Teaching and Testing Language Skills and Sub Skills According to CBA Norms A Case Study of Three Selected Schools in the Wouri Division

This article sets out to investigate if English Language teachers in the Wouri Division in Cameroon teach and test language skills and sub skills according to the Competence Based Approach CBA , norms in the classroom context. Three secondary schools in the Wouri Division were chosen for this study Lycee d'Akwa, Lycee de Ndoghem, All Saints Bilingual College . To achieve this, the following research tools were used A questionnaire was given to the respondents teachers to investigate if they teach and test language skills and sub skills according to the CBA norms. Secondly, classroom observation was carried out to investigate if teachers teach and test language skills and sub skills according to CBA norms. Thirdly, interviews were conducted with some pedagogic inspectors to know how often English Language teachers attend pedagogic seminars to arm themselves with the norms of the CBA in order to teach and test language skills and sub skills according to CBA norms effectively in their classrooms. Data was analyzed statistically using tables and percentages. The analysis revealed that some teachers do not teach language skills and subskills according to CBA norms. For instance, most teachers use deductive methods rather than inductive methods to teach grammar. some respondents did not relate language skills and subskills to real life situations. many teachers did not play the correct roles of a guide, facilitator, organizer, assessor, researcher, etc. When teaching language skills and subskills, teachers rarely use teaching aids to teach their lessons, especially vocabulary lessons. Many of them ignore the teaching of listening and pronunciation lessons with the pretext that these lessons are not tested in official exams. some teachers do only the summative evaluation which is done at the end of the sequence and ignore the diagnostic and summative evaluations. Furthermore, after analyzing the questionnaire given to respondents, Classroom observations and carrying out interviews with some of the respondents, we realized that teachers do not teach language skills and sub skills according to CBA norms because of some difficulties they face in the field. For instance, some of the difficulties include lack of knowledge of the norms of the CBA, lack of teaching aids, insufficient hours allocated for the teaching of the English language, lack of motivation, among other difficulties. Finally, we came up with some suggestions that would help teachers to better teach and test language skills and sub skills according to CBA norms in their classrooms. We also made some recommendations which would be of help to teachers, curriculum designers, and educational authorities. Some proposals for further research were also made. Nyanka Doris Ngwanui "Teaching and Testing Language Skills and Sub-Skills According to CBA Norms: A Case Study of Three Selected Schools in the Wouri Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-9 | Issue-6 , December 2025, URL: https://www.ijtsrd.com/papers/ijtsrd98784.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/98784/teaching-and-testing-language-skills-and-subskills-according-to-cba-norms-a-case-study-of-three-selected-schools-in-the-wouri-division/nyanka-doris-ngwanui