ABSTRACT

This study investigates the relationship between problem-solving skills and language development among learners with mild mental retardation in primary schools in Buea. Problem-solving skills and language development are critical for the academic and social growth of these learners. Understanding how these skills interrelate can enhance educational strategies and support for students with mild mental retardation.

A mixed-method research design was utilized, combining quantitative assessments of problem-solving skills and language development with qualitative interviews of teachers, parents, and educational specialists. The study focused on evaluating the effectiveness of current teaching methods in fostering problem-solving abilities and language skills among learners with mild mental retardation.

The findings indicate that improved problem-solving skills are positively associated with enhanced language development. Learners who engaged in structured problem-solving activities demonstrated better language skills, including vocabulary acquisition, sentence formation, and comprehension. Conversely, learners with limited problem-solving opportunities showed slower progress in language development.

Teachers and parents reported that incorporating problem-solving tasks into daily lessons and providing individualized support significantly benefits language development. Challenges such as inadequate training for educators and limited resources for specialized instruction were identified as barriers to effective teaching.

The study concludes that integrating problem-solving skills into educational practices is essential for advancing language development in learners with mild mental retardation. Recommendations include enhancing teacher training on problem-solving strategies, increasing access to specialized educational resources, and developing tailored instructional methods. These measures can improve language outcomes and overall educational experiences for these learners in Buea.

Keywords: problem-solving skills, language development, mild mental retardation, primary schools, Buea, Cameroon, educational support, instructional methods.