse instructional strategies to promote engagement and understanding. The findings underscore the effectiveness of blended learning tools, particularly structured digital resources like the digital lessons from the MINESEC distance learning platform https://distance-learning.minesec.gov.cm, in enhancing academic outcomes. While students’ grades, software and hardware skills gained traction through blending digital and face-to-face lessons, critical thinking development requires further exploration to ensure holistic student growth. This research contributes to the body of knowledge surrounding blended learning practices and offers insights for educators and policymakers aiming to optimize instructional strategies. The implications of this study stress the importance of adopting tailored digital teaching methods to enhance academic achievement in a subject like Computer Science, thereby recommending sustained investment in educational technology and infrastructure to facilitate impactful learning experiences.

This study examines the effects of persistence on the acquisition of social skills by adolescents in secondary schools in the Littoral Region of Cameroon. The study was guided by one major question and a hypothesis. The survey research design using the convergent mixed methods approach was adopted for the study. Close-ended questionnaire and a focused group discussion made up the instrument used for the study. The sample population for the study consisted of 354 students. the purposive, convenient and the simple random sampling techniques were adopted for the study. Data from the close ended questions were analyzed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions and focus group discussion were analyzed thematically. The Spearman’s rho was used to test the lone research hypothesis formulated in the study. Findings showed that 82.3% of the students agreed that persistence influences adolescent acquisition of social skills in secondary schools while 17.7% disagreed. The hypothetical statistics showed that there is a significant, positive and strong relationship between persistence and adolescent acquisition of social skills in secondary schools (R- value 0.435**, p-value < 0.000 < 0.05). The positive sign of the correlation value implies that continues persistence to learn from their mistakes and use them as opportunities for growth, being determined to overcome obstacles, committed to continuously improving and developing my skills and abilities and remaining focused on their goals, even when faced with challenges or setbacks will enhance adolescent acquisition of social skills in secondary schools. Thus, the null hypothesis was rejected while the alternative that states there is a significant relationship between persistence and adolescent acquisition of social skills in secondary schools in the Littoral Region was accepted.  Based on the findings, it is generally recommended that secondary schools in the Littoral Region of Cameroon should intentionally promote and integrate persistence-building strategies into their educational and extracurricular programs. School administrators and teachers should create supportive learning environments that encourage students to view mistakes as opportunities for growth, remain determined in the face of challenges, and continuously strive for self-improvement.

This study investigates the organization of teaching practice within the Departments of Science of Education at English-speaking universities in Cameroon and its impact on the attainment of instructional competencies among graduates of Higher Teacher Training Colleges. Acknowledging the important role played by teaching practice in the professional development of teachers, the researcher examines the adequacy of duration, timing, and quality of supervision during the practicum. Using the parallel mixed-method research design, data were collected from 214 teachers and 270 student teachers across several colleges. The findings reveal significant challenges, including inadequate supervision, misalignment of teaching practice timing with academic schedules, and insufficient support from supervisors. While a majority of respondents acknowledged the effectiveness of classroom management training, concerns about the use of resource and lesson delivery persist. The study highlighted the necessity for reforms in teacher training colleges to enhance instructional competencies and improve educational outcomes in the English-speaking regions of Cameroon.