RESEARCH INSTRUMENTS: A QUESTIONNAIRE AND AN INTERVIEW GUIDE USED TO INVESTIGATE THE IMPLEMENTATION OF HIGHER EDUCATION OBJECTIVES AND THE ATTAINMENT OF CAMEROON'S VISION 2035

This paper is an excerpt from a Master Degree Thesis (M.Ed.) conducted in 2016. The aim is to present a systematic and detailed explanation of the construction and administration of two research instruments (a questionnaire and an interview guide) used for data collection in the study “The Implementation of Higher Education Objectives and the Attainment of Cameroon's Vision 2035”. This information will serve as a useful guide to the researchers working in the same or similar research project at various context, to adapt or adopt the various items in these instruments when and wherever necessary. The questionnaire (44 items) and interview guide used in the aforementioned study were subjected to Validity and reliability. To give a clear picture of the context and nature of the aforementioned research, the researcher included some related sections from the original research which led to (guided) the construction of the research instruments. These sections include; statement of the problem, objectives of the study, research questions, research design, instrumentation, questionnaire for students, validation of the instrument (face and content), reliability of the instrument, administration of instruments, and procedure for data analysis. A step-by-step (systematic) reading of the aforementioned sections will guide readers to understand why and how the research instruments were selected and constructed. Based on previous studies and related literature, the researcher concluded that a questionnaire and an interview guide were appropriate instruments for the aforementioned study.


Introduction
A research instrument is a scientific and systematic designed tool used to collect, measure, and analyze data related to research interests and alignment(s). Researchers usually need to decide the instrument to use based on the type of study they are conducting: quantitative, qualitative, or mixed-method (i.e. research alignments). Types of instruments may include but not limited to; surveys, tests, questionnaires, achievement/aptitude tests, interviews, scales (measuring and weighing tapes), archival documents and government sources, oral histories, focus group discussion and experiment, observation forms, tally sheets, etc. Each of the instruments has its merits and demerits. The questionnaire is the commonly used instrument for collecting research data from the participants of a study. For this reason, the main research instrument used in the aforementioned study was the questionnaire, followed by an interview guide. Though the original aim of this paper is to present the two research instruments (a questionnaire and an Interview guide) used for data collation in the study "The Implementation of Higher Education Objectives and the Attainment of Cameroon's Vision 2035". It is important to include some relevant sections from the original research, such that readers will systematically follow and understand why each decision was made. For this reason, the following sections have been included, namely; statement of the problem, objectives of the study, research questions, research design, instrumentation, questionnaire for students, validation of the instrument (face and content), reliability of the instrument, administration of instruments, and procedure for data analysis.

Statement of the Problem
The anticipated dream of 2009 to transform Cameroon into an emerging, a democratic and united country in diversity by the year 2035, and Article 2 of Law No. 005 of 16 April 2001, to guide Higher Education (HE) in Cameroon which stated that "the HE realm shall be assigned a basic mission of producing, organizing and disseminating scientific, cultural, professional and ethical knowledge for development purposes" (MINESUP, 2001) appears more theoretical and less practical. This is because the aforementioned strategic expectations have achieved almost an insignificant percentage since its formulation. This has come to create and heighten arguments over the relationship between the implementation of Higher Education Objectives (HEO) and Cameroon's Vision 2035. Despite the increase in the level of professional education with thousands of graduates each year from Higher Institutes of Learning there seems to be no significant increase in the nation's development (low rates of returns in Cameroon's HE). The wide gap that exists in the area of professionalism, poverty alleviation, bilingualism, gender equality, research, industrialization, and national unity just to name a few do not reflect the HEO, hence a call for urgent concern.
HEO calls for the distinguished acquisition of quality skills, knowledge, and attitude by its graduates, yet the link seems to be farfetched. The problem with HEO seems to lie in its implementation such as the teaching-learning process. The issue of effective implementation of HEO remains questionable, based on its product (graduates) who appear less productive and dependable. Experience has shown that most graduates from HE are less productive and have little to offer to the nation's development compared to the expected results. This happens probably because they lack the required skills, knowledge and attitude. Consequently, a significant percentage of graduates constitute a high dependency ratio. This challenge has at stake the teaching-learning process via the implementation of HEO. Hence the great need to examine to what extent the implementation of HEO predicts Vision 2035.
The problem that led to this study emanated from the fact that much is not known about the direct relationship and extent of the implementation of HEO and the attainment of Vision 2035 because of little or no monitoring. Yet in Section 3 of Law No.005 of 16 April, 2001Article 10: (1) aims at permanently monitoring the implementation of rules and regulations in all HE domains as well as academic and pedagogic activities of all the educational institutions and punish defaulters. It is as a result of little efforts employed in research and monitoring of this relationship since 2001 that provoked the researcher to investigate the relationship that exists between the implementation of HEO and the attainment of Cameroon's Vision 2035.

Objective of the Study
The purpose of this study was to investigate the level implementation of Higher Education Objectives (HEO) on the attainment of Cameroon's Vision 2035 with respect to poverty alleviation, and national unity and consolidation of democracy.

Specific Objectives of the Study
Based on the aforementioned purpose, this study sorted to specifically address the following objectives; 1) To find out whether the promotion of ethics and national consciousness is effectively facilitating the attainment of Cameroon's Vision 2035 with respect to poverty alleviation, and national unity and consolidation of democracy. 2) To find out whether the promotion of bilingualism is effectively ensuring the attainment of Cameroon's Vision 2035 with respect to poverty alleviation, and national unity and consolidation of democracy. 3) To find out whether the strengthening of gender equality is effectively ensuring the attainment of Cameroon's Vision 2035 with respect to poverty alleviation and national unity and consolidation of democracy. 4) To find out whether the training of trainers and researchers is effectively ensuring the attainment of Cameroon's Vision 2035 with respect to poverty alleviation and national unity and consolidation of democracy.

Research Questions
To what extent does the implementation of HEO ensure the attainment of Cameroon's Vision 2035 with respect to poverty alleviation, and national unity and consolidation of democracy?

Research Design
According to Amin (2005) research design is the conceptual structure within which the quantitative or qualitative research is conducted and constitutes the blueprint for the measurement of variables, collection of data and analysis. It helps the researcher to answer questions like, what is the study about? Where will the study be carried out? What type of data is required? There are many types of research designs. The design which is employed for this study is the survey. According to Amin (2005) Survey research involves the collection of information from sample individuals through their responses to questions. Similarly, Mbua (2003, p.521) stated that survey research design can be defined as "the collection of data from a defined population to describe the variables or issues under study". In a survey research design a group of people or items are studied by collecting and analyzing data from only a few or items considered to be representative of the entire group and also specifies how such data will be collected and analyzed. It employs a variety of data gathering instruments or techniques such as questionnaires and test (Nworgu, 1978). The survey is the most appropriate for this study because it is able to extract data that are near to the exact attribute of the larger population (population of the study). It is also low cost and convenient data gathering, and ideal for scientific research since it provides all the participants with a standardized stimulus.

Instrumentation
The researcher made use of a questionnaire and an interview guide as instruments for data collection. A questionnaire is a behavioral/psychological measuring instrument designed to collect qualitative information from members of a population which can then later be transformed into quantitative or numerical data for analysis (Amin, 2005). A set of questionnaires designed for students was given to the respondents to answer. They were developed to address the specific objectives of the study. Questionnaires are found appropriate in enabling the researcher gather a large amount of data from many subjects economically (Amin, 2009). Questionnaires were advantageous because they save time on the part of the researcher and heighten the independence and accuracy of responses from respondents.

Questionnaire for Students
It began with a cover letter which aimed at introducing the researcher, aim of the exercise and to motivate the respondents. It consisted of 7 sections, where section A: Demographic information (2 items), section B: Promotion of ethics and national consciousness, section C: Promotion of bilingualism (8 items), section D: Strengthening of gender equality (8 items), section E: The training of trainers and researchers (8 items), section F: poverty alleviation (6 items), and section G: Strengthening of national unity and consolidation of democracy (6 items). All the aforementioned were made up of closed ended opinion statements with a total of forty four (44) items. All the opinion statements were rated on a 4-point Likert-type scale ranging from "Strongly Agree" (SA), "Agree" (A), "Disagree" (D), to "Strongly Disagree" (DA).
The interview guide was constructed with questions based on the research questions to find out from teachers the relationship of the research variables. It consisted of 7 sections, where section A: Demographic information (2 items), section B: Promotion of ethics and national consciousness, section C: Promotion of bilingualism (2 items), section D: Strengthening of gender equality (2 items), section E: The training of trainers and researchers (2 items), section F: Poverty Alleviation (2 items), and section G: Strengthening of national unity and consolidation of democracy (2 items).

Validation of the Instrument (Face and Content)
Validity refers to the degree to which an instrument measure what it is set out to measure. According to Amin (2005), validity refers to the ability to produce accurate results and the degree to which an instrument measures what it is supposed to measure. In addition Amin (2005) maintained that, validity refers to the ability to produce accurate results and the degree to which an instrument measures what it is supposed to measure. The instrument was subjected to the face and content validity.
To ensure face validity of the instrument, the researcher gave the draft copy of the questionnaire and interview guide to 8 course mates for peer review and to 2 language teachers to ensure that the items were easy to read, constructed with simple language, presentable and appealing to the respondents and make the necessary corrections and suggestions on grammar and organization of the questions. The corrections were made for language appropriateness and clarity and then considered valid to obtain useful information relevant for the attainment of the objectives of the study. Finally the questionnaire and interview guide used were corrected, re-constructed and submitted to the supervisor for final correction, and approval.
To evaluate content validity of the instrument, the researcher with the help of the supervisor and statistician edited it, checked the relevance of items to the objectives of the study. This was confirmed by the researcher's supervisor. The instrument was passed on to an expert in Educational Measurement and Evaluation. The validity indices were calculated for each of the items and for the whole instrument, to ensure that the instrument was valid enough to be used for the study. The results showed that the validity indices ranged between 0.74 and 0.94 for the items and 0.88 for the whole instrument. These results implied that the instrument was valid enough to be used for the study.

Reliability of Instrument
Reliability refers to a measure of the degree to which a research instrument yields consistent results or data after repeated trials (Amin, 2005). To ensure that, the instrument measures consistently what it was designed to measure, the instrument was trial-tested (pilot study) in one of the Higher Institute of Learning (HIL) in a sub division that was not sampled for the study but which constituted the target population. The researcher with the aid of research assistance administered 30 questionnaires to students and interviewed 2 teachers (male and female). Split half method of assessing reliability was used to test for the reliability of the data. Split half technique, according to Kothari (1985), requires only one testing session thereby eliminating the chance error due to differing conditions and also to eliminate the possibility of not meeting the same previous respondents. In this method, one measuring instrument is given to a group once. At the point of scoring, the measuring instrument is then split into two equivalent halves. Therefore each person in the group is scored on each of the two halves of the measuring instrument, thus resulting in the two sets of scores for each individual. At the end of scoring, two sets of scores are produced and the two sets of scores separated into odd and even numbers were then correlated and the Spearman Brown Prophecy formula was applied which gave an estimated value of 0.89. Since 0.89 according to Amin (2005) indicates an acceptable reliability coefficient, the coefficient of all sections was found to be reliable hence the profound conclusion that the instrument used in the study for data collection tool was reliable.

Administration of Instruments
An authorization letter was obtained from the Head of Department (HOD) of Curriculum Studies and Teaching in the Faculty of Education, University of Buea. It was used to access the 14 HIL to administer the questionnaires to students and interview teachers. The researcher met the school authorities of schools for permission to administer the instruments.
The researcher employed the services of two research assistants. The assistants were trained on how to administer and collect data as well as the appropriate behavior required. A daily plan of activities was drawn and the researcher and the assistants visited at least 2 HIL a day. The researcher and the assistants guided the respondents and personally administered the instruments to them face to face to ensure consistency and avoid errors. The researcher and assistants waited and collected the completed questionnaires from respondents. However, since all the respondents could not finish at the time of administration their phone numbers were collected for further follow up when completed such that it ensured a favorable returned rate.

Procedure for Data Analysis
Descriptive and inferential statistics were used for data analysis. The statistical tool used for analysis was the Pearson Product Correlation Moment Analysis (PPMCA). This is because data was collected using the Likert scale; consequently the scale gave continuous data. The independent (implementation of HEO) and dependent (the attainment of Cameroon's Vision 2035) variables gave continuous data. Likert scale data were analyzed at the interval measurement scale which gives continuous data. The formula using deviation from the mean method was; Where, x is the independent variable, y is the dependent variable and Гxy is the correlation coefficient for x and y.

Questionnaire for Students
Dear Respondent, I am student in the Department of Curriculum Studies and Teaching (CST) in the University of Buea, with Matriculation Number ED14P018. I am carrying out a research for a Masters of Education (M.Ed.) Thesis entitled, "The Implementation of Higher Education Objectives and the Attainment of Cameroon's Vision 2035". Your response(s) and information to the questions below will be strictly for this research/academic purpose. As such the information will be treated with confidentiality / privacy. I therefore plead for your clear and sincere responses. Ethics is given the same weighting\value as other major courses 2 In my institution students are taught the Cameroon Constitution 3 Students are taught the Traditional African values 4 Students are taught the positive and negative aspects of Nation Building 5 In my school a student cannot graduate without validating Ethics 6 In my institution Students are taught the aspects of cultural diversities of Cameroon 7 Our teachers usually modifies the behavior of students in class 8 In my institution Students are taught the National Symbols of Cameroon

S/N Opinion SA A D SD 9
In my institution Students are taught basic communication skills in both the English and French languages. 10 Students in my institution are required to validate the general course (s) in English language before graduating 11 Before graduation Students in my institution are required to validate the general course(s) in French language 12 Students in my institution usually participate in the activities of the National Bilingualism Day 13 Instructors in my institution can communicate in both languages 14 Students are evaluated orally and written in the compulsory English and French language courses. 15 The school library is equipped with the same number of books in both English and French language. 16 My performance in the compulsory French language course(s) reflects my written/verbal skills of communication If I create a job I will employ people irrespective of their background(s) 4 I have skills to manage both financial and human resources 5 The protection of the minority is one of my priorities 6 Am ready to offer voluntary services after graduation 7 I do discrimination among my friends based on cultural diversity 8 My institution encourages the creations of students socio cultural associations /clubs

Interview Guide for Teachers
The following questions are based on the relationship between the implementation of higher education objectives and the attainment of Cameroon's vision 2035.

S/N Opinion SA A D SD 17 My institution usually take into consideration Gender Equality when
admitting students 18 There are more male than female students in the Economics Department 19 In my institution, there are more male than female students in the Science Departments 20 Our teachers usually give high tasks to male than female students during instruction. 21 Male instructors usually favor female students in class 22 There is Gender Equality in the numerical strength of teaching staff in my institution 23 A majority of students in my institution prefer male to female students for student leadership 24 Female students are usually excluded in some school activities Do you think students from your institution will be willing to offer voluntary servicers after graduation? Support your opinion 5

S/N Opinion SA A D SD
How do you manage students from diverse cultural background? How has this influence their peer relationship in and out of the classroom? 6 Does your institution encourage the creations of students' socio cultural associations /clubs? How has this affected unity and sense of democracy among students?
Thanks for your understanding and cooperation.

Conclusion
The questionnaire and an interview guide were appropriate instruments for the study "The Implementation of Higher Education Objectives and the Attainment of Cameroon's Vision 2035". The instruments where guided by research objective, research questions and literature review. It is important to mention that the interview guide was not strictly followed. That is to say, for probing purposes, the interview items were modified based on the situation of corresponding responses from the participants. The aforementioned instruments could serve as useful guide to the researchers working in the same or similar research project(s) at various context, to adapt or adopt the various items in this instruments when and wherever necessary.