Planning Integration Activities in Summative Evaluation and Teachers’ Attitudes in Primary Schools in Bertoua I Subdivision, Cameroon

Abstract

This study examined teachers’ attitudes towards the planning of integration activities in summative evaluation in selected primary schools in Bertoua I Subdivision, Cameroon. The study was motivated by the 2018 primary school curriculum reform, which emphasises competency-based learning, interdisciplinary problem solving, and the use of integration activities during summative assessment. Four objectives guided the study: to examine the influence of professional training, supervisory follow-up, teachers’ perceptions of learners’ cognitive readiness, and workload on the planning of integration activities. The study adopted a mixed-methods descriptive survey design. Data were collected from 72 primary school teachers using a structured questionnaire and semi-structured interviews. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were analysed thematically. The findings showed that professional training had a strong positive relationship with teachers’ planning of integration activities (r = .773, p < .01), followed by teachers’ perception of learners’ cognitive readiness (r = .619, p < .01), supervisory follow-up (r = .474, p < .01), and workload (r = .359, p < .01). Regression results indicated that supervisory follow-up and learner-related perception were statistically significant but modest predictors, explaining 3.9% and 8.1% of the variance respectively. The study concludes that successful implementation of integration activities requires sustained teacher training, supportive supervision, manageable workload, and stronger institutional support.