Abstract

This study explores teachers’ and students’ perceptions of the impact of life skills training on students’ behavior in secondary schools in Limbe Municipality, Cameroon. Life skills training is increasingly recognized as essential for students’ overall development, equipping them with the tools to manage everyday challenges and make informed decisions. However, little research has been conducted on how life skills programs influence students’ behavior in Cameroonian schools, particularly in Limbe Municipality.

The study adopts a mixed-methods approach, utilizing both quantitative and qualitative data collection methods. A sample of 250 students and 50 teachers from five secondary schools in Limbe Municipality participated in the research. Data was gathered through structured questionnaires, focus group discussions, and semi-structured interviews to capture both statistical trends and personal insights. The study aims to assess the extent to which life skills training has impacted students’ social interactions, decision-making abilities, emotional regulation, and overall conduct within the school environment.

Findings reveal that both teachers and students perceive life skills training as having a positive impact on students’ behavior. According to the responses, students who have undergone life skills training exhibit improved interpersonal relationships, better conflict resolution skills, and a heightened sense of responsibility. Teachers noted that these students are more likely to exhibit respectful behavior towards peers and authority figures, which has contributed to a more harmonious classroom environment. Moreover, students reported feeling more empowered to make informed decisions, particularly when dealing with peer pressure and other social challenges.

Another key finding is the significant improvement in students’ emotional regulation and self-control. Both teachers and students pointed out that life skills training helped students better manage stress, frustration, and anger, leading to fewer disciplinary issues and a more positive school climate. Teachers observed a reduction in instances of aggressive behavior and bullying, attributing these changes to the emotional intelligence aspects of the life skills curriculum. Additionally, students with access to life skills training displayed a more proactive approach to problem-solving, both in academic settings and personal situations.

Despite these positive outcomes, challenges remain in the implementation of life skills training. Teachers reported that while the program is beneficial, there is often insufficient time allocated to it within the school curriculum. Life skills lessons are sometimes sidelined in favor of more academically focused subjects, which limits their effectiveness. Additionally, teachers expressed concerns about the lack of continuous professional development opportunities to improve their ability to teach life skills effectively.

Furthermore, students highlighted the need for more practical, real-life applications of the skills they learn. While many acknowledged the theoretical importance of life skills, they felt that additional hands-on experiences, such as community service or extracurricular activities, would help reinforce these lessons and make them more applicable to their daily lives. The study also found that the benefits of life skills training varied depending on the students’ backgrounds, with those from more challenging socio-economic conditions experiencing the most noticeable improvements in behavior.

In conclusion, life skills training has a significant positive impact on students’ behavior in secondary schools in Limbe Municipality. The training enhances students’ social, emotional, and cognitive skills, leading to improved behavior and a more conducive learning environment. However, the program’s full potential is yet to be realized due to challenges in its implementation, including time constraints and insufficient practical applications. Addressing these challenges could further enhance the effectiveness of life skills training, contributing to the holistic development of students in Limbe and beyond.

Keywords: life skills training, student behavior, teachers’ perception, students’ perception, secondary schools, Limbe Municipality, emotional regulation, conflict resolution, decision-making, Cameroon.