Abstract

This study investigates the effect of integrating a Competence-Based Approach (CBA) in teaching productive skills on the critical thinking abilities of secondary school students in Mezam Division, Cameroon. A mixed-methods research design was employed, combining quantitative and qualitative approaches to examine both performance outcomes and contextual factors influencing learning. The study involved 86 Form Three students from two public secondary schools, alongside 10 English teachers. Data were collected through pre- and post-tests and an observation checklist. Quantitative analyses, including ANCOVA, measured the impact of CBA on critical thinking, while qualitative data explored students’ and teachers’ experiences. Findings revealed that students in the CBA group achieved a mean post-test score of 99.62 (SD = 5.99), significantly higher than the control group’s 89.75 (SD = 4.92), representing a mean gain of 20.43 versus 7.43 in the traditional instruction group. Although female students in the experimental group performed slightly better (M = 101.54, SD = 5.86) than males (M = 97.70, SD = 6.04), ANCOVA results showed no significant interaction effect between teaching method and gender (F = 1.624, p = .201). Observations corroborated these findings, indicating improved analytical, evaluative, and argumentative skills in students exposed to CBA. The study underscores that instructional strategy, rather than gender, is the primary determinant of critical thinking development, highlighting the value of inquiry-driven, student-centered pedagogies in enhancing higher-order cognitive skills.

Keywords

  • Indigenous Knowledge
  • Music
  • Folktales
  • Higher-Order Thinking Skills
  • Public Primary Schools
  • Pupils

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