Cooperative Learning and Comprehension of Geography: Challenges Teachers Face in the North West and South West Regions of Cameroon

Abstract

With the need to quail pressure from educational stakeholders to improve the performance of geography learners at certification examinations in Cameroon, teachers have delved into the use of cooperative learning which has been proven by research to be efficient in increasing performance and facilitating skills acquisition. This study investigated the challenges geography teachers face in using cooperative learning to facilitate the comprehension of geography in secondary schools in the Fako and Meme divisions of the South West region and Mezam division of the North West region. The descriptive survey was adopted for the study. A sample size of 138 geography teachers was used. Questionnaire and interview guide were the instruments for data collection with reliability of 0.897 coefficient Cronbach alpha. The data were analyzed quantitatively and qualitatively. Data were entered using EpiData version 3.1 and exported to SPSS version 25.0. Quantitative data were analyzed using descriptive and inferential statistical tools while qualitative data were analyzed using thematic analysis approach.  Findings indicated that, 21.93% geography teachers used cooperative learning while 78.93% teachers used traditional teaching methods such as brain storming, lecture, discussion and fieldtrip. 63.22% of teachers faced challenges implementing cooperative learning in teaching geography. It is therefore highly recommended that training seminars and workshops be organized for in-service teachers and a training course be introduced in teacher training colleges on cooperative learning. Teachers should also read about cooperative learning and constantly practice the teaching method.