CHAPTER ONE
GENERAL INTRODUCTION
Introduction
Mental health is a pivotal aspect of overall well-being, especially for students aged 11 to 17
years in secondary schools. During these formative years, young people undergo significant
changes, both physically and emotionally. These changes can greatly influence how they learn,
interact with their peers, and cope with daily challenges. Research shows that mental health
issues among adolescents are on the rise, leading to problems like anxiety, depression, and
behavioral issues (Smith, 2020). In the context of Buea municipality, understanding these
challenges is vital, as they can significantly impact students’ engagement in learning and their
overall academic success. When students face mental health problems, they may find it
increasingly difficult to concentrate in class, participate in discussions, or complete assignments.
For example, a student who is struggling with anxiety may feel overwhelmed during tests or
presentations, resulting in poor performance. This situation can create a cycle where the
student’s academic struggles further exacerbate their mental health issues, leading to feelings of
hopelessness and frustration. Furthermore, research indicates that mental health problems can
lead to higher dropout rates, which is a significant concern for educators and policymakers
(Johnson, 2021). Therefore, it becomes evident that addressing mental health is essential not only
for individual students but also for the overall educational environment.
Moreover, specific indicators of mental health, such as peer problems, hyperactivity, and
emotional symptoms, can provide insight into the challenges students face. For instance, students
who have difficulties getting along with friends may feel isolated, which can lead to further
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emotional distress (Johnson, 2021). Social interactions are a key part of school life, and when
students struggle to connect with their peers, it can lead to feelings of loneliness and sadness.
Similarly, hyperactive students might find it challenging to pay attention during lessons, leading
to frustration for both themselves and their teachers. Emotional symptoms like persistent sadness
or anxiety can also significantly hinder a student’s ability to focus and engage actively in their
learning environment. Therefore, it is essential to explore how these mental health indicators
affect students’ engagement in learning. By conducting this research, we aim to highlight the
importance of mental health support in schools and how it can help improve students’ overall
learning experience. Understanding these relationships can lead to better strategies for supporting
students and fostering a healthier school environment. In the long run, addressing mental health
not only benefits individual students but also contributes to a more positive and productive
educational environment for all.
Background to the Study
This section consists of the historical, conceptual, theoretical and contectual background to the
study
Historically, the concept of students’ mental health, particularly for those aged 11 to 17 years in
secondary schools, has evolved significantly over the years in the Western world. Historically,
mental health was often misunderstood and stigmatized, leading to a lack of attention to the
mental well-being of young people. In the early 20th century, mental health issues were
frequently viewed through a medical lens, focusing mainly on severe mental illnesses rather than
the everyday mental health challenges faced by adolescents. Scholars like Adolph Meyer began
to advocate for a broader understanding of mental health, emphasizing the importance of social
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and environmental factors in mental well-being (Mandell, 2020). This shift marked the beginning
of recognizing that mental health is not just the absence of illness but a vital part of overall health.
As the 20th century progressed, researchers began to explore the impact of mental health on
students’ academic performance and engagement in learning. In the 1960s and 1970s, the rise of
educational psychology brought attention to how emotional and psychological factors influence
learning. Scholars such as Abraham Maslow introduced concepts like the hierarchy of needs,
suggesting that students must have their basic emotional and psychological needs met before
they can fully engage in learning (Maslow, 1943). This idea highlighted the connection between
mental health and academic success, paving the way for further research into how mental health
issues affect students’ ability to learn. In the late 20th century, the focus on mental health in
education continued to grow, particularly with the increasing recognition of the prevalence of
mental health issues among adolescents. Studies began to show that many students experience
anxiety, depression, and other mental health challenges, which can significantly hinder their
engagement in school activities (Smith, 2020). For instance, a study conducted in the United
States found that nearly one in five adolescents reported experiencing a mental health disorder,
which often led to difficulties in school, such as lower grades and increased absenteeism
(Johnson, 2021). This research emphasized the need for schools to address mental health
proactively to support students’ learning and development.
Moreover, the impact of societal changes, such as the rise of technology and social media, has
influenced students’ mental health. Scholars have noted that the pressures of social media can
contribute to feelings of inadequacy and anxiety among adolescents, further complicating their
mental health landscape (Twenge, 2017). In addition, the constant comparison to others, often
exacerbated by curated online lifestyles, can lead to low self-esteem and heightened stress levels.
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As a result, educators and mental health professionals have started to advocate for
comprehensive mental health programs in schools, aiming to create supportive environments that
promote both mental well-being and academic engagement. In recent years, the COVID-19
pandemic has further highlighted the importance of mental health in education. Many students
faced increased stress and anxiety due to isolation, fear of illness, and changes in their learning
environments. Research has shown that these challenges have led to a surge in mental health
issues among students, making it even more critical for schools to prioritize mental health
support (Smith, 2020). The shift to online learning, while necessary, also created feelings of
disconnection and loneliness, which worsened existing mental health problems for many students
(Jones, 2021). This ongoing evolution in understanding students’ mental health reflects a
growing recognition of its vital role in fostering engagement and success in learning.
Additionally, the recognition of the importance of mental health in education has led to the
development of various interventions and support systems. Schools have begun to implement
programs that promote mental health awareness, resilience training, and social-emotional
learning. These initiatives aim to equip students with the skills and resources they need to
manage stress and emotional challenges effectively. Research indicates that such programs can
lead to improved academic performance and better overall mental health outcomes for students
(Weissberg et al., 2015).
In Africa, the historical background of students’ mental health and its evolution in relation to
their engagement in learning, especially for those aged 11 to 17 years in secondary schools in the
Buea Municipality, highlights a growing recognition of the importance of mental health in
education. Traditionally, mental health issues were often overlooked in many African societies.
Cultural beliefs and stigma surrounding mental illness led to misunderstandings and a lack of
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support for affected individuals. Scholars like Mkhize (2004) have pointed out that in many
African cultures, mental health problems were frequently attributed to spiritual or supernatural
causes rather than being recognized as psychological issues that require professional intervention.
This perspective limited the ability of schools to effectively address the mental health needs of
students, often leaving them without the support they needed to succeed academically.
As the 20th century progressed, particularly in the late 20th and early 21st centuries, there was a
significant shift in how mental health was perceived in educational settings. Researchers began
to highlight the connection between mental health and academic performance, emphasizing those
students who experience mental health challenges often struggle with engagement in learning.
For instance, a study by Osei (2015) indicated that students with mental health issues, such as
anxiety and depression, are less likely to participate actively in class and may exhibit lower
academic achievement. This realization prompted educators and policymakers to consider mental
health as a critical factor influencing students’ ability to learn and succeed in school. In the
context of Buea Municipality, the recognition of mental health’s role in education has been
influenced by various international frameworks and local initiatives. The World Health
Organization (WHO) has emphasized the need for mental health promotion in schools,
advocating for comprehensive programs that address the psychological well-being of students
(WHO, 2013). This global perspective has encouraged African nations, including Cameroon, to
adopt policies that integrate mental health support within the educational system. For example,
the Cameroonian government has made efforts to implement programs aimed at improving
mental health awareness among teachers and students, recognizing that a supportive school
environment can enhance students’ engagement in learning (Ngwa, 2018).
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Furthermore, the influence of socio-economic factors on students’ mental health has become a
significant area of study. Scholars like Nkuo (2019) have explored how poverty, family
dynamics, and community support systems affect the mental well-being of students in Buea.
These studies reveal that students from disadvantaged backgrounds often face additional
stressors that can hinder their academic engagement. For instance, financial instability can lead
to a lack of resources for school supplies, while family stress may contribute to emotional
difficulties. Consequently, addressing these socio-economic challenges is pivotal for fostering a
supportive learning environment that promotes mental health and academic success.
An important aspect of this evolution is the increasing emphasis on the integration of mental
health education within the school curriculum. Schools are beginning to implement programs
that focus not only on academic skills but also on social and emotional learning (SEL). Research
by Moyo (2020) indicates that implementing SEL in schools can lead to improved mental health
outcomes and increased student engagement in learning. SEL programs aim to equip students
with essential skills to manage their emotions, build positive relationships, and make responsible
decisions. By fostering these skills, schools can create a more holistic educational environment
that addresses both academic and mental health needs.
In recent years, the COVID-19 pandemic has further highlighted the importance of mental health
in education. Many students faced increased stress and anxiety due to isolation, changes in their
learning environments, and the fear of illness. Research has shown that these challenges have led
to a surge in mental health issues among students, making it even more critical for schools to
prioritize mental health support (Smith, 2020). The shift to online learning, while necessary, also
created feelings of disconnection and loneliness, which worsened existing mental health
problems for many students (Jones, 2021). This ongoing evolution in understanding students’
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mental health reflects a growing recognition of its vital role in fostering engagement and success
in learning. Moreover, community involvement and awareness campaigns have played a pivotal
role in addressing mental health issues among students. Local organizations and NGOs have
begun to partner with schools to provide mental health resources and training for educators.
These collaborations aim to reduce stigma and promote open conversations about mental health
within the school community. Research by Anani (2021) suggests that such initiatives can help
create a more supportive environment where students feel safe to discuss their mental health
challenges and seek help.
The historical background of students’ mental health and its evolution in relation to their
engagement in learning, particularly for those aged 11 to 17 years in secondary schools in the
Buea Municipality, reveals a significant shift in understanding and addressing mental health
issues over the years. Initially, mental health was not a priority in educational settings, and many
students faced challenges without adequate support. Scholars have pointed out that cultural
beliefs often influenced how mental health was perceived, with many people attributing mental
health issues to spiritual or supernatural causes rather than recognizing them as psychological
problems that require professional help (Mkhize, 2004). This lack of understanding meant that
students who struggled with mental health issues, such as anxiety and depression, often went
unnoticed, which negatively impacted their ability to engage in learning.
As time progressed, researchers began to highlight the connection between mental health and
academic performance. For instance, studies conducted in various contexts indicated that
students experiencing mental health challenges were less likely to participate actively in class
and often had lower academic achievement (Osei, 2015). This growing body of evidence
prompted educators and policymakers to recognize the importance of mental health in the
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educational experience. In Buea, local scholars started to investigate the specific mental health
needs of students, leading to a better understanding of how these issues affect engagement in
learning. For example, Ngwa (2018) emphasized the need for mental health awareness in schools,
arguing that a supportive environment could enhance students’ academic performance and
overall well-being.
Moreover, the socio-economic context of Buea has also played a pivotal role in shaping the
mental health landscape for students. Many families face financial difficulties, which can lead to
increased stress and anxiety among students. Nkuo (2019) explored how these socio-economic
factors contribute to mental health challenges, highlighting that students from disadvantaged
backgrounds often struggle more with engagement in learning due to the additional pressures
they face. This understanding has led to calls for schools to implement programs that address
both mental health and socio-economic challenges, creating a more supportive learning
environment. In recent years, there has been a noticeable shift towards integrating mental health
education within the school curriculum. Schools in Buea have started to adopt social and
emotional learning (SEL) programs, which aim to equip students with skills to manage their
emotions and build positive relationships. Research by Moyo (2020) has shown that
implementing SEL can lead to improved mental health outcomes and increased student
engagement in learning. This approach recognizes that mental health is not just about addressing
problems but also about promoting well-being and resilience among students.
Furthermore, the COVID-19 pandemic has brought mental health issues to the forefront, as many
students experienced heightened anxiety and stress due to isolation and changes in their learning
environments. Studies have indicated that the pandemic exacerbated existing mental health
problems among students, making it even more critical for schools to prioritize mental health
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support (Smith, 2020). In response, educators and mental health professionals in Buea have
begun to collaborate on initiatives aimed at providing resources and support for students,
emphasizing the importance of mental health in fostering engagement in learning.
Conceptually, understanding students’ mental health is essential because it plays a significant
role in their engagement in learning, especially for those aged 11 to 17 years in secondary
schools. Mental health refers to a person’s emotional, psychological, and social well-being. It
affects how students think, feel, and act. When students have good mental health, they are more
likely to engage actively in their studies and social activities. However, when they face mental
health challenges, it can lead to several problems that affect their ability to learn and succeed in
school. In this context, three important indicators of mental health issues are peer problems,
hyperactivity, and emotional symptoms.
First, peer problems refer to difficulties that students experience in their relationships with
friends and classmates. When students struggle to get along with their peers, it can lead to
feelings of isolation and loneliness. For example, a student who finds it hard to make friends may
feel left out during group activities or social events. This situation can create a negative cycle
where the lack of social support further worsens their mental health. Research shows that
students with peer problems often have lower self-esteem and may even develop anxiety or
depression (Osei, 2015). Consequently, if students feel disconnected from their peers, they are
less likely to participate actively in classroom discussions or group projects, which can hinder
their learning experience.
Next, hyperactivity is another significant indicator that affect students’ mental health and
engagement in school. Hyperactivity is characterized by excessive movement, impulsiveness,
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and difficulty focusing. Students who are hyperactive may struggle to sit still during class,
interrupt teachers, or find it hard to complete tasks. This behavior can lead to frustration for both
the student and their teachers. For instance, a hyperactive student might miss important
instructions or fall behind in their assignments, leading to academic challenges. Studies have
shown that hyperactivity can be linked to attention deficit hyperactivity disorder (ADHD), which
often affects students’ ability to concentrate and engage in learning effectively (Nkuo, 2019).
Therefore, addressing hyperactivity is pivotal for helping these students succeed in school.
Lastly, emotional symptoms encompass a range of feelings, such as sadness, anxiety, or anger
that can significantly impact students’ mental health. Emotional symptoms can manifest in
various ways, including difficulty concentrating, changes in appetite, or withdrawal from
activities that they once enjoyed. For example, a student experiencing sadness may find it hard to
focus on studies or participate in class discussions. This emotional distress can also lead to
absenteeism, where students may skip school due to feeling overwhelmed (Mkhize, 2004). When
students struggle with emotional symptoms, their overall engagement in learning is likely to
decrease, ultimately affecting their academic performance.
Student engagement in learning is a pivotal aspect of education, especially for those aged 11 to
17 years in secondary schools. Engagement refers to how involved and interested students are in
their school activities, including their classes, homework, and interactions with peers. When
students are engaged, they are more likely to participate actively in discussions, complete their
assignments, and show enthusiasm for learning. This active participation is vital because it can
lead to better academic performance and a more positive school experience. Understanding the
factors that influence student engagement is essential, as it helps educators create environments
where students can thrive.
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One of the key components of student engagement is behavioral engagement. This includes the
actions students take in school, such as attending classes, participating in discussions, and
completing assignments. When students are behaviorally engaged, they are more likely to be
present in class and actively contribute to the learning process. For example, a student who raises
their hand to answer questions or works with classmates on group projects is demonstrating
behavioral engagement. Research shows that high levels of behavioral engagement are linked to
improved academic performance, as students who are involved in their learning tend to
understand the material better and retain information more effectively (Fredricks et al., 2004).
Therefore, fostering behavioral engagement is pivotal for students’ success in school.
Additionally, activities such as extracurricular involvement can further enhance behavioral
engagement, as students who participate in clubs or sports often feel a stronger sense of
belonging and commitment to their school community.
Another important aspect of student engagement is emotional engagement. This refers to how
students feel about their learning experiences, their teachers, and their peers. When students feel
positive emotions, such as happiness, interest, or excitement, they are more likely to be engaged
in their learning. On the other hand, negative emotions like frustration or boredom can lead to
disengagement. For instance, a student who enjoys their classes and feels supported by their
teachers is more likely to participate actively and take an interest in their studies. Emotional
engagement is particularly important because it can affect students’ motivation to learn and their
overall attitude toward school. Research indicates that students who feel emotionally connected
to their school environment are more likely to stay engaged and perform better academically
(Archambault et al., 2010). Moreover, emotional engagement can be influenced by the quality of
relationships students have with their teachers. Supportive teacher-student relationships can
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create a safe space for students to express themselves, enhancing their emotional connection to
learning.
Cognitive engagement is yet another critical element of student engagement. This aspect
involves the mental effort students put into their learning. When students are cognitively engaged,
they actively think about the material, ask questions, and seek to understand the concepts being
taught. For example, a student who takes notes reflects on what they have learned, and tries to
connect new information to previous knowledge is demonstrating cognitive engagement. Studies
have shown that cognitive engagement is associated with deeper learning and better retention of
information (Pintrich, 2003). Therefore, encouraging students to engage with the material on a
deeper level is essential for their academic success. Techniques such as problem-based learning
or inquiry-based learning can enhance cognitive engagement by prompting students to explore
and apply what they learn, fostering critical thinking skills.
In addition to these three components, social engagement is also significant. This refers to how
students interact with their peers and develop relationships within the school environment. A
positive social environment can enhance overall engagement, as students feel more connected
and supported by their classmates. For example, group work and cooperative learning activities
encourage students to communicate and collaborate, which can strengthen their social ties and
make learning more enjoyable. Research has shown that social engagement is linked to higher
levels of motivation and satisfaction in school, contributing to a more enriching learning
experience (Fredricks et al., 2004).
Theoretically, understanding the relationship between mental health and student engagement in
learning, especially among secondary school students aged 11 to 17 in Buea Municipality, can be
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greatly informed by the contributions of early scholars and their major theories. Three significant
theories that provide a foundation for this research are the Social Learning Theory by Albert
Bandura, the Cognitive Development Theory by Jean Piaget, and the Ecological Systems Theory
by Urie Bronfenbrenner. Each of these theories offers valuable insights into how mental health
influences learning engagement.
Firstly, Albert Bandura’s Social Learning Theory emphasizes the importance of observational
learning, imitation, and modeling in the development of behaviors. Bandura proposed that
individuals learn not only through direct experience but also by observing others, particularly
role models in their environment. This theory is particularly relevant in understanding how
students’ mental health can affect their engagement in learning. For instance, students who
observe their peers struggling with mental health issues may internalize negative behaviors,
leading to decreased motivation and participation in school activities. Furthermore, if students
see peers who are emotionally stable and engaged, they are more likely to emulate those positive
behaviors. This highlights the role of a supportive school environment where positive role
models can inspire students to engage more fully in their education. Bandura’s work emphasizes
that schools should foster healthy peer interactions and provides mentorship programs to help
students navigate their emotional challenges and improve their engagement (Bandura, 1977).
Secondly, Jean Piaget’s Cognitive Development Theory provides a framework for understanding
how students think and learn at different stages of their development. Piaget identified four
stages of cognitive development, with the concrete operational stage (ages 7 to 11) and the
formal operational stage (ages 12 and up) being particularly relevant for secondary school
students. According to Piaget, students in these stages begin to think more logically and
abstractly, which influences their ability to engage with complex learning materials. However,
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mental health issues such as anxiety or depression can hinder cognitive development and affect
students’ ability to concentrate and process information. For example, a student experiencing
emotional distress may struggle to focus on lessons or participate in discussions, leading to lower
engagement and academic performance. Moreover, Piaget’s theory shows that when students are
mentally healthy, they can better utilize cognitive skills to overcome academic challenges.
Therefore, educational strategies that promote mental well-being can enhance cognitive
engagement and improve overall academic outcomes (Piaget, 1952).
Lastly, Urie Bronfenbrenner’s Ecological Systems Theory offers a comprehensive view of the
various environmental factors that influence a child’s development, including their mental health
and educational engagement. Bronfenbrenner proposed that a child’s development is affected by
multiple systems, ranging from immediate family and school environments to broader societal
influences. This theory is particularly relevant in Buea Municipality, where cultural, social, and
economic factors can significantly impact students’ mental health. For instance, students from
supportive family backgrounds may experience better mental health and, consequently, higher
engagement in learning. In contrast, those facing familial or community challenges may struggle
with mental health issues that hinder their academic participation. Additionally, Bronfenbrenner
emphasizes the importance of interactions among these systems; for example, a supportive
school environment can buffer against negative influences from the home or community. This
layered understanding encourages educators to consider the broader context in which students
live, helping them develop targeted interventions to support mental health and engagement
(Bronfenbrenner, 1979).
Furthermore, the interplay between these theories suggests that mental health and engagement
cannot be examined in isolation. Bandura’s focus on social learning highlights the importance of
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peer relationships, while Piaget’s cognitive development theory underscores how emotional well
being can influence learning capabilities. Bronfenbrenner’s ecological perspective reminds us
that these factors are shaped by the environments in which students exist. Together, these
theories provide a holistic framework for understanding the complexities of student engagement
in learning, particularly in the context of mental health challenges.
Contextually, Student engagement in Buea Municipality is shaped by various factors, including
the educational environment, social interactions, and individual student characteristics.
Engagement refers to how involved and interested students are in their learning and school
activities. In Buea, many students show a strong desire to learn, but several challenges affect
their overall engagement levels.
Firstly, the academic environment plays a crucial role in student engagement. Many schools in
Buea strive to create a supportive learning atmosphere. Teachers who are passionate and
approachable can inspire students to participate actively in class discussions and activities. For
example, when teachers use interactive teaching methods, such as group work or hands-on
projects, students tend to be more engaged. Research shows that engaging teaching practices can
lead to higher student motivation and better academic outcomes (Fredricks, Blumenfeld, & Paris,
2004). However, some schools may face resource limitations, like a lack of teaching materials or
overcrowded classrooms, which can hinder effective engagement.
Secondly, the social dynamics among students significantly influence engagement. Peer
relationships are essential during the secondary school years. In Buea, students often form strong
friendships that can either enhance or detract from their engagement. Supportive friendships
encourage students to participate in school activities and help each other with studies, leading to
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a positive school experience. Conversely, issues like bullying or social exclusion can lead to
disengagement and emotional distress (Wentzel, 1998). It is important for schools to promote a
positive social environment where all students feel included and valued.
Additionally, cultural factors in Buea also impact student engagement. The community places a
high value on education, which motivates students to perform well academically. Parents and
family members often encourage their children to excel in school, and this support can boost
students’ confidence and commitment to learning (Li et al., 2020). However, cultural beliefs can
sometimes create pressure on students, leading to stress and anxiety, which may negatively affect
their engagement levels. Schools need to balance high expectations with support to help students
thrive.
Moreover, individual factors such as students’ mental health and personal interests can influence
their engagement. Some students may experience emotional difficulties, such as anxiety or
depression, which can lower their interest in school activities (Roeser, Eccles, & Sameroff, 2000).
Schools that provide mental health resources and support systems can help students cope with
these challenges, leading to better engagement. Programs that promote emotional well-being and
social skills can also enhance students’ ability to engage actively in their education.
Lastly, community involvement is another important aspect of student engagement in Buea.
Extracurricular activities, such as sports, clubs, and community service, provide students with
opportunities to connect with peers and develop new skills. Participation in such activities can
foster a sense of belonging and increase overall engagement in school (Zins, Bloodworth,
Weissberg, & Walberg, 2004). Schools that encourage students to participate in these activities
help create a more well-rounded educational experience.
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Statement of the Problem
The engagement of secondary school students in Buea, Cameroon, is greatly affected by mental
health issues; particularly peer problems, hyperactivity, and emotional symptoms. These factors
can shape how students participate in their learning and interact with their teachers and
classmates. Many students face challenges that make it hard for them to stay focused and
motivated in school. For example, students with peer problems often feel isolated, which can
lead to lower participation in class and a lack of interest in learning. Similarly, hyperactive
students may struggle to pay attention, causing them to miss important lessons and fall behind.
Emotional symptoms, such as anxiety and sadness, can further hinder their ability to engage in
school activities. Research shows that students who face these mental health challenges tend to
perform worse academically because they are not fully involved in their studies. This creates a
gap between students who have strong mental health support and those who do not. The
differences in engagement can lead to serious consequences, such as lower grades and higher
dropout rates, which affect not only the students but also the community as a whole. This
situation raises important questions about how these mental health issues impact students’ ability
to succeed in school. Therefore, this study aims to investigate how peer problems, hyperactivity,
and emotional symptoms affect the engagement of secondary school students in the Buea
municipality. By understanding these mental health challenges, the research seeks to identify
ways to help students improve their engagement and academic performance. This knowledge can
also guide educators and policymakers in creating supportive environments that address these
mental health issues effectively.

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Research Objective
General Research Objective
 To determine the effects of mental health on student’s engagement in learning under the
age of 11 – 17 in secondary schools in the Buea municipality
Specific Research Objectives
 To investigate the effect of peer problems on student’s engagement in learning under the
age of 11 – 17 in secondary schools in the Buea municipality
 To determine the impact of hyperactivity on student’s engagement in learning under the
age of 11 – 17 in secondary schools in the Buea municipality
 To analyze the effect of emotional symptoms on student’s engagement in learning under
the age of 11 – 17 in secondary schools in the Buea municipality
 To analyze the effect of pro social behavior on student’s engagement in learning under
the age of 11 – 17 in secondary schools in the Buea municipality
General Research Question
 How does mental health affect student’s engagement in learning under the age of 11 – 17
in secondary schools in the Buea municipality?
Specific Research Questions
 How do peer problems influence student’s engagement in learning under the age of 11 –
17 in secondary schools in the Buea municipality?
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 How does hyperactivity influence student’s engagement in learning under the age of 11 –
17 in secondary schools in the Buea municipality?
 To what extent do emotional problems influence student’s engagement in learning under
the age of 11 – 17 in secondary schools in the Buea municipality?
 To what extent do pro social behaviors influence student’s engagement in learning under
the age of 11 – 17 in secondary schools in the Buea municipality?