Elad, Grace Mary.; (1983) Schooling and national integration in Cameroon. Doctoral thesis , Institute of Education, University of London.

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Abstract

This study examines the effects of the level of schooling on National integration in English-speaking Cameroon. National integration is conceptualised as the creation of an individual's sense of identification and loyalty to the nation and his willingness to accept and integrate voluntarily with one's fellow citizens irrespective of their cultural or ethnic differences. The main hypothesis adopted for the investigation (there will be a significant increase in positive attitudes towards National integration from primary to secondary and from secondary to post-secondary education) was confirmed. However, a Step-wise Multiple Regression Analysis of all the variables indicated that urbanization and not levels of educational attainment is a better predictor of National integration as far as this study is concerned. Four scales, the Nationalism scale, the Friendship Choice scale, the Language Choice scale and the Language Use scale. A questionnaire was used to obtain data from 491 randomly selected subjects from primary, secondary and post-secondary students and also from the adult population. In addition to the demographic facts, the questionnaire used was composed of four scales, three behavioural and an attitude scale of the Likert type. These scales were modified in the field after the pilot study. The data obtained from these instruments were analysed by Gutman scale analysis, Pearson-product Moment Correlations, one way analysis of variance, factor analysis, multivariate analysis of variance and a stepwise multiple regression analysis. Comparisons were made between groups of students categorised by various demographic and educational factors(e.g. age, levels of education, urbanization etc.) in order to demonstrate the schools foster a positive attitude towards integration and to dis— cover the most effective variable that influences national integration.

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