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SCHOOLING and NATIONAL INTEGRATION in CAMEROON by GRACE MARY ELAD Thesis Submitted in Fulfilment of the Requirements for The

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SCHOOLING and NATIONAL INTEGRATION in CAMEROON by GRACE MARY ELAD Thesis Submitted in Fulfilment of the Requirements for The SCHOOLING AND NATIONAL INTEGRATION IN CAMEROON By GRACE MARY ELAD Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in the Institute of Education University of London December 1982 Department of Education in Developing Countries Department of Child and Educational Psychology. DEDICATED to my mother Anna Abamut Elad and my father Philip Mfontem Elad whose moral and financial support has been responsible for the completion of this STUDY. ABSTRACT This study examines the effects of the level of schooling on National integration in English-speaking Cameroon. National integration is con- ceptualised as the creation of an individual's sense of identification and loyalty to the nation and his willingness to accept and integrate voluntarily with one's fellow citizens irrespective of their cultural or ethnic differences. The main hypothesis adopted for the investigation (there will be a significant increase in positive attitudes towards National integration from primary to secondary and from secondary to post-secondary education) was confirmed. However, a Step-wise Multiple Regression Analysis of all the variables indicated that urbanization and not levels of educational attainment is a better predictor of National integration as far as this study is concerned. Four scales, the Nationalism scale, the Friendship Choice scale, the Language Choice scale and the Language Use scale. A questionnaire was used to obtain data from 491 randomly selected subjects from primary, secondary and post-secondary students and also from the adult population. In addition to the demographic facts, the questionnaire used was composed of four scales, three behavioural and an attitude scale of the Likert type. These scales were modified in the field after the pilot study. The data obtained from these instruments were analysed by Gutman scale analysis, Pearson-product Moment Correlations, one way analysis of variance, factor analysis, multivariate analysis of variance and a step- wise multiple regression analysis. Comparisons were made between groups of- students categorised by various demographic and educational factors (e.g. age, levels of education, urbanization etc.) in order to demonstrate the schools foster a positive attitude towards integration and to dis— cover the most effective variable that influences national integration. (v) ACKNOWLEDGEMENTS I am indebted to a number of people for help and advice at various stages during the preparation of this thesis; to the headmasters and their pupils, the principals of secondary schools and their students who completed the questionnaire from which most of the data for this study was derived; to Professor P. R. C. Williams of the Department of Education in Developing Countries who also helped with criticism of the manuscript. But, above all, to my two supervisors, Dr. C. B. W. Treffgarne EDC and Dr. F. T. Taylor DCEP whose untiring assistance, encouragement and useful suggestions sustained me and contributed immensely to the completion of this study and to my husband Dr. M. A. Abangma for his loving support and encouragement. GENERAL CONTENTS TITLE PAGE ABSTRACT ACKNOWLEDGEMENTS GENERAL CONTENT CONTENTS OF THE TEXT OF THE THESIS LIST OF TABLES LIST OF FIGURES TEXT OF THESIS APPENDICES BIBLIOGRAPHY CONTENTS Page TITLE PAGE (i) DEDICATION (ii) ABSTRACT (iii) ACKNOWLEDGEMENTS (v) GENERAL CONTENTS (vi) LIST OF TABLES (x) LIST OF FIGURES (xiv) GENERAL INTRODUCTION: (a) THE OBJECTIVES OF THE STUDY 1 (b) THE PROBLEM CHAPTER. ONE INTRODUCTION TO THE STUDY 1.1 Background to the Study; Geography 9 1.2 Historical Introduction 13 1.3 English-speaking Cameroon 21 1.3.1 Administrative Regions in English-speaking Cameroon 24 CHAPTER TWO TRIBE, ETHNIC GROUP AND ETHNICITY - AN OVERVIEW 2.1 Introduction 27 2.2 Tribe or Ethnicity? An overview 27 2.3 Ethnic Groups in Ehglish-speaking Cameroon 44 2.3.1 Political organisations of Ethnic groups 45 CHAPTER THREE EDUCATION AND NATIONAL INTEGRATION 3.1 Introduction 56 3.2 Definitions of National Integration 57 3.3 Education and National Integration - Review 69 CONTENT (continued) Page CHAPTER FOUR IDUCATION AND NATIONAL INTEGRATION IN CAMEROON Introduction 93 14.2 Structure of Education in Cameroon 95 )4.3 Education, Language and National Integration 106 CHAPTER FIVE OBJECTIVES OF EMPIRICAL SECTION 5.1 Introduction n8 5.2 Hypothesis 120 5.3 Operationalisation of concepts and their indicators CHAPTER SIX RESEARCH DESIGN 6.0 Instrumentation and Sampling 6.1 Introduction 137 6.2 The tests 139 6.2.1 Scoring 146 6.2.2 Language as a measure of integration 146 6.2.3 Scoring 150 6.3 The Nationalism scale 150 6.3.1 Scoring 154 6.4 The Sample 154 6.5 The Pilot Study 159 6.5.1 Demographic Section 160 6.5.2 The construction and trial of Nationalism Scale 161 6.5.3 Reliability of the scale 163 6.5.4 Validity of the scale 164 6.6 Statistical analysis of the scale 165 6.6.1 Summary 168 CONTENT (continued) Page CHAPTER SEVEN ANALYSIS OF RESULTS 7.0 Administration of the test 170 7.1 Student Sample 170 7.2 Adult Sample 171 7.3 Descriptive parameters of samples used 171 7.L The First Scale: Nationalism Scale 172 7.5 The Second Scale: Friendship Choice 180 7.6 The Third Scale: Language Choice 188 7.7 The Fourth Scale: Language Use 194 7.8 Summary 208 7.9 Further analysis using all Subscales as a whole (I)214 7.9.1 Further analysis (II) 220 CHAPTER EIGHT 8.1 CONCLUSION 227 8.2 FINAL NOTE 241 BIBLIOGRAPHY 246 APPENDICES APPENDIX I: MAP OF ANGLOPHONE CAMEROON 255 II:ETHNIC MAP OF ANGLOPHONE CAMEROON. 256 III:MAJOR ETHNIC GROUPS OF ANGLOPHONE CAMEROON 257 IV: QUESTIONNAIRE 259 V: PILOT STUDY: THE NATIONALISM SCALE 267 VI: FACILITY VALUE AND THE INDEX OF DISCRIMINATION OF EACH ITEM. 270 (x) LIST OF TABLRS Page TABLE 2.1 Anglophone Cameroon: Ethnic Origin of Students from the various types of Secondary Education 1969/70. 54 3.1 Relative strength of different levels of identity among Nigerian Students (percentages) 77 3.2 Southern Nigeria students' attitude towards Politicians (percentages) 87 4.1 Differences in Enrolments between Ethnic Groups 1965/66. 103 4.2 Anglophone Cameroon: Occupational Origin of students from the various types f Secondary Schools in the South-West Province Only, 1969/70. 104 4.3 Cameroon: Anglophone and Francophone Academic Staff and Students in the University of Yaounde, 1973/74. 113 6.1 Graphic Summary of Design for the Study. 138 6.2 The Composition of the Sample for the Study. 159 6.3 Pearson Product-Moment Correlations between the Nationalism, Friendship, Language Choice and Language Use Scales for the entire Sample. 165 6.4 Principal Component Analysis of twenty-one items. 166 6.5 Interpretation of Three Rotated Factors. 167 7.1 Means, SD and Sample Sizes for Educational Level. 172 7.2 Results of One-Way Analysis of Variance between Primary, Secondary and Post-Secondary respondents on Nationalism Scale. 172 7.3 Means and SD for the Sample by Age in Years on Nationalism Scale. 174 7.4 Results of One Way Analysis of Variance between the Age Groups. 175 7.5 Means and SD and Sample Size for the Sample on Length of Stay in Urban Centres. 176 7.6 Results of One-Way Analysis of Variance between the Groups. 176 LIST OF TABLRS (continued) Page TABLE 7.7 Means and SD of Nationalism Scores for the Sample by Regions. 177 7.8 Results of One-Way Analysis of Variance between the two Regions. 177 7.9 Means and SD on Sex, using total scores of the Nationalism Scale. 178 7.10 Results of One Way Analysis of Variance between the Sexes. 178 7.11 Means and SD on Educational Level using Scores of Friendship Choice. 181 7.12 Results of One-Way Analysis of Variance between the different educational levels. 181 7.13 Means and SD on Age using scores on Friendship Choices. 182 7.14 Results of One Way Analysis of Variance between different age groups. 183 7.15 Means and SD for the sample on Length of Stay in an Urban Centre. 183 7.16 Results of One-Way Analysis of Variance between the groups. 18)4 7.17 Means and SD for the sample on Cultural Groups using scores of Friendship Choices. 185 7.18 Results of One-Way Analysis of Variance between those from the Grassland and those from the Forest Regions. 185 7.19 Means and SD for the sample on Cultural Group using scores of Friendship Choices. 186 7.20 Results of One-Way Analysis of Variance between Male and Female. 187 7.21 Means and SD for sample on Educational Level using total scores of Language Choice. 188 7.22 Results of One Way Analysis of Variance between the Sub-groups. 188 7.23 Means and SD on Age using the total scores of Language Choice. 189 LIST OF TABLES (continued) Page TABLE 7.24 Results of One-Way Analysis of Variance between the age groups. 190 7.25 Means and SD on Length of Stay in the Town using Language Choice total scores. 190 7.26 Results of One-Way Analysis of Variance between the groups. 191 7.27 Means and SD for the sample on Regions using Language Choice total scores. 191 7.28 Results of One-Way Analysis of Variance between the Forest and Grassland Regions. 192 7.29 Means and SD for the sample on Sex using the total scores of Language Choice. 192 7.30 Results of One Way Analysis of Variance between the two groups. 193 7.31 Means and SD on Educational Level using the total scores of Language Use I, II and III. 1914 7.32 Results of One-Way Analysis of Variance for the groups 195 7.33 Means and SD for the sample on Age using the Language Use scales I, II and III.
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