IJO - International Journal of Educational Research (E.ISSN: 2805-413X) (P.ISSN: 2536-6696)

Effective Inclusion of Learners with Hearing Impairment in Cameroon: Ways to Implement Sign Language Interpreters in Higher School Institutions

2026-06-19T09:08:08+00:00

Inclusive higher education remains a fundamental requirement for ensuring equitable access to learning opportunities for all students, including those with disabilities. Despite Cameroon’s commitment to international and national frameworks promoting inclusive education, learners with hearing impairment continue to encounter substantial communication barriers within higher education institutions. This study examines effective strategies for implementing sign language interpreter services as a means of enhancing the inclusion of learners with hearing impairment in higher school institutions in Cameroon. Guided by a qualitative descriptive research design, the study involved five students with hearing impairment, four academic staff members, and four university administrators purposively selected from four higher education institutions. Data were collected through structured interviews and classroom observations, and analyzed thematically. The findings reveal a critical shortage of qualified and professional sign language interpreters, inadequate institutional support structures, weak enforcement of disability policies, and the absence of dedicated funding for communication accessibility services. Results further indicate that the lack of interpreter services contributes to academic underperformance, social isolation, and increased financial burdens on students who are compelled to secure interpretation services independently. The findings also expose a significant gap between legal provisions guaranteeing educational rights and the actual experiences of learners with hearing impairment in higher education. The study concludes that the inclusion of learners with hearing impairment in Cameroon’s higher education system remains largely symbolic rather than functional. It recommends the institutionalization and professionalization of sign language interpreting services through dedicated government funding, interpreter training and certification programs, implementation of inclusive pedagogical practices, and stronger collaboration with Deaf organizations.

ANALYSE CRITIQUE DES TECHNIQUES D’ENSEIGNEMENT ET D’APPRENTISSAGE DANS QUELQUES ECOLES PRIMAIRES DE BUTEMBO SELON LES DISCIPLINES SPECIFIQUES

2026-07-03T08:59:11+00:00

This study critically analyzes teaching and learning techniques in some primary schools in Butembo according to specific disciplines. The main objective is to identify the different pedagogical techniques used by teachers in the main disciplines and compare the pedagogical practices used in different disciplines and techniques provided for by the doctrinaires of didactics. Direct observation supported by interviews was carried out in 5 primary schools located in the city of Butembo: EP TSAKAATSAKA, EP MGR KAHONGYA, EP. KAMUSONGE, EP. MATER ECCLESIAE, EP VIVACITY. The results show that teachers vary the techniques with a dominance of traditional methods, such as lectures, repetition, memorization. As a result, there was little learner-centeredness because the techniques used did not encourage active student participation. Learning is then passive, with little group work and interactive approaches.

EFFECTS OF WHATSAPP LEARNING PLATFORM ON ACADEMIC PERFORMANCE OF BIOLOGY EDUCATION UNIVERSITY UNDERGRADUATES IN EKITI STATE, NIGERIA

2026-07-31T08:45:47+00:00

This study examined the effects of whatsapp learning platform on academic performance of Biology education University undergraduates in Ekiti State. The population consisted of 1,219 undergraduates studying Biology Education in the two public University in Ekiti State, Nigeria. The study sample consisted of 200 undergraduate students at the 200 level with purposive sampling technique. One research instrument tagged Biology Performance Test (BPT) was used to collect data on performance of undergraduates in biology. It consisted of 30 single-answer questions drawn from the course outline for Introductory Developmental and Cell Biology (BIO 205). The instrument comprised two sections: Section A captured the personal data of the respondents, while Section B consisted of 30 items. Correct option attracted 1mark and wrong option attracted zero mark. The validity of the instruments was ensured through expert review which was subjected to face and content validity checks. The reliability of the instrument was determined through pilot testing. It was administered to a group of students with similar characteristics to the study sample, but who were not part of the main study. The test- retest method was used to establish its stability over time, and a reliability coefficient of 0.82 was obtained, confirming its consistency in measuring students' performance in biology. The data collected analyzed using descriptive and inferential statistics. The research question was answered using descriptive statistics of mean and standard deviation. Hypotheses 1-2 were tested using t-test analysis. The two hypotheses were tested at 0.05 level of significant. The finding showed that there was no difference in the performance of students in the two groups before the treatment which means that both groups were homogeneous. The findings of this study also showed that undergraduates taught using the WhatsApp Learning Platform performed significantly better in Biology than those taught using the Conventional Method in Biology. It was therefore recommended Lecturers should consider incorporating the WhatsApp Learning Platform as a supplementary tool in teaching Biology to enhance student engagement and performance. Universities should provide training for lecturers on the effective use of digital platforms like WhatsApp to improve instructional delivery and students’ performance.