Curriculum appropriation and problem-solving competences in high school science students of mfoundi division in yaounde

Abstract

The research is to investigate the impact of curriculum appropriation on problem-solving competences in high school science students of Mfoundi Division in Yaoundé. The problem of the research was inadequate supervision of practical activities within and out of school causing inability for students to practice competences acquired out of school to benefit them reduce dependence on parents. The main objective of the study was to examine the impact of curriculum appropriation on problem-solving competences in high school science students of Mfoundi Division in Yaoundé. Theories used are the pragmatic learning theory of John Dewey (1938), discovery learning theory of Jerome Bruner (1960) and the experiential learning theory of David A. Kolb (1984). The descriptive survey method was used in this study. Observation method was employed to observe subjects and questionnaires used for data collection. Data was analysed with simple linear regression. The findings reveal that curriculum appropriation has a positive impact on problem-solving competences in high school science students, for all responses have a 92% value for hypotheses tested. Observation results showed that students fabricate soaps, produce nutritive foods, and manufacture skin care products but do not extensively practice competences out of school for financial benefits. Teachers mostly supervise students’ practical activities in school and students apply problem-solving competences acquired mostly in schools to succeed in their examinations but are unable to practice these competences out of school to initiate self-reliance. We, therefore, recommend that high school science teachers should foster supervision of practical activities out of school through blended learning and students should engage in carrying out practice out of school. They should create platforms and groups for students to work and share through these platforms.