Teacher's Mastery of English Language and Students' Academic Achievement in Higher Technical Teacher’s Training College Kumba

Volume 7 Issue1
Ajongakoh Raymond Bella Gracemary Eloheneke Moluayonge
Pages: 13-25 Download Count : 1363 View Count: 1481 DOI Number 10.24331/ijere.991953 Facebook Share on Google+ Save to Zotero Save to Mendeley


English is the only language of instruction recommended in all the Anglo-Saxon Universities in Cameroon as all over the world. The same reality is being followed by Francophone Universities where teachers of the opposite language must facilitate knowledge acquisition. The purpose of this study was to examine the impact of teacher's mastery of English language on students' academic achievement at HTTTC Kumba. The accessible population of the study was made up of all level 300 students and level 600 I and their teachers in all the departments of HTTTC Kumba. The participants in the study included 20 francophone teachers in the different departments, and 86 students of level 300 and 64 of level 600 I from HTTTC Kumba, through a random sampling technique. Instrument used for data collection was questionnaire which was designed for teachers and for students. The data was then exported to SPSS version 23.0 for analysis. Findings showed that: There is a significant relationship between teachers’ ability to write English and students’ academic achievement in HTTTC Kumba; there is a significant relationship between teachers’ reading ability of the English Language and students’ academic achievement in HTTTC Kumba; if there is an accurate recall of facts in English by teachers whose background is French, students will achieve higher and better. Based on these findings, it was recommended that teacher’s proficiency in English should be scrutinized prior to recruitment if they are to serve in English.


  • English reading ability
  • English writing ability
  • English concepts recall
  • mastery of English language
  • achievement
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