Effect of Effective Teaching on Students with Spelling Problems in Secondary Schools in Mfou Sub-Division of the Center Region of Cameroon

This study was designed to investigate the effect of effective teaching on students’ with spelling problems in secondary schools in Mfou Sub-Division of the Center Region of Cameroon. Two objectives were coined for the study: to find out the effect of teaching materials on students’ with spelling problems in secondary schools, and to investigate how class size effect students’ with spelling problems in secondary schools. The study adopted a convergent research design. A questionnaire with closed ended items and an interview guide were used to collect data. The instruments were validated by experts. The overall reliability coefficient of the questionnaire was 0.881 calculated using Cronbach Alpha. The sample population for the study was fifty (50) form three students with spelling problem selected using the purposive sampling techniques and 20 teachers selected using the simple random sampling techniques. Descriptive and inferential statistics was used to analyze the data. The findings revealed that: teaching materials has a positive significant effect on students’ spelling problems (P=0.041, <0.05). Findings equally affirmed that class size has a positive significant effect on students’ spelling problems (P=0.003, <0.05). Based on the findings, it was recommended that teachers should use diverse materials and manage their classrooms appropriately to overcome students’ difficulties in spellings in secondary schools.