Indigenous Land-Based Pedagogy and the Development of Lifelong Learning Competencies amongst Pupils in Public Primary Schools in the North West Region of Cameroon

Abstract

This study investigated the effects of Indigenous Land-Based Pedagogy on the development of lifelong learning competencies among pupils in the North West Region of Cameroon, guided by the Cognitive Apprenticeship Theory (Collins et al., 1989). A concurrent mixed-methods research design was employed, integrating quantitative and qualitative approaches. The target population consisted of primary school pupils and teachers drawn from four divisions namely, Boyo, Bui, Mezam, and Momo, during the 2024/2025 academic year, with an accessible sample of 286 pupils from Class 5 and 15 teachers. A quasi-experimental design was used, involving pre- and post-tests administered to pupils at G.S. Group II Fundong to measure the impact of land-based pedagogy. Quantitative findings indicated significant improvements from pre-test (M = 6.00, SD = 1.82) to post-test scores (M = 7.90, SD = 1.42), with an average gain of 1.902 points and a strong positive correlation (r = 0.68, p < .01), demonstrating the measurable effectiveness of the intervention. Qualitative results complemented these findings by showing how teachers embedded theoretical content into practical, community-based activities such as gardening, agriculture, and environmental projects, thereby fostering problem-solving, self-reliance, and ecological responsibility. Together, the findings confirm that land-based pedagogy is both statistically effective and pedagogically transformative, enhancing pupils’ transferable skills, sustainability awareness, and cultural connectedness. The study recommends integrating land-based learning into school curricula, adopting cognitive apprenticeship approaches in teaching, and developing holistic assessment frameworks to promote lifelong learning competencies.