INTRODUCTION
Nursery
and Primary Education is the foundation of sustainable learning where young
learners are molded and encouraged to be dynamic and creative. Cameroon has
ratified several conventions related to compulsory and quality primary
education, ranging from the Jomtien Education Framework (1990), the Salamanca
Statement (1994), the Dakar Framework (2000) to the Incheon Declaration (2015),
precisely the fourth Sustainable Development Goal (SDG4) (MINEDUC, 2018). Such governmental
efforts are in an attempt to ensure learners experience an all-round
development, geared toward acquiring relevant knowledge, skills and attitudes
which are necessary to cope with current society challenges. In this 21st century, work-related
skills, social and personal competencies, cognitive and non-cognitive skills,
such as critical thinking, problem solving, cooperation, effective
communication, motivation, persistence, learning to learn, IT literacy, social
and emotional skills are among the core skills that primary school pupils are
expected to acquire as they undergo primary education. However, despite this, the
rate at which such change is evident in today’s primary school learners fall
short of expectation and it is a call for concern.
Currently, the ministry of Basic education
(MINEDUB) has affected the implementation of a new curriculum designed to guide
the development of basic competences in the learners and to set the foundation
for learning with emphasis on Science, Technology, Engineering and Mathematics
(STEM). To achieve this, the curriculum has outlined seven National Core Skills
which learners are expected to acquire by the end of primary school, in
addition to four broad-based competences which learners are expected to exhibit,
as proof of meeting the expected learning outcomes of the primary school
circle. From this standpoint, teachers’ pivotal role becomes very crucial and
thus, Project-Based Learning (PBL) have been recommended as a major pedagogic
approach to achieve such outcomes. This study therefore, examines the
project-based learning activities and its
role in enhancing competency-based learning in primary schools in the South
West Region of Cameroon
Background of PBL
PBL as a pedagogic approach, is considered to be
rooted in the progressive philosophy of John Dewey who advocated for more
student-centered and experiential approaches to education. This approach is
considered to supports deep structured learning through active exploration of
real-world problems and challenges (Pellegrino & Hilton, 2012; Peterson,
2012). In line with this, Dewey advocated for the philosophy of ‘learning by
doing’ which is believed to have laid the theoretical foundations of PBL
(Coufalová, 2006). As the main figure of the progressive philosophy, he is considered
as the ideological father of PBL.
Inspired by the philosophies of John Dewey,
William Kilpatrick, developed the “project method,” which is considered as the
first formalization of a PBL model (Peterson, 2012). In his ideas, the key to
the “project method” lays in its being “an activity undertaken by students that
really interested them” (Ravitch, 2000, p. 179). He emphasized the significance
of student interest and suggested concentrating the educational content into
work of projects. The main interest was to develop children’s personality as
such and laid stress on students’ responsibility towards their own learning. Kilpatrick’s
ideas were disseminated widely among teachers and administrators during the
progressive education movement.
Though it is criticized by those who
emphasize the importance of students’ developing specific content knowledge in
traditional subject areas (Loveless, 2013), PBL and other instructional
approaches that emphasize deep structured learning and the development of
skills needed for success in school, career, and civic life have become
increasingly popular (Huberman et al., 2014). Thus, PBL has been theorized to
be an approach that could address learners’ poor educational achievements by
enhancing learners’ motivation, conceptual knowledge, and problem-solving
skills (Thomas, 2000). Recently, education reformers and policymakers have advocated
for a more expansive and holistic vision for public education that aligns with
the deeper learning goals of PBL. Technology can support successful PBL
implementation and enhance its effectiveness (Ravitz and Blazevski, 2014).
Therefore, recent innovations in educational technology have equally enhanced
the implementation and effectiveness of PBL and has contributed to its appeal
in our present-day pedagogy.
The Evolution of
Pedagogic Approaches in Cameroon Primary Schools
Teaching
methods are considered as special procedures through which educational goals
are attained. The Cameroon education system has experienced pedagogic
evolutions in an effort to meet up contemporary pedagogic processes which are
adopted to address learners’ educational needs. these pedagogic evolutions
range from the Objective-based Approach (OBA) through the Inferential Thinking
Approach, that was referred to as “New Pedagogic Approach” to the
Competence-based Approach (CBA) or the Behavioural Objective-based Approach
which is in use today (MINEDUC, 2018). The CBA facilitates the development of
skills through the practice of Project Based Learning, Cooperative Learning and
Integrated Theme Learning. The underlying philosophy of the CBA requires that learning
should be based on the potentials of the learner. The learner should be
responsible for his/her own learning. The focus is on learning and not on
teaching. As a result, it is important
for the classroom teachers to diligently determine the characteristics of their
learners before engaging them in any learning activity. It is expected that
lesson preparation should always implicitly or overtly provide for gender
equity, inclusiveness and for multiple intelligences (MINEDUC, 2018), such that
all learners will be involved in the teaching learning transaction.
Statement of the
Problem
The
new primary school curriculum which is learner-centred is based on the
development of skills needed to meet the challenges of contemporary Cameroon in
particular and the world at large. To achieve this, the syllabuses which is
presented in ten subject areas in all the three levels is expected to be taught
in an interesting, more practical and problem-solving approaches in a realistic
context, guided by the integrated learning themes. This is to ensure that the
seven National Core Skills and the four Broad-Based Competences are effectively
enhanced in learners. To this do, PBL, among others, which allow learners to
explore, gather, process, refine, present information and to engage in
purposeful and relevant learning is recommended as an effective pedagogic approach.
It is not doubt that the effective implementation of PBL remain problematic and
challenging to teachers and it therefore, a call for concern. If this is not
addressed, learners who are at the center of the teaching learning process will
not have enough opportunities to construct knowledge and develop metacognitive and
other practical skills needed to cope with the challenges of 21 century
education. Thus, they will continue to
lack in core skills such as communication skills, problem-solving skills,
critical thinking skills, personal and inter personal skills and many others. It
is on this basis that this study examines the project-based activities and its
implications to competency-based learning in primary schools in Buea
municipality.
Objectives of the
Study
This study is guided by two specific objectives
which include:
1.
To find out the project-based learning activities in primary schools in
Buea Municipality
2.
To examine the role of Project-Based Learning in enhancing
competency-based learning in primary schools in Buea Municipality
Research Questions
The following research questions are formulated for
this study:
1.
What are the projected-based learning activities in primary schools in
Buea municipality?
2.
What is the role of Project-Based Learning in enhancing competency-based
learning in primary schools in Buea municipality?
Conceptual and Theoretical
Framework
Project-Based
Learning (PBL)
Though
relatively new in educational discussions in Cameroon, Project-based learning
(PBL), has been in existence and use for a long time. During this period,
several definitions have been put up to explain it major characteristics. In
most definition of PBL, the central point lies on learners’ active engagement in
real-world and personally meaningful projects. Lenz and Larmer (2020) defined
PBL “as a teaching method in which students gain knowledge and skills by
working for an extended period of time to investigate and respond to an
authentic, engaging, and complex question, problem, or challenge” (p. 67). This
means that students start discovering by themselves to answer or give solutions
to problems that resemble real life. These problems become interdisciplinary
because learners not only use the target language to communicate but also
engage in processes that allow them to negotiate meaning (Salomon, 2003, p. 1).
When learners are engaged in activities that are interdisciplinary, they
develop different skills that will directly contribute to the understanding of
the contents. Thomas (2000, p.1) stated that, PBL is “a model that organizes
learning around projects”. In line with this, the intended learning of new
skills and content happens through the project that learners carry out in
groups.
MINEDUC (2018), elaborated on PBL as a
pragmatic approach to learning in which learners create their own knowledge
through learning activities built around intellectual inquiry and a high degree
of engagement with meaningful tasks. It should be noted that projects are
designed to allow learners with a variety of different learning styles to
demonstrate their acquired knowledge, skills and attitudes. Therefore, a
well-designed PBL activity is one which addresses different learning styles and
does not assume that all learners can demonstrate their knowledge, skills and
attitudes in a single or standard way. It is an effective way of connecting
classroom activities to the real world through a process of integration. PBL is
an investigative or discovery type of learning; it is a research-based method
of learning, wherein, together with the learners, questions are asked,
investigated and solutions proposed and presented.
PBL is centred on different characteristics
and principles that allow teachers to successfully guide students in the
process to reach the target objectives. These principles allow pupils to engage
in active learning. They also make learners learn in dynamic manners and get
involved in different cognitive processes where classes become learner centered.
Besides, they help the learner acquire knowledge in significant ways because
prior knowledge is activated and linked to the new one. PBL is a holistic and
useful approach for promoting twenty-first century learning skills in learners.
It is a collaborative, inquiry-based teaching method where learners are
integrating, applying and constructing their knowledge as they work together to
create solutions to complex problems as stated by Guo et al., (2020).
PBL relies on four significant ideas of
effective learning. These ideas states that, learning is most effective when
learners (1) construct their understanding actively and (2) work
collaboratively in (3) authentic learning environments, whilst being
sufficiently scaffolded with (4) cognitive tools (Krajcik & Shin, 2014).
Compared to traditional teacher-led instruction, PBL has been found to result
in greater academic achievement (Chen & Yang, 2019). Additionally, it has
been shown to improve learners’ skills in critical thinking and question-posing
(Sasson et al., 2018). There is also some evidence that PBL might contribute to
developing students’ intra- and interpersonal competencies (Kaldi et al.,
2011).
Project based learning is carried out in
stages. The principal stages consist of identifying a problem through the help
of the Integrated learning themes such as those of the Cameroon primary school
curriculum, structuring the project in stages, specifying the contents,
defining and distributing tasks, roles and responsibilities, establishing a
calendar of activities, defining rules for the proper functioning of the teams,
identifying the method of collecting data and ICT tools to be used and
specifying the follow up of the project (MINEDUC, 2018). In practical terms,
PBL can be implemented in the following ways:
1.
Identify a problem: This has to be done
together with the learners in order to give them ownership of their learning
and of the final product which will be the project. Once a problem is
identified, a project is designed to bring about a solution to the said
problem.
2.
Identify all the
parts of a project namely: Beginning, progression and a culminating event. That is,
you should master how to start off with the project because as mentioned
earlier, it should be a process that involves learning across the curriculum or
better still, across all subjects. There is a progression part in a project in
Project-Based Learning in order to show that the project is not an end in
itself but a means to an end. This implies that the subjects are taught in
order to enable the learner either solve a problem or produce something
concrete.
3.
Brainstorm with
colleagues about the progression and set aside a “Project Book” where ideas are
jotted down: Points
about the progress of the project should equally be jotted (monitoring
progress). This enables the actors in the project to see what is working and
what is not working and reformulate questions and bring out more concrete
solutions. This will also lead or aid in the culmination event where the entire
process will be explained.
4.
Discuss with
learners.
Learners are skillfully guided both in class and at the project site towards
the realization of the project. The learner’s place should not be taken up by
the teacher; they should be guided to complete or carry out tasks as individuals
and as groups as the case may be. The tasks should not be carried out for them:
leading questions and clues are vital in helping them carry out their
tasks.
5.
Assign a role to
every learner.
No learner should feel isolated or abandoned nor left behind. Assigning roles
empowers them and builds the spirit of togetherness, initiative, creativity and
responsibility in the learner.
6.
Discuss the progress
of the project with individual learners, groups and with the whole class: Discussing the
progress of the project entails participation, improving on aspects that are
lacking and making the project participants (learners) feel anxious to complete
the task/solve the problem.
7.
Respect all the three
parts of the project: This include introduction (identifying a problem
and proposing a solution that is a project), progression (carrying out the
project) and the culmination event (presenting and evaluating the project). It
should be noted that the culmination event is paramount and should not be left
out. It must be a presentation by the learners while the teacher evaluates the
success of the project with the help of the points in the “Project
exercise/note book”. Project-based learning helps the teacher to assess
learners as many times as the need arises.
The
benefits of PBL are countless. Some of them as stated by MINEDUC (2018)
include: promotes lifelong learning skills, enhances logical thinking, promotes
team spirit and hard work, promotes entrepreneurial skills, promotes bonding
and interaction, creates responsible attitudes in learners, helps learners to
manage their resources, motivates learners, builds confidence in learners,
renders learning practical, situates learning in a real life situation, makes
learners inquisitive/curious, develops problem-solving skills in learners, improves
on learners communication skills, makes the task of assessment and evaluation
for the teacher easier and more enjoyable.
Competency Based Learning
Global
demands of the 21st century has influenced a drastic shift in school
culture, structures, and pedagogic practices towards the adoption of competency-based
education model which focused on ensuring that all students succeed and
addresses the fundamental shortcomings of the traditional model of education.
Today, the competency-based education is being implemented at deeper levels in primary
schools all over Africa, Cameroon inclusive. This has come with similar educational
reforms with different names such as mastery-based education, proficiency-based
education, and performance-based education.
Competency-based learning is an approach to
designing academic programs with a focus on competencies (knowledge, skills and
abilities) rather than time spent in a classroom. According to Gervais (2016)
Competency-based education (CBE) is a synthesis between a liberal arts
education and the professional education movement. It combines an intentional
and transparent approach to curricular design with an academic model in which
the time it takes to demonstrate competencies varies and the expectations about
learning are held constant. In the competency-based learning model, learners
acquire and demonstrate their knowledge and skills by engaging in learning
exercises, activities and experiences that align with clearly defined programmatic
outcomes. Learners receive proactive guidance and support from teachers and
earn credentials by demonstrating mastery through multiple forms of assessment,
often at a personalized pace.
Competency based learning holds that majority
of learners will achieve competence in the specified content area as long as
they are given the opportunity and freedom to progress at their own pace and
their learning experiences are structured according to their interests and
needs (Sturgis and Casey 2018). This challenges the notion that learning takes
place at a certain speed and place. With competency-based learning, all
learners try to gain the desired level of mastery. For some, this will take a
short time, while others will need more time to do so. In addition, some
students may have already acquired the knowledge and skills before starting
their current education level. They may have achieved these competencies
through their previous experiences. However, showing their mastery of these
competencies will be sufficient for them to progress in their learning. As can
be understood, according to CBE, which is an outcomes-focused approach, time is
seen as the variable, while performance as the constant (Stafford 2019).
Competencies, often represent more than knowledge and skill levels: they
require the effective applications of existing knowledge and skills in certain
context (Egodawatte 2014). That is why the ministry of basic education
recommended pedagogic approaches such as Project-based learning where learners
will have a level ground to exhibit the knowledge and skills they have acquired
in a realistic context.
In the Cameroon context, the ministry of Bais
education has outlined a number of competencies referred to as Learner’s
Profile which the Ministry intends to develop in the form of knowledge, skills
and attitudes in learners under its authority. At the end of the primary school
cycle, the learner is expected to have acquired national core skills in view of
stepping into secondary school or engaging in other learning contexts or
activities. Furthermore, the learner must equally have acquired key values in
the five domains. On a similar note, they should show interest in learning all
the subjects. The outlined seven National Core Skills which should be acquired
by the end of both nursery and primary cycles of education include:
1.
Communication in the two official languages (English and
French) and the use of at least one national language. Communication in
English, in French and in at least one National Language implies the ability to
use the four language skills of these languages. The learner should be able to
listen, communicate orally, and be able to read and to write. The language
competence is a prerequisite for access to other core skills.
2.
Use of basic notions in Mathematics, Science and
Technology.
Introducing notions of Mathematics, Science, and Technology involves the acquisition of knowledge, skills and attitudes in these subject
areas and the ability to use them to address challenges in real life
situations.
3.
Practice of Social and Citizenship Values (morality, good
governance and budgetary transparency). This involves inculcating patriotic,
moral, citizenship and values of good governance in the learners of both cycles
so as to prepare them for a harmonious insertion into the society.
4.
Demonstration of the Spirit of Autonomy, a Sense of
Initiative, Creativity, and Entrepreneurship. Developing this
competence in the learner calls for the assembling of multidisciplinary
knowledge and skills in view of developing the learners’ social integration
skills, creativity as well as managerial and entrepreneurial potentials.
5.
Use of Basic Information and Communication Technology
Concepts and Tools. Generally, this core skill requires the use of
information and communication technology tools in school and in society. It is
related to healthy, safe and responsible use of various ICT devices for learning
and for leisure activities. In addition to this, it develops logical and
critical thinking, automated management of information (analysing, summarizing,
and assessing), and apt communication skills.
6.
Practice of Lifelong Learning. This implies that the
learner will demonstrate the desire and the will to continue education and
organize self, especially through efficient time and information management.
7.
Practice of Physical, Sports and Artistic Activities. This competence
provides learners with a platform to develop their physical, psycho-motor,
artistic, personal and interpersonal skills as well as improve their wellbeing.
It enables them to acquire knowledge, skills and attitudes required for their
participation in various physical, psycho-motor, sports and leisure activities
in order to strengthen social harmony and ensure a healthy lifestyle.
In
addition to acquiring the National Core Skills at the end of Primary Education,
pupils should equally exhibit the four broad-based competences namely:
1.
Intellectual
competences: Intellectual Competences include: exploiting information, solving
problems, acquiring logical thinking and a sense of observation, exercising
critical judgement, practising creative and innovative thinking
2.
Methodological
competence: Methodological competences include: giving self efficient working
methods, exploiting information and communication technologies, organizing
learning, arousing the desire to learn each subject
3.
Personal
and interpersonal competences. Personal and interpersonal competences enable
the learner to: develop his/her personality, acquire abilities in view of
his/her socio-cultural integration and individual fulfilment, cooperate with
others
4.
Communication
competences. Communication competences enable the learner to: communicate in an
appropriate manner in the two official languages and communicate in at least
one national language
Kolb’s (1984) Experiential Learning Theory
(ELT)
Kolb’s (1984) experiential learning theory defines learning as “the
process whereby knowledge is created through the transformation of experience”
(Kolb 1984, p. 41). This learning model portrays two
dialectically related modes of grasping experience; Concrete Experience (CE)
and Abstract Conceptualization (AC) and two dialectically related modes of
transforming experience; Reflective Observation (RO) and Active Experimentation
(AE). According to this four-stage learning cycle, immediate or concrete
experiences are the basis for observations and reflections. These reflections
are assimilated and distilled into abstract concepts from which new
implications for action can be drawn. These implications can be actively tested
and serve as guides in creating new experiences. Kolb (1984) developed the Learning Style Inventory (LSI) to assess individual
learning styles. While individuals tested on the LSI show many different
patterns of scores, research on the instrument has identified four
statistically prevalent learning styles - Diverging, Assimilating, Converging,
and Accommodating.
Accodong to Kolb (1984), the Diverging
style’s dominant learning abilities are Concrete Experience (CE) and Reflective
Observation (RO). Learners with this learning style are best at viewing
concrete situations from many different points of view. The implication is that
it calls for generation of ideas, such as a “brainstorming” session, thus
enhancing skills development. Learners with a Diverging learning style prefer
to work in groups, listening with an open mind and receiving personalized
feedback so as to enhance creativity. PBL in our primary schools targets such
competences. The Assimilating style’s dominant learning abilities are Abstract
Conceptualization (AC) and Reflective Observation (RO). Learners with this
learning style are best at understanding a wide range of information and
putting into concise, logical form. Individuals with an Assimilating style are
less focused on people and more interested in ideas and abstract concepts. Such
ideas can be put into practical use when learners involve in project-based
activities in school. The Converging style’s dominant learning abilities are
Abstract Conceptualization (AC) and Active Experimentation (AE). Learners with
this learning style are best at finding practical uses for ideas and theories.
They have the ability to solve problems and make decisions based on finding
solutions to questions or problems. The Accommodating style’s dominant learning
abilities are Concrete Experience (CE) and Active Experimentation (AE). Learners
with this learning style have the ability to learn from primarily “hand-on”
experience. They enjoy carrying out plans and involving themselves in new and
challenging experiences. Bu exposing learners to numerous school related
projects, their hand-on experiences will enhance their ability to develop
problem-solving skills, thus enhancing the necessary competencies in them.
Vygotsky’s (1968)
Social Constructivism Theory
Vygotsky’s
Social constructivism theory holds that language and culture are the frameworks
through which humans experience, communicate, and understand reality. According
to Vygotsky, language and culture play essential roles both in human
intellectual development and in how humans perceive the world. This is to say
that learning concepts are transmitted by means of language, interpreted and
understood by experience and interactions within a cultural setting. Since it
takes a group of people to have language and culture to construct cognitive
structures, knowledge therefore is not only socially constructed but
co-constructed. In social constructivism children's understanding is shaped not
only through adaptive encounters with the physical world but through interactions
between people in relation to the world that is not merely physical and
apprehended by the senses, but cultural, meaningful and significant, and made
so primarily by language. Hein (1991) puts it in his own way that the level of
potential development (academic achievement) is the level of development that
the learner is capable of reaching under the guidance of teachers or in
collaboration with peers. Learning is seen as a social activity associated with
other human beings like the peers, family members as well as casual
acquaintances, including the people that existed before. Social Constructivism
recognizes the social aspect of learning and the use of conversation,
interaction with others, and the application of knowledge as an essential
aspect of learning and a means to achieving learning objectives.
Vygotsky believed that life long process of
development is dependent on social interaction and that social learning
actually leads to cognitive development. In other words, all learning tasks
(irrespective of the level of difficulty), can be performed by learners under
adult guidance or with peer collaboration. The implication of this theory is
that it helps to give a backup to the establishment of opportunities for learners
to collaborate with the teacher and peers in constructing knowledge and
understanding in a project-based learning environment. As learners interact
with people, material and immaterial environment, they gain understanding and
gather experience which is needed to live successful and functional lives,
thereby developing learning competences
METHODOLOGY
This study was conducted in primary schools in Buea
municipality. The research design adopted
in this study was the descriptive survey research design. Using this design,
the researcher described in quantitative terms the project-based learning
activities and its role in enhancing competency-based learning. The study
targeted all the teachers in primary schools in Buea municipality, especially
those in the town center. A structured
questionnaire with closed-ended questions were formulated to gather the
required information for the study. The questionnaire was likert-scale type,
consisting of five scale response options: Strongly Agreed (SA), Agree (A), Neutral
(N) Disagree (D) and Strongly Disagree (SD). The score for the options will be
4(SA), 3(A), 2(D), 1(SD) respectively. The questionnaire was arranged so as fit
well the specific objectives of this study.
The reliability of the instrument was as follows:
Reliability Analysis
Statistically,
findings revealed that PBL do have a significant influence (p-value<
0.001) in enhancing the Competency-Based Learning and this appears to be strong
as indicated by a high Pseudo R-Square of 0.812. In
other words, Competency-Based Learning in Primary Schools will be more
achievable when Project-Based Learning is frequently / constantly carried out
and vice versa.
DISCUSSION
In line with research
question one, the findings showed that Project-Based
Learning practices are carried out in primary schools in Buea Municipality,
though not frequently. This implies that teachers realized the importance of
PBL in skills acquisition and are putting the prescribed methodology to use.
According to Vygotsky’s (1968), knowledge is not only socially constructed but
co-constructed where learners understanding is shaped through adaptive
encounters with the physical world and through interaction with others. Such
learning situation is upheld by the practice of PBL in primary schools in Buea
Municipality. Looking at the findings, it shows that the practice of PBL enhances
learners’ potential development (academic achievement) to an extent that they
are capable of reaching their full potentials, under the guidance of teachers and
in collaboration with peers.
In
response to research question two, the findings shows that Project-Based
Learning enhances Competency-Based Learning with a very high positive
influence. This relates to Kolb (1984) experiential learning were observations
and reflections in project-based activities are assimilated and distilled into
abstract concepts from which new implications for action can be drawn. This
instills the generation of ideas by learners in brainstorming session, thus
enhancing skills development. PBL also accommodate learners with a diverging
learning style who prefer to work in groups, listening with an open mind and
receiving personalized feedback so as to enhance creativity. It is often stated
that adopting PBL requires preparation of materials and cooperation among
teachers and learners, which is sometimes demanding. However, its benefits
outweigh its drawbacks and teachers are eventually rewarded with surprising
results. Learners gradually build up a system of knowledge and create the
ability of using information gained in other fields. Besides, their self-esteem
is raised as they are encouraged to show their strengths connected with other
subjects.
CONCLUSION
Contemporary
educational frameworks outline key competences that all learners should acquire.
These include communication and collaboration, activity, initiative and
independence, creativity, responsibility and self-discipline, imagination,
critical thinking and problem solving. The Cameroon’s primary school curriculum
groups them into four broad-based competences: Intellectual competences
(exploit information; solve problems; acquire logical thinking and a sense of
observation; exercise critical judgement; implement creative and innovative
thinking); Methodological competences (self-efficient working methods; exploit
information and communication technologies; organize their own learning and
learn to solve problems; arouse the desire to learn each subject); Personal and
interpersonal competences (develop their personality; acquire abilities in view
of their socio-cultural integration and individual fulfilment and cooperation
with others) and Communication competences (communicate in an appropriate
manner in the two official languages and in at least one national language).
This study shows that PBL is an efficient tool in developing these competences
in primary school learners. This requires the teacher to adopt a new, enthusiastic
attitude, to acquire a wide range of skills and to leave traditional supreme
position. That is to say, 'leadership' is replaced by 'partnership'. It should
be noted that teachers’ roles in today’s education requires them to act as a
counsellor, assistant, adviser or consultant, being prepared to give advice and
help with overcoming all difficulties and obstacles. It is on this basis that
we can be able to build a strong educational system that raise learners with
the appropriate knowledge, skills, and attitudes needed to solve the problems
they encounter in real life as advocated by Dewey (1904). When this is done,
then the aims of primary education in Cameroon (empowering pupils with
requisite knowledge, skills and attitudes to effectively contribute to the
emergence of Cameroon by the year 2035) will be acquired.
REFERENCES
Amin,
M. E. (2005) Social Science Research: Conception, Methodology and Analysis.
Makere University: Uganda.
Egodawatte,
G. (2014). "An Analysis of the Competency-Based Secondary Mathematics
Curriculum in Sri Lanka." Educational Research for Policy and Practice,
13 (1) (2014): 45-63. https://link.springer.com/content/pdf/10.1007/s10671-013-9145-5.pdf
Gervais,
J. (2016). "The Operational Definition of Competency‐Based
Education." The Journal of Competency‐ Based Education 1, no. 2 (2016): 98-106.
https://onlinelibrary.wiley.com/doi/pdf/10.1002/cbe2.1011.
Guo,
P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based
learning in higher education: Student outcomes and measures. International Journal of Educational
Research, 102, 101586. https://doi.org/10.1016/j.ijer.202 0.10158Gustafsson
J. (2017). Single case studies vs. multiple case studies: A comparative study.
Available: https://www.diva-portal.org/smash/get/diva2:1 064378/FULLTEXT01.pdf
Accessed 1 October 2020.
Huberman,
M., Bitter, C., Anthony, J., and O’Day, J. (2014). The shape of deeper
learning: Strategies, structures, and cultures in deeper learning network high
schools. Washington, DC: American Institutes for Research.
Kaldi,
S., Filippatou, D., and Govaris, C. (2011). Project-based learning in primary
schools: Effects on pupils’ learning and attitudes. Education 3-13: International
Journal of Primary, Elementary and Early Years Education, 39(1), 35-47
Lenz,
B., & Larmer, J. (2020). Project-Based learning that makes a difference. Educational Leadership, 77(6), 66-71.
http://www.ascd.org
Loveless,
T. (2013). The banality of deeper learning. The Brookings Institution.
Retrieved from www.brookings.edu.
Ministry
Of Basic Education (2018). Cameroon Primary School Curriculum: English
Subsystem Level II: Class 3 & Class 4
Pellegrino,
J. W., and Hilton, M. L. (Eds.). (2012). Education for life and work:
Developing transferable knowledge and skills in the 21st century.
Washington, DC: National Academies Press.
Peterson,
B. W. (2012). Uncovering the progressive past: The origins of project based
learning. UnBoxed: A Journal of Adult Learning in Schools, 8. Retrieved
from
http://gse.hightechhigh.org/unboxed/issue8/uncovering_the_progressive_past/.
Accessed on September 22, 2017.
Ravitch,
D. (2000). Left back: A century of failed school reforms. New York, NY:
Simon and Schuster
Ravitz,
J., and Blazevski, J. (2014). Assessing the role of online technologies in
project-based learning. Interdisciplinary Journal of Problem-Based Learning,
8(1), 65- 79
Stafford,
M. C. (2019) "Competency-Based Education." In Modernizing Learning:
Building the Future Learning Ecosystem, edited by and S. Schatz Walcutt, 243.
Washington, DC: Government Publishing Office, 2019
Sturgis,
C, and Katherine C (2018). Quality Principles for Competency-Based Education.
Competency Works, iNACOL, 2018.
https://aurora-institute.org/wp-content/uploads/Quality-Principles-Book.pdf.
Sustainable
Development Goals for Education 2030 (2016). Retrieved on 15 September 2016 from
https://sustainabledevelopment.un.org/topics/sustainabledevelopmentgoals
Solomon,
G. (2003). Project-based learning: A primer. Technology and Learning, 23(6), 20-20.
https://www.questia.com/read/1G197060234/project-based-learning-a-primer-when-students-are
Thomas,
J. W. (2000) 'A review of research on project-based learning'. [Online].
Available at:
http://w.newtechnetwork.org/sites/default/files/news/pbl_research2.pdf
(Accessed: 18.6.2014
Vygotsky,
L. S. (1976). Play and its role in the mental development of the child.
In J. Bruner, A. Jolly, &K. Sylva (Eds.), Play: Its role in development
and evolution. Harmondsworth, England: Penguin
Vygotsky,
L. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
