School Policies and Their Impact on Student’s Academic Performance in Secondary Schools in the Douala IV Municipality, Littoral Region of Cameroon

Abstract

This study which was based on school policies’ effects on students’ achievement examined admission, grading and discipline policies and their impacts on student’s academic performance in secondary schools in Douala IV municipality. The specific objectives of this study included: 1) To investigate the impact of admission policies on students' academic performance. 2) To investigate the impact of grading policies on students' academic performance. 3) To investigate the impact of disciplinary policies on students' academic performance. The study employed a quantitative research method with a descriptive survey design. The population of this study included principals and vice principals in secondary schools in Douala IV municipality. 13 secondary schools principals and 19 vice principals were involved in the study, giving a total of 32 school administrators selected from 13 secondary schools. The instrument used to collect the required data from the school administrators was the questionnaires. Quantitative data was analyzed by means of descriptive statistical analysis using simple frequency distributions and percentages. Findings reveal that admission policies focusing on merit-based selection positively correlate with higher academic performance, as they ensure the enrollment of students with strong academic foundations. Grading policies that incorporate continuous assessment alongside final exams were found to encourage consistent student efforts and result in better academic outcomes. Discipline policies that promote supportive and constructive environment, rather than punitive measures, were also shown to positively influence student performance by fostering a more conducive learning atmosphere. The study ended with recommendations, suggesting the adoption of flexible and supportive admission, grading and discipline policies to improve student’s academic performance.