9783863098230.pdf

This study was initiated to examine violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values, and responsible behavior. Violence at school is still observable on a daily basis, not respecting the human rights of...

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Γλώσσα:English
Έκδοση: University of Bamberg Press 2024
id oapen-20.500.12657-90332
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spelling oapen-20.500.12657-903322024-05-18T02:25:36Z Violence and educational quality Tangwe, Abraham Tamukum Schulerfolg Kamerun Schüler Opfer Gewalt thema EDItEUR::J Society and Social Sciences::JN Education This study was initiated to examine violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values, and responsible behavior. Violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning despite the attempts of the government in Cameroon to institute quality service delivery policies, more equitable distribution of learning opportunities, and a strong incentive for greater efficiency in school through legislations. The study was guided by the social interaction theory and the research question focused on the extent of violence in education. The specific objective of this study was to understand the effects of violence on motivation and self-esteem, and its influence on learning outcomes. A model was operationalized measuring the different forms of violence, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and reading enjoyment. The socio-economic context was statistically controlled. The study was designed using a quantitative approach with cross-sectional survey for students. Data had been collected from a sample population of 924 students in grades four to seven in Cameroon. The collected information was analyzed using descriptive statistics, and inferential statistics. The results indicate an acute prevalence of school the various forms violence, and the huge ratio of violence in the life of students in Cameroon becomes visible. The study shows that these experiences of violence affect the self-esteem and the motivation to learn. In addition, the poor school quality and a very discouraging socioeconomic background of students can be shown. Schools are neither an environment of the protection of students nor open spaces for real-world transmission of values. Violence remains a challenge. 2024-05-17T16:13:48Z 2024-05-17T16:13:48Z 2021 book ONIX_20240517_9783863098230_45 9783863098230 https://library.oapen.org/handle/20.500.12657/90332 eng Regards croisés Afrique-Europe. Cahiers supplementaires application/pdf Attribution 4.0 International 9783863098230.pdf University of Bamberg Press 10.20378/irb-51605 10.20378/irb-51605 e747c8b5-4578-429c-9a68-b3876b2f12e9 9783863098230 AG Univerlage 3 226 Bamberg open access
institution OAPEN
collection DSpace
language English
description This study was initiated to examine violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values, and responsible behavior. Violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning despite the attempts of the government in Cameroon to institute quality service delivery policies, more equitable distribution of learning opportunities, and a strong incentive for greater efficiency in school through legislations. The study was guided by the social interaction theory and the research question focused on the extent of violence in education. The specific objective of this study was to understand the effects of violence on motivation and self-esteem, and its influence on learning outcomes. A model was operationalized measuring the different forms of violence, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and reading enjoyment. The socio-economic context was statistically controlled. The study was designed using a quantitative approach with cross-sectional survey for students. Data had been collected from a sample population of 924 students in grades four to seven in Cameroon. The collected information was analyzed using descriptive statistics, and inferential statistics. The results indicate an acute prevalence of school the various forms violence, and the huge ratio of violence in the life of students in Cameroon becomes visible. The study shows that these experiences of violence affect the self-esteem and the motivation to learn. In addition, the poor school quality and a very discouraging socioeconomic background of students can be shown. Schools are neither an environment of the protection of students nor open spaces for real-world transmission of values. Violence remains a challenge.
title 9783863098230.pdf
spellingShingle 9783863098230.pdf
title_short 9783863098230.pdf
title_full 9783863098230.pdf
title_fullStr 9783863098230.pdf
title_full_unstemmed 9783863098230.pdf
title_sort 9783863098230.pdf
publisher University of Bamberg Press
publishDate 2024
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