Teachers’ transformative pedagogy and the impact on pupils’ achievement in primary schools within Fako Division, South West Region of Cameroon

The study investigated the impact of teachers’ transformative pedagogy on pupils’ achievement in primary schools within Fako Division, South West Region of Cameroon. The study was guided by two research questions. The questions were transformed to two research hypotheses. The research design used for this study was the explanatory sequential mixed methods design. The purposive and random sampling techniques were used to set a sample population size of 45 head teachers and 242 teachers. The instruments used for data collection were the closed-ended questionnaire designed for teachers and an interview guide designed for head teachers. The content and face validity of the instruments was done through pilot testing of 1 head teacher and 16 teachers from Buea Sub- Division. Reliability test was done with the use of Cronbach’s alpha reliability, where the reliability was tested at 0.8. The instruments were therefore reliable for data collection. Data were analyzed descriptively and inferentially, using the Pearson Product-Moment Correlations coefficient. Hypotheses were tested on 0.5 level of significance. Findings revealed that teaching method has low relationship on pupils’ achievement in primary schools within Fako Division and teaching materials have high significant relationship on pupils’ achievement in primary schools within Fako Division. Based on the findings, recommendations were made to the educational authorities of the nation to reinforce the training of teachers in Government Teachers Training Colleges (GTTC) and Higher Teachers Training Colleges (HTTCS) to be geared towards empowering them with the skills, teaching methods, strategies, techniques and knowledge to help learners acquire life- long skills, attitudes, self-esteem and knowledge.