Exploring New CBA Methodological Approach in Teaching Geography in Cameroon Secondary Schools: Geography Examiner’s Perceptions in Cameroon

Abstract

This study investigates Geography examiners’ perceptions of the new Competency-Based Approach (CBA) for teaching Geography in Cameroonian secondary schools. Employing a mixed-methods design, the research analyzed curriculum documents, examined national Geography examination results from 2020 to 2025, and collected survey data from 222 examiners across Cameroon. The findings reveal that 87.5% of participant’s experience significant challenges in applying current CBA teaching methods, largely due to a substantial knowledge gap and confusion surrounding practical pedagogical practices. A key obstacle identified is the limited awareness and use of innovative, active CBA strategies, underscoring the urgent need for targeted professional development. Based on these insights, the study recommends integrating two American competency-based teaching methods Hack Mindset and Project-Based Learning (PJBL) to restructure and enhance the current CBA framework. It emphasizes that addressing systemic barriers such as resource shortages and insufficient training through sustained professional development is vital for effective implementation, ultimately fostering learners’ life skills and better preparing them for environmental, physical, and societal challenges in Cameroon.