Students Access to Quality Science Teachers in Secondary Schools in the South West Region of Cameroon: An Appraisal from the Perspective of Students Academic Achievement

This study investigated and described students' access to quality science teachers in secondary schools in the south west region of Cameroon: an appraisal from the perspective of students' academic achievement. The descriptive analytic research design was used to gather information in which scholarly articles, books and other sources relevant to the issue under investigation, were reviewed. A sample of ten secondary schools in the Fako Division of the South West Region of Cameroon was considered to appraise the study via literature. The sample schools represented both rural and urban schools; high, medium and poorly performing schools; single sex and co-educational schools; and boar schools. Altogether the selection covered a wide geographical and socio-economic consideration within Fako Division of the South West Region of Cameroon. The secondary schools in the study sample comprised schools where students have to make a choice between Science and Arts options at some stage in the secondary years.