Plethoric Classes and Academic Performances in Cartography Among Senior Secondary Learners in Cameroon

Abstract

Ernest E Nkemleke, Eleno Manka

Teaching and learning cartography greatly influence the standard and quality of geographic knowledge since the use of cartography tools impacts the teaching-learning process at all levels. This paper seeks to investigate the influence of plethoric classes on learners’ academic performances in cartography in Cameroon. There is an observed negative effect of plethoric classes on learners’ academic performances in cartography in Forms 4 and 5 in Cameroon. Empirical data from four secondary high schools in Yaounde VI Subdivision based on qualitative and quantitative methods was used for the analysis. Data collection methods were field surveys, key informant interviews and direct observations. Analyses were carried out using Microsoft Excel 2016 and SPSS 16 software. Findings revealed that Forms 4 and 5 classrooms are overcrowded with student-teacher ratio >60:1; impeding the proper teaching-learning of cartography and that teachers use the teacher-centred rather than the student-centred approach which undermines the acquisition of cartographic skills. This leads to poor results during trimestral and regional examinations. ANOVA test revealed that there was a significant difference (p<0.05) between learners’ performances in schools with plethoric classes and schools with normal classroom student-teacher ratio. The study suggests that the splitting of plethoric classrooms into smaller tutorial groups with different time tables, stressing on group work and more practical cartographic exercises remain the appropriate approaches to teach cartography in plethoric classes

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