An Evaluation of Academic Performance Among Learners Enrolled in The Special Bilingual Education Programme At the Secondary School Level in Cameroon

This study evaluated the academic performance of learners enrolled in the Special Bilingual Education Programme at the secondary school level in Cameroon. The research aimed to investigate how bilingual education influences learners’ academic outcomes, identify challenges affecting performance, and provide recommendations for enhancing the programme’s effectiveness. A mixed-methods approach was employed, combining quantitative analysis of academic records with qualitative data collected through interviews and questionnaires administered to students, teachers, and school administrators. Findings revealed that while learners in the programme generally demonstrated satisfactory performance, disparities existed across subjects, with language proficiency significantly influencing overall achievement. Key challenges identified included limited instructional resources, teacher preparedness, and difficulties in balancing bilingual curricula. The study concludes that targeted pedagogical interventions, teacher training in bilingual instruction, and the provision of adequate learning materials are critical for improving academic outcomes in the Special Bilingual Education Programme. The results have implications for policymakers, educators, and stakeholders committed to enhancing bilingual education in Cameroon.