CHAPTER ONE

GENERAL INSTRUMENT

Introduction

Urban transport constitutes a major share of an economy’s infrastructure. The amount of investment in this area in any country is immense. While cities present an engine for growth, roads constitute the main infrastructure serving urban connectivity carrying at least 80% of goods and 90% of passengers. These roads are fundamental to development in a large scale and have profound and personal impacts on individual lives (Habitat III New Urban Agenda Report, 2017). Urban transport promotes development, link people, connects local communities and facilitates trade within an urban area. The world would be severely limited in development without transport means.

Globally, students often experience long and stressful commutes due to gridlock, which results in tardiness, fatigue, and reduced time available for study and rest, all of which can impair academic performance (Zhang & Batterman, 2013). In developing countries, particularly in rapidly urbanizing areas of Africa, Asia, and latin America, the problem is exacerbated by poor infrastructure, lack of efficient public transport systems, and unregulated traffic behaviors (UN-Habitat, 2022). For example, in cities such as Lagos, Nairobi, and Mumbai, students can spend two to three hours commuting to school daily—time that could otherwise be spent on academic work or recuperation (Adewale & Afolabi, 2020; Ghosh, 2019).

Moreover, research has linked long commute times and unpredictable travel schedules to stress, anxiety, and cognitive fatigue, which negatively affect learning outcomes and classroom engagement (Evans & Wener, 2006). Children and young adults who commute under stressful conditions are less likely to concentrate and more likely to report poor academic outcomes compared to peers with shorter and less stressful journeys as noted by Martin et al., (2014). Furthermore, chronic lateness or absenteeism caused by transport issues can lead to gaps in instruction, diminishing students’ academic achievement over time as mentioned by Ewing et al., (2017)

In the developed countries, students often reside in suburban areas while attending schools in urban centers. This geographical separation, combined with high vehicle ownership and limited reliance on public transit systems, results in long and often unpredictable commutes (U.S. Department of Transportation, 2021). For instance, in the United States, students and parents in cities like Los Angeles and New York face daily delays averaging 30 to 60 minutes due to traffic congestion, which can lead to chronic lateness, fatigue, and reduced classroom engagement (Schlossberg et al., 2007). Empirical studies in developed nations have shown that extended commute times and traffic-induced delays have direct and indirect effects on students’ cognitive performance. For example, research from the United Kingdom found that children who experienced longer and more stressful commutes to school performed worse on standardized tests compared to peers with shorter travel times (Wang et al., 2019). Similarly, in Canada, students who spent more time commuting due to urban traffic were more likely to report lower academic motivation and concentration levels (MacDonald et al., 2010).

In the developing countries, roads are often poorly maintained, traffic rules inadequately enforced, and public transit systems underfunded or overcrowded (World Bank, 2020). These factors contribute to prolonged commute times for students, many of whom must navigate chaotic traffic patterns, unpredictable delays, and unsafe travel conditions. According to the African Development Bank (2021), students in cities like Lagos, Nairobi, and Accra may spend up to three hours daily commuting to and from school, which reduces study time, affects punctuality, and contributes to fatigue and absenteeism. Studies have shown that students exposed to long and stressful commutes are more likely to arrive late or miss school altogether, which disrupts their academic continuity and engagement (Adewale & Afolabi, 2020). In countries like India and Bangladesh, school-aged children have reported decreased academic motivation and attention spans due to the exhaustion caused by extended travel times in heavily congested cities (Ghosh, 2019). Moreover, the indirect psychological effects of traffic congestion—such as stress, anxiety, and fear of road accidents—further compromise students’ cognitive functioning and learning capacity (Evans & Wener, 2006).

In many African cities, students face long travel times to and from school, often due to traffic jams on poorly maintained roads and the lack of efficient, affordable public transportation (Behrens, McCormick, & Mfinanga, 2016). These lengthy commutes frequently result in late arrivals, fatigue, and reduced instructional time, all of which have been linked to lower academic achievement as noted by Alando & Scheiner, (2022).

Moreover, prolonged exposure to traffic-related stress has psychological consequences that may further impair academic performance. Students who spend excessive time in congested traffic environments are more likely to report feelings of exhaustion, reduced concentration, and decreased motivation to study according to Onyango, (2021). In countries like Tanzania and Ethiopia, daily commuting for students can take up to two hours one-way, severely cutting into homework and revision time (Porter et al., 2017).

In most Sub-Saharan cities, inadequate road networks, lack of organized public transport, and poor traffic management have made commuting a significant challenge. Students, particularly those attending schools far from their homes, often spend long hours in traffic daily, leading to tardiness, fatigue, absenteeism, and reduced classroom productivity as discussed by Onyango, (2021). In Lagos, for example, traffic congestion frequently causes students to arrive late for school, miss morning lessons, or face difficulty concentrating due to travel-induced stress as pointed out by (Ganiyu & Fakunle, 2020). Research across Sub-Saharan Africa has linked long and stressful commutes to poorer student performance. A study in Ghana revealed that students commuting over 60 minutes daily performed significantly lower in exams than their peers with shorter travel times (Abane, 2011). Similarly, in Kenya, long travel durations and congestion have been shown to negatively affect both attendance and academic focus, particularly among students in public schools (Alando & Scheiner, 2022).

In Cameroon with cities such as Douala, Yaoundé, Bamenda, and Buea—have experienced rapid population growth and motorization, leading to increased traffic congestion. With more people relying on private cars, motorcycles (popularly known as benskin), and poorly coordinated public transport systems, traffic jams have become a daily challenge, especially during school hours as discussed by Tambe & Ayonghe, 2(019). These transportation inefficiencies are not just an economic concern; they pose significant obstacles to students’ access to quality education and consistent academic performance. In cities like Douala and Yaoundé, students often leave home as early as 5:00 AM to avoid being late to school due to rush-hour congestion according to Neba, (2020). However, unpredictable travel delays, lack of reliable public transportation, and poorly maintained road infrastructure frequently result in students arriving late, missing lessons, or being too exhausted to focus effectively in class. Over time, these factors accumulate and may lead to lower academic outcomes as mentioned by Ako et al., (2022). The situation is particularly worse during the rainy season, when floods and traffic paralysis extend commuting times and increase absenteeism among schoolchildren as researched by Nkwatoh et al., (2016).

At Bamenda III, traffic congestion has become an increasing concern in many urban centers across Cameroon, including in semi-urban municipalities such as Bamenda III. Located in the Mezam division of the North West region, hosts several educational institutions, residential neighborhoods, and commercial areas. The municipality’s urban expansion has not been matched by adequate transport infrastructure, leading to persistent traffic congestion, especially during morning and afternoon rush hours (Nfor, 2021). For school-going children and youth, this congestion significantly impacts their ability to commute on time, concentrate during lessons, and maintain consistent academic performance. Students living in areas such as Nkwen, mile 4, and Upper Bayelle are often affected by bottlenecks at key junctions like mile 3 and hospital roundabout, where road capacity is limited and vehicle volumes are high. According to Foncha and Mbah (2022), the narrow roads, combined with poor drainage, market encroachment, and irregular parking of taxis and motorcycles (benskin), worsens the traffic situation during school hours. These results in students arriving late to class, missing first periods, or even being denied access to school premises due to tardiness.

1.2 Statement of the research problem

Traffic congestion in urban areas, particularly in Bamenda municipality, has become a pervasive and intractable challenge with far-reaching consequences on various aspects of residents’ lives, including education. The increasing traffic congestion in Bamenda has raised pressing concerns about its potential impact on students’ academic performance, mental health, and overall well-being.

The municipality’s inadequate road infrastructure, rapid urbanization, and growing population have contributed to the escalating traffic congestion. This has resulted in prolonged commute times, delayed arrival at school, increased stress levels, and decreased productivity among students. The situation is further compounded by the lack of effective traffic management systems, inadequate public transportation, and insufficient pedestrian and cyclist infrastructure.

Given the complexity and severity of these issues, it is essential to investigate the impact of traffic congestion on students’ performance in Bamenda municipality. This study aims to provide valuable insights for policymakers, educators, and stakeholders to develop effective strategies mitigating the negative impacts of traffic congestion on education.

Generally, this study aims to determine the effects of traffic congestion to students performance in the Bamenda municipality.

1.3 Research questions

1. What are the relationships between academic staff late reporting hours caused by traffic congestions and academic staff work performance?
2. How students’ transportation harassments may affect students’ level of academic performance?

• To what extent do students’ late reporting hours caused by traffic congestion may affect their rate in school motivation?

1.4 Research objectives

1.4.1 General research objective

The main objective of the study is to assess the effect of traffic congestions on education performance of Secondary Schools’ Students and academic staff in the Bamenda municipality-Bamenda III

1.4.2 Specific objectives

• To establish the relationship between academic staff late reporting hours caused by traffic congestions and academic staff work performance.
• To explain how students’ traffic harassments and disturbance caused by traffic congestions may affect students’ academic performance.
• To asses the extent to which students’ traffic harassments may affect their school motivation rate.