THE EFFECT OF AUTOMATIC PROMOTION ON THE DEVELOPMENT OF INTELLECTUAL SKILLS BY FORM ONE STUDENTS IN SECONDARY SCHOOLS IN THE KUMBA II MUNICIPALITY, MEME DIVISION, SOUTH WEST REGION OF CAMEROON

Abstract

This study was designed to investigate the effect of automatic promotion on the development of intellectual skills by Form 1 students in secondary schools in Kumba II Municipality. Three specific objectives were set for the study; To investigate the effect of collective promotion on the development of literacy skills of Form 1 students in Kumba II Municipality; To investigate the effect of collective promotion on the development of numeracy skills of Form one students in Kumba II Municipality, and finally to find out the effect of collective promotion on the development of essential life skills by Form 1 students in Kumba II Municipality. The comparative ex post facto research design was used and the target population was teachers of Form 1 in secondary schools selected through the accidental sampling technique. Data were collected from sample of 100 respondents using a structured questionnaire which had open ended and closed ended items. The data collected was computed, coded and analyzed descriptively and inferentially with the help of the SPSS. The research hypotheses were verified using the Pearson Product Moment Correlation analysis. Findings revealed that Collective promotion has a significant influence on the development of literacy skills by form one students in secondary schools of Kumba 1 subdivision (r= -0.224**). This relationship was observed to be negative meaning that collective promotion has a negative influence on the development of literacy skills; There is a significant relationship between collective promotion and the development of numeracy skills by form 1 students in secondary schools of Kumba 1 subdivision (r =0.124**); There is a significant relationship between collective promotion and the development of essential life skills by form one students in secondary schools of Kumba 1 subdivision (r =0.187**). Based on the findings, it was recommended that policy makers should review the implementation of collective promotion and adopt strategies that can lead to adequate intellectual development by pupils; the government should ensure that pupils admitted in primary schools meet the demands especially in age and physical development.

Key Words: Collective Promotion, Intellectual Skills, Literacy Skills, Essential Life Skills