Awu Isaac Oben


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.

Article visualizations:

Hit counter


research instruments; questionnaire; interview guide; higher education objectives; Cameroon's Vision 2035

Full Text:



Amin, M. E. (2005). Social Science Research: conception, methodology and analysis. Kampala: Makerere University.

Amin, M. E. and Fonkeng, E. G. (2008). Gender and the Demand for Primary Education in Cameroon. In V. Demos and M.T Segal (Eds), Social Change For Women and Children. Stanford: JAI Press.

Amin, M. E. (2002). Six factors of course and teaching evaluation in a bilingual university in central Africa. Assessment & Evaluation in Higher Education 27,(3), 281–291.

Cameroon (1995). Final Report on the National Forum on Education Yaoundé, Ministry of National Education.

Cameroon schools. Limbe: Design House.

Cameroon (2001). Law No. 005 of 16 April 2001 to Guide Higher Education.

Darling, H. L. (1992). Teacher quality and students achievement: A review of state policy Evidence. Stanford University press

Design house Limbe, press print ltd, Limbe.

Doh, B. T. S. (2015). Evaluating the Strategic Objectives of Cameroonian Higher Education: An application of the Balanced Scorecard. JUVENES PRINT – Suomen Yliopistopaino Oy, Turku.

Doh, P. S. (2007). Harmonization Challenges in Higher Education: Case of the French and British Bicultural System in Cameroon. Published Master’s Thesis, University of Tampere, Finland. Available at:

Doh, P. S. (2008). Global Integration Policies Versus Institutional Dynamics of Higher Education. In Sarah & Chalier, (eds.), The Implications of Competition for the Future of European Higher Education. European Education, vol. 40, pp. 78–97.

Doh, P. S. (2012). The Responses of the Higher Education Sector in the Poverty Reduction Strategies in Africa: the Case of Cameroon. Doctoral Dissertation, Acta Universitatis Tamperensis 1755, Tampere University Press, Tampere.

Echu, G. (2005). The immersion experience in Anglophone Primary Schools in Cameroon. ISB4. In Proceedings of the 4th International Symposium on Bilingualism, ed. J. Cohen, K .T. McAlister, K. Rolstad and J. MacSwan, 643-55. Somerville, MA: Cascadilla Press.

Education to an undergraduate interdisciplinary studies degree program. The Journal of Continuing Higher Education. Vol59, 161-166.

Eid, F. H. (2014). Research, higher education and the quality of teaching: Inquiry in a Japanese academic context Higher Education Council, Kingdom of Bahrain. Research in Higher Education Journal Vol. 24

Elad, G. M. (1982). Schooling and National Integration in Cameroon. Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in the Institute of Education. University of London.

Endeley, M. N. (2014). Teaching practice in Cameroon: The effectiveness of the University of Buea model and implications for quality. Australian Journal of Teacher Education, 39 (11).

Fongwe, N. S. (2010). The Contribution of Higher Education to Regional Socio economic Development: The University of Buea, Cameroon, as a Growth Pole. A thesis submitted to University of the Western Cape

Fonkeng, G. E. (2007). The History of Education in Cameroon, 1884-2004. The Edwin Mellen Press, Lewiston.

Gagne, R. W. (1967). Curriculum research and the pro- motion of learning. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curricular evaluation. Chicago: Rand McNally.

Gelaneh, B. J. (2012). The Role of Civics and Ethical Education in the Development of Students’ behavior: The Case of Kokebe Tsibiha Secondary and Preparatory school. A Thesis Submitted to Institute of Educational Research. Addis Ababa University. Addis Ababa, Ethiopia

GESP (2009). Growth and Employment Strategy Paper (2009): Reference work for government action over the Period 2010-2020 New York: MCG.RAW. Hill, Inc.

Glickman, C. D. (1985). Supervision of instruction: A developmental approach. USA: Allyn Bacon, Inc

Growth and Employment Strategy Paper (2009). Reference work for government action over the Period 2010-2020New York: MCG.RAW. Hill, Inc.

Harbison, F., & Meyer, A. (1964). Education Manpower and Economic Growth: New York: Mac Growhill Book Company.

Harper, L & Ross, J. (2011). An application of knowledge theories of adult

Henry, L. T. (2002). Introduction to sociology. Framingham state higher education university of Toronto press, pg 34-6.

Kellner, M. G. and Douglas, D. (1989). Critical theory, Marxism and Modernity. Oxford printing.

Konings, P. (2004). Trade union activism among university teachers during Cameroons political liberalism. Nordic Journal of African Studies. Vol13 (3) P 289-301.

Kornblum, W. (1991). Sociology in a changing world. City university of New York, graduate school and University center.2nd edition.

Krejcie R. V. and Morgan D. W. (1970). Determining Sample Size for Research Activities, Educational and Psychological Measurement, 30,608, Sage Publications.

Mbiko, S. A. (1990). A Handbook on Research Methods. Etukokwu publishers (NIG) Ltd: Onisha Nigeria

Mbua, F. N. (2003). Educational administration: Theory and practice. Limbe; Design House.

Mbua, F. N. (2003). Educational planning: Issues and perspectives. Limbe: Design House.

Meek, A. (1993). On setting the Highest Standards: A conversation with Ralph Tyler. Educational Leadership, 50, 83-86.

MENESUP (2001). Law No 005/004 of 14th April to Guide Higher Education in Cameroon.

MINEDUC (1995). The National Education Forum (Yaoundé: MINEDUC).

MINEDUC (1998). Law No. 98/004 of 14 April to Lay Down Guidelines for Education in Cameroon (Yaoundé: Presidency of the Republic).

MINEPAT (2009). Growth and Employment Strategy Paper: Reference work for Government Action over the Period 2010-2020.

MINESUP (2001). Law No. 005 of 16 April 2001 to Guide Higher Education, Cameroon

MINJEF, (2016) Directories on Higher Institutes of Learning in the South West Region of Cameroon. Regional Delegation for Youths Affairs and Civic Education South West. P.O Box 007 Buea

Ndongko, T. M., & Tambo, L. I. (2000). Educational development in Cameroon 1961- 1999 issues and perspectives. United State of America: Modison Wisdom Publishers Ltd.

Ndongko, T. M. (1989). A Handbook on Secondary School Administration. Ibadan: Heinemann Educational Books.

Ngwane, G. M. (2009). Vision 2035: Rebranding Cameroon. Retrieved, November 2015, from

Nsamenang, A. B. and Tchombe, T. M. (2011). Hand Book of Africa Educational Theories and Practices. A Generative Teacher Education Curriculum. Yaoundé, Cameroon press Universitaries D’Afrique.

Nsamenang, A. B. (2007). The Teaching Learning Transaction. T-junction, Bamenda, Anoh’s printing service.

Ojong, T. T. (2008). Philosophical and historical foundations of education in Cameroon 1844-1960. Limbe: Design House.

Peters, R. S. (1964). Ethics and Education, London University Press.

Plessis, T. D. (2006). From Monolingual to Bilingual Higher Education: The Repositioning of Historically Afrikaans-Medium Universities in South Africa. Language Policy (2006) 5: 87–113. Springer. DOI 10.1007/s10993-005-5627-5.

Republic of Cameroon (1998). Law No 98/004 of 14th April to laying down Guidelines for Education in Cameroon.

Sadker, R. M., & Sadker, M. D. (1991). Teachers, school and society. (2nded). New York: Mc Graw Hill, Inc.

Shu, S. N. (1985). Land marks in Cameroon education 1884-1982 (1sted). Limbe: Nooremac Press.

SUP INFOS. (2010b). A Bilingual Quarter Review of Higher Education in Cameroon. No. 14, MINESUP Yaoundé, Cameroon.

Tamajong, E. V., & Fonkeng, E. G. (2008). Secondary school administration and principalship. Yaoundé: Press University d’Afrique.

Tambo, L. I. (2003). Cameroon National Education Policy since the 1995 Forum. Limbe: Design House.

Tambo, L. I. (2003). Principles and methods of teaching. Application in Cameroon Schools. Limbe: Design House.

Tambo, L. I. (2012). Principles and Methods of Teaching. Application in Cameroon Schools. Limbe: Design House.

Tchombe, M. S. T (2004). Psychological Parenters in Teaching. Yaoundé, Cameroon. Press Universitairesd’ Afrique.

Tchombe, T. M. (1994). Growth and development of teacher education in Cameroon. In Ndongko, T. M. & Tambo, L. I. (Eds.) Educational Development in Cameroon 1961-1999: Issues and Perspectives. Nkemnji Global Tech, Platteville

Tchombe, T. M. (2000). Access of Girls to Basic Education in Cameroon, UNESCO

Tchombe, T. M. (2001). Structural Reforms in Education in Cameroon.

Torney-Purta, J. and Wilkenfeld, B. (2009). Paths to 21st Century Competencies Through Civic Education Classrooms, Chicago, IL: American Bar Association Division for Public Education.

UNESCO (1998). Higher Education in the Twenty-First Century: Vision and Action, Paris

UNESCO (2003). Report of the Working Group on the Teaching of Ethics. Paris, COMEST

UNESCO-CEPES (2000). The bilingual university—its origins, mission, and functioning. Report on an invitational seminar, UNESCO-CEPES, Bucharest, Romania, 15–19 March 2000.

United Nations (2015). Transforming Our World. The 2030 Agenda for Sustainable Development. Retrieved January 10.2016, from,

World Bank (2009). The East Asian Miracle New York: Oxford University Press.

Yeba, J. S. (2015). Socio-cultural factors affecting gender inequality in higher education: Journal of Educational Research in Africa.



  • There are currently no refbacks.

Copyright (c) 2021 Awu Isaac Oben

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).