Abstract

Curriculum integration is increasingly recognized as a crucial element in enhancing the quality of education in primary schools. This study explores the implementation and impact of curriculum integration in primary schools within Buea Municipality, Cameroon. The focus is on how integrating various subject areas into a cohesive curriculum contributes to improved educational outcomes and overall quality of education.

The research employs a mixed-methods approach, combining quantitative surveys and qualitative interviews. Data is collected from primary school teachers, administrators, and students in selected schools across Buea Municipality. The study investigates the current practices of curriculum integration, assessing how subjects are combined to create a more interconnected and relevant learning experience. It also evaluates the effects of this approach on student engagement, understanding, and academic performance.

Findings indicate that curriculum integration plays a significant role in enhancing educational quality. Teachers who use integrated curricula report increased student engagement and a better grasp of subject material. By linking various subjects, students can see the relevance of their learning, leading to a more holistic understanding of concepts. This method also supports the development of critical thinking and problem-solving skills by presenting content in a more contextualized and applied manner.

Challenges identified in the study include limited resources, insufficient teacher training on integrated approaches, and resistance to shifting from traditional teaching methods. Addressing these challenges involves providing targeted professional development for teachers, ensuring access to necessary materials and resources, and supporting schools through the transition to integrated curricula.

Recommendations suggest that educational authorities in Buea Municipality should promote and support curriculum integration by offering training programs for teachers and revising the curriculum to incorporate integrated teaching practices. Additionally, investing in resources and creating a supportive environment for the implementation of integrated curricula can further enhance the quality of education in primary schools.

In conclusion, curriculum integration is a vital component of quality education in Buea Municipality’s primary schools. By fostering a more integrated approach to teaching, educational stakeholders can improve student outcomes and create a more effective and engaging learning environment.

Keywords: Curriculum Integration, Quality Education, Primary Schools, Buea Municipality, Cameroon, Holistic Learning, Student Engagement, Teaching Practices.