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. Findings also indicated that remedial teaching has a significant effect on pupils’ literacy achievement. Some recommendations included both trainees and qualified teachers to receive more training regarding alternative resources and remedial teaching.       

Keywords: Whole-class promotion, alternative resources, remedial teaching.

REFERENCES

Akpan, V. I, Okoli, A, C., & Akpan, I. I. (2010).  Challenges of accessing and utilizing instructional materials by primary school teachers in Ikwuano Local Government Area, Abia State, Nigeria. International Journal of Advanced Academic and Educational Research, 13(3), 27- 35

Aldridge, R., & Goldman, C. (1999). Prevalence of social promotion. New York: Bacon Prentice.

Brophy, J. (2006). Grade repetition. International academy for education (IAE) and UNESCO international institution for educational planning (IIEP). Education Policy Series 6, pp 1-33. Retrieved from: http://www.unesco.org/iiep/PDF/Edpol6.pdf

Burris, A. (2009). Research reports/Theorist paper: Marie Clay Education 2010

Chataa, B. K., & Nkengbeza, D. (2019). Challenges faced by primary school teachers in implementing the automatic promotion policy at a school in Zambezi Region. Creative Education. Scientific Research Open Access, 10, 1731-1744

Chohan, B. I., & Qadir, S. A. (2011). Automatic promotion policy at primary level and MDG-2. Journal of Research and Reflections in Education, 5(1), 1-20.

Drew, A. L., Keller, T. E, Spencer, R., & Herrera, C. (2020). Investigating mentor commitment in youth mentoring relationships: The role of perceived program practices. Journal of Community Psychology, 48, 2261-2276.

Eide, E. R., & Showalter, M. H. (2001). The effect of grade retention on educational and labor market outcomes. Economics of Education Review, 20, 563-576.

Griffiths, P. (2006). An introduction to English semantics and pragmatics. Edinburgh University Press Series Edinburgh textbooks on the English language

 Houtveen, A. A. M., & van de Grift, W. (2007). Reading instruction for struggling learners. Journal of Education for Students Placed at Risk, 12(4), 405-424

James, P. (2001) Teachers in action: Tasks for in-service language teacher education and development. Cambridge: Cambridge University Press

Kibera, L. W., & Kimokoti, (2007). Fundamentals of sociology of education: With Reference to Africa. Nairobi University Press,

Koppensteiner, M. F. (2014). Automatic grade promotion and student performance: Evidence from Brazil. Journal of Development Economics, 107, 277-290.

Kyereko, D. O., Smith, W. C., Hlovor, I., & Keney, G. (2022). Understanding grade repetition from the perspectives of teachers and principals in basic schools in Ghana. International Journal of Educational Development, 93, 1-9

Lo Bianco, J., & Freebody, P. (2001). Australian Literacies Informing national policy on literacy education. (2nd Edition). Language Australia Ltd.

Lyonga, N., A., N., & Fosso, N. V. (2020). Effects of collective promotion on the attainment of goals of basic education in English-speaking primary schools in Cameroon.  Journal of Science of Education, 44(2), 259-272

Maawa,P. K. L., & Cruz, R. O. D. (2019). Remedial and corrective feedback strategies for improving students’ English language proficiency. International Journal of Language Education, 3(1), 1‑11

Mambeh, C. (2018). The effective implementation of the policy of automatic class promotion in Cameroon public primary schools: The Case of North West and South West Regions. Bulgarian Journal of Science and Education Policy (BJSEP), 12(1), 63-100

Mbudhi, L., F. (2022). An exploration of automatic learner promotion at three schools in Namibia: Implications for quality education (Unpublished Master Thesis). University of Stellenbosch.

MINEDUC (2011). Education Project II

MINEDUC/ADB (2004). The evaluation of the pilot experiment on the reduction of class repetition in Cameroon primary schools, Yaounde.

Nalova, E. M. (2016). Teacher’s perception and practice of automatic promotion in English speaking primary schools in Cameroon. British Journal of Education, 4(11), 11-23.

Ndaruhutse, S., Brannelly, L., Latham, M., & Penson, J. (2008). Grade repetition in primary schools in Sub-Saharan Africa: an evidence- base for change. CfBT Education Trust.

Okongo, R. B., Ngao, G., Rop, N. K., & Nyongesa, W. J. (2015). Effect of availability of teaching and learning resources on the implementation of inclusive education in pre-school centers in Nyamira North Sub-County, Nyamira County, Kenya. Journal of Education and Practice, 6(4), 132- 141.

Okurut, J. M. (2015). Examining the effect of automatic promotion on students’ learning achievements in Uganda’s primary education. World Journal of Education, 5(5), 85-100

Olumiran, C. O., Yusuf, A., Ajidagba, U. A., & Jekayinfa, A. A. (2010). Development of instructional materials from local resources for art-based courses. Asian Journal of Information Technology, 9(2), 107-110

Oyedele, V. (2016). The impact of remediation in the teaching and learning of map work in geography subject at ZJC level: a case of Marange high school. European Journal of Research and Reflection in Educational Sciences, 4(5), 30-44.  

Schwartz, A. C. (2012). Remedial education programs to accelerate learning for all. GPE Working Paper Series on Learning, No. 11: Global Partnership for Education (GPE)

Sitati, E. M., Bota, K., & Ndirangu, M. (2017). Provision of teaching/learning resources in the early childhood education centres in Kakamega County, Kenya. OSR Journal of Humanities and Social Science (IOSR-JHSS), 22(1), 44-52

Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2009). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6(1), 1-26.

Steiner, K. (1986). Grade retention and promotion. Illinois: Eric Clearing house on Elementary Childhood Education

Taye, D. (2003). Automatic promotion practices in the first-cycle of primary schools in west Gojjam zone. Addis Ababa University, School of Graduate Studies, pp 1–123. Retrieved from:http://www.academia.edu/2446791/AUTOMATIC_PROMOTION_PRACTICES_IN_THE_FIRST_CYCLE_OF_PRIMARY_SCHOOLS_IN_WEST_GOJJAM_ZONE

UNESCO (2008). EFA global monitoring report. United Nations Educational, Scientific and Cultural Organization: Boston Press.

Verspoor, A. (2006). Effective schools for Sub-Saharan Africa: Conditions and factors of effective schools in Africa. Paper prepared for plenary session 3 of the ADEA biennale on education in Africa, Libreville, Gabon, p.27–31. Retrieved from: http://www.adeanet.org/portalv2/adea/biennial2006/doc/document/PL3_1_verspoor_en.pdf