Chorusing or questioning: Using EQs and KWLs in the science classroom in Anglophone Cameroon

Abstract

Background: Teacher-led recitation, choral responses, and rote learning are common in primary Science classrooms across sub-Saharan Africa. This study examines the impact of teacher training that implemented two pedagogical strategies, Essential Questions (EQs) and KWLs (What do you know? What do you want to know? What have you learned?), in a set of primary classrooms in Anglophone Cameroon.
Aim: The aim of the training was to help teachers shift away from traditional teaching methods, including ‘chorusing,’ by introducing a more interactive approach designed to open the classroom to student voice.
Setting: Approximately 50 Grade 1-5 teachers in 8 primary schools who took part in teacher training sessions in Science as part of the Student/teacher Education for Primary Schools (STEPS) project.
Methods: This exploratory case study collected data through surveys, interviews and observations.
Results: The results showed that both strategies were well received, with nearly 90% of teachers reporting they were ‘very likely’ to continue using them after a full year. Teachers reported increased student engagement, participation, and interest in science. Challenges included time constraints, difficulties creating effective EQs and incomplete implementation of the ‘L’ component of the KWL.
Conclusion: Overall, the results suggest that introducing these pedagogical strategies to teachers can lead to changes in the classroom dynamic. However, the training needs to address several challenges to full implementation if there is to be long-term pedagogical change.
Contribution: This study demonstrates that relatively simple pedagogical interventions can initiate meaningful shifts to more interactive teaching practices in African primary school contexts, while identifying specific implementation challenges that inform the design of future teacher training.