Evaluation of the Competency-Based Learning Paradigm and Academic Performance of Class 6 Pupils

This article adopts a mixed exploratory approach to examine the competency-based learning paradigm and its impact on the development of immediately applicable academic skills among Grade 6 pupils in the Yaoundé 5 subdivision, with a particular focus on the agricultural sector. The general hypothesis posits that applying the competency-based learning paradigm to agriculture enhances pupils’ practical academic competencies. The analysis is based on data collected through questionnaires administered to a convenience sample of 150 pupils from public primary schools in Yaoundé 5, specifically from the Ngona and Abom areas. Additionally, semi-structured interviews were conducted with twelve teachers from the aforementioned schools to gather their perceptions of competency-based learning in general, and more specifically, its application to agriculture. Using Chi-square tests and linear regression analysis at the 0.05 significance level, the study reveals that pupils in Yaoundé 5 acquire immediately applicable competencies in agriculture when it is effectively taught. Based on these findings, the study proposes several forward-looking recommendations: integrating the competency-based learning paradigm into agricultural education to improve academic performance, revising the curriculum to equip graduates with job-creation skills, and establishing agricultural primary schools.