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EVALUATION OF THE EFFECTS OF INSTRUCTIONAL RESOURCES AND SUPERVISION ON STUDENTS’ ACADEMIC PERFORMANCE IN MEZAM DIVISION-CAMEROON
Abstract:
This study aims to examine the influence of instructional resources and supervision on students’ academic performance in Mezam Division, Cameroon. The availability and effective utilization of instructional resources, coupled with adequate supervision, play vital roles in determining the quality of education and students’ academic achievements. However, limited research has been conducted specifically focusing on the effects of instructional resources and supervision in Mezam Division.
The research methodology employs a mixed-methods approach, combining quantitative and qualitative data collection techniques. A sample of students from various schools within Mezam Division will be selected using a stratified random sampling technique. The study will involve collecting data on the availability and adequacy of instructional resources, including textbooks, laboratory equipment, and digital learning tools. Additionally, the study will explore the extent of supervision provided to students by teachers and school administrators.
Quantitative data will be analyzed using statistical tools such as correlation analysis and regression analysis to determine the relationship between instructional resources, supervision, and students’ academic performance. Qualitative data will be analyzed thematically to gain a deeper understanding of the factors influencing the observed relationships.
The anticipated outcomes of this study will contribute to the existing body of knowledge on the importance of instructional resources and supervision in enhancing students’ academic performance. The findings will offer insights into the specific areas within Mezam Division that require improvement and inform educational policymakers, school administrators, and teachers on the significance of providing adequate instructional resources and effective supervision to enhance student learning outcomes.
The study’s limitations include potential sampling biases and the reliance on self-report data, which may introduce response biases. However, efforts will be made to mitigate these limitations through rigorous sampling techniques and data validation procedures.
Keywords: instructional resources, supervision, academic performance, Mezam Division, Cameroon, education.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
EVALUATION OF THE EFFECTS OF INSTRUCTIONAL RESOURCES AND SUPERVISION ON STUDENTS’ ACADEMIC PERFORMANCE IN MEZAM DIVISION-CAMEROON. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
