Economics Curriculum and Teaching for Transformative Learning: The Case of the Anglophone Sub-System of Education in Cameroon

Abstract

The purpose of Cameroon general certificate of education ordinary level economic curriculum is to form innovative citizens and effective decision makers. To accomplish this purpose, economics teachers were obliged to make an important paradigm shift in their pedagogy from transmission style education to transformative teaching and learning. Notwithstanding the emphasis on autonomous economics teaching and learning, the problem of poor achievement of students in economics in external examinations has been a matter of concern to the nation. As part of the effort to arrest the situation, this paper assesses the extent to which teachers’ knowledge of transformative teaching methods influences students’ examination scores in economics at the ordinary level. Using the expost-facto research design, the study was carried out in 07 public grammar secondary schools in Mezam Division and 01 higher teacher training college in Bambili, North West Region of Cameroon. Sample for the study consisted of 03 regional pedagogic inspectors, 08 heads of department, 444 students from form 05 and 33 teachers of economics. Data for the study was collected through questionnaires, observation checklist and interview guide. The study employed econometrics regression techniques such as structural equation modeling approach using partial least square to analyse the data. The results reveal that teachers’ knowledge of transformative teaching has both a direct and indirect (through teachers’ knowledge of students’ conception) influence on students’ examination scores in economics. The paper concluded that transformative teaching motivates students to take responsibility for their own learning. Thus, regular seminars, conferences and workshops should be organised at national, regional, divisional and school levels to equip teachers with appropriate active teaching and learning knowledge and skills. Keywords: transformative economics curriculum, transformative teaching, transformative learning, anglophone sub-system of education DOI: 10.7176/JEP/13-12-09 Publication date: April 30 th 2022