Exploring Effective English Language Teaching Methods for Inclusive Primary Classrooms in the South West Region of Cameroon

Abstract

Purpose: Teaching methods remain key to the effective implementation of inclusive education, as teachers select approaches based on learners’ needs and contextual demands. This study investigated frequently used teaching methods for enhancing pupils’ performance in English Language in the South West Region of Cameroon. The methods examined were Cooperative Learning (CL), Explicit Teaching (ET), and Communicative Language Teaching (CLT). Methodology: The study adopted a quasi-experimental design using pre-test and post-test scores. Questionnaires and an observation checklist were used for data collection. A purposive sample of 132 pupils was drawn from two inclusive primary schools: Inclusive Government English Primary School (IGEPS) Muyuka and IGEPS Man-O-War Bay, Limbe 3. Sixty-six pupils constituted the experimental group and were taught using CL and ET, while 66 formed the control group and were taught using CLT. Data were analyzed using pupil t-test and z-test. Findings: Post-test results showed higher mean scores among pupils exposed to CL and ET than those taught using CLT. At IGEPS Muyuka, the experimental group obtained a mean score of 14.25 compared with 8.63 for the control group, while at IGEPS Man-O-War Bay, the respective means were 14.76 and 10.90. Unique Contribution to Theory, Policy and Practice: The study recommends strengthening teachers’ competencies in CL and ET to enhance instructional effectiveness. The study contributes to theory by providing empirical evidence on the complementary use of CL and ET in improving English Language learning outcomes. Practically, it identifies contextually relevant approaches for inclusive classrooms and provides evidence to inform teacher training, inclusive education policies, and instructional guidelines in Cameroon.