WHOLE-CLASS AUTOMATIC PROMOTION IN THE PRIMARY SCHOOL AND PUPILS’ LITERACY ACHIEVEMENT

Abstract

The present study had two research questions to investigate whole-class promotion in primary school and pupils’ achievement in literacy. The study adopted the cross-sectional survey research design. The target population was composed of all teachers and pupils in primary schools in Fako Division, in Cameroon, while the accessible population was made up of all Classes Four (Grade 4), Five and Six pupils, and 60 teachers, selected using purposive sampling techniques. The instruments for data collection were a structured questionnaire and an interview guide. The descriptive statistical tools used were frequency count, percentages, and multiple response sets while Spearman’s rho test was used in testing the study's hypotheses. The findings of the study indicated that teachers’ use of alternative resources has a significant effect on pupils’ literacy achievement (P= 0.030, < 0.05). Findings also indicated that remedial teaching has a significant effect on pupils’ literacy achievement (P= 0.036, < 0.05). Some recommendations included both trainees and qualified teachers to receive more training regarding alternative resources and remedial teaching.