Competency-Based Approach and Writing Skills Development in Cameroon Secondary Schools

Obono Edou Yolande¹ and Peter Ngwa^2*

Abstract

The purpose of this study is to examine how competency-based approach influences of writing skills development in Cameroon secondary schools. The coherence of the didactics of writing, as a subdiscipline of the didactics of French, comes from the analysis and description of teaching and learning writing at secondary school, where “French” as a discipline contains, along with grammar, spelling, reading, literature. It adopted a descriptive survey research design. Random sampling method was used to sample 12 secondary schools and study respondents from the accessible population of the study. A sample of 276 respondents comprising 12 principals and 48 teachers and 216 form 3 students was used for the study. Questionnaires, interviews and observation schedules were used to collect data from the respondents. Reliability of the instruments was established through test re-test method. A Pearson correlation coefficient (r = 0.75) thus the instruments were internally consistent and would test what is required to be tested. The findings indicate that the competency-based approach influences of writing skills development in Cameroon secondary schools.

Keywords

competency-based; writing skills; secondary school; Cameroon

Cite This Article

Yolande, O. E., Ngwa, P. (2023). Competency-Based Approach and Writing Skills Development in Cameroon Secondary Schools. International Journal of Scientific Advances (IJSCIA), Volume 4| Issue 2: Mar-Apr 2023, Pages 204-214, URL: https://www.ijscia.com/wp-content/uploads/2023/04/Volume4-Issue2-Mar-Apr-No.418-204-214.pdf

Volume 4 | Issue 2: Mar-Apr 2023