CHAPTER ONE

INTRODUCTION

1.1 Background of the study

This chapter presents the background of the study, the statement of the problem, the objective of the study, research questions, significance of the study, justification of the study, scope, and delimitations of the study, and operational definition of terms.

Students’ diversity over the years has been a serious issue in students’ performances in school. Education is a key factor for sustainable development (Chimombo 2005). The significance of education, especially in developing countries and Cameroon in particular is increasing because of progressing pressure to catch up with the developed world regarding, for example, global competitiveness (Hawkins 2002).

Predictably, educational settings are different in developing countries than in developed countries, such as low quality of education, cultural diversity, different learning approaches, and disparity in the educational services rendered in schools in rural and urban areas (Ibid 2005).

Diversity in education encompasses students from many ethnic backgrounds, genders, and socioeconomic backgrounds; students who speak a variety of languages; and students from many cultures.

For instance, ethnic diversity increased by 5% across primary and secondary public schools from 2000 to 2007 (Aud, Fox, &KewalRamani, 2010). They differ in ethnicity, culture, and home language. Some have disabilities, and some are gifted or talented in one or more areas. These and other differences have important implications for instruction, curriculum, and school policies and practices.

Students’ diversity and its impact on performances are important issues to be conceded in the classroom every day. Diversity is such an important theme that every government and its educational sector should take into consideration when planning, implementing and evaluating educational goals and objectives.

Diversity is also evident in the socio-economic make-up of students, with almost all of the children from low-income earning backgrounds in public schools meeting the eligibility for free or reduced-price lunch programs (Aud et al., 2010). Diversity is also increasing in higher education, with a higher percentage of women than men enrolling in and graduating from college (Kleinfeld, 2009; Snyder&Dillow, 2010).

The past three decades have seen increases in cultural or ethnic minority students across the educational system (Snyder &Dillow, 2010), ethnic minorities attending college will continue to increase as the demographic makeup of the population continues to change (Murdock &Hoque, 1999; Murdock & Swanson, 2008).

1.2 Statement of the Problem

To meet the challenge of higher education standards and higher expectations in education, the issue of student’s diversity in their academic performances has to be treated appropriately. In other words, for the teaching-learning process to be completed there must be a valid and reliable enabling environment to accommodate students or learners from diverse cultures and learning styles.

Teachers in regular schools are now expected to rise to the challenge of an increasingly diverse classroom (Peterson &Beloin, 1992), adjust their teaching strategies to accommodate varying learning styles (Kortman, 2001), and to be psychologically and practically prepared to take on the dynamic role of a diverse classroom (Mullen, 2001).

Although the education system is becoming more diverse, students who come from stigmatized groups (e.g., groups that are the target of negative stereotypes, prejudice, and discrimination) still perceive barriers to education. These perceptions may be the result of both actual differences in the treatment of students in the classroom and the inability of educators to understand students and be sensitive to and inclusive in teaching styles and content.

Thus, this overview examines how to manage greater diversity that is, inclusion, and cultural awareness in the classroom. Although this topic is relevant to numerous groups of students, the focus will be on diversity and students’ performances as they relate to gender, cultural background, socioeconomic background, and learning styles. This study then is set out to investigate the effect of student’s diversity on their academic performances in the University of Buea.

1.3 Purpose of the study

The purpose of this study is;

To examine the impacts of student’s diversity on their academic performances

1.3.1 Specific Objectives

The study seeks:

1. To examine the impact of cultural diversity on students’ academic performances.
2. To find out how learning styles affect students’ academic performances.
3. To investigate the effect of students’ socio-economic background on their academic performances.

1.4 General Research Question

What is the impact of student’s diversity on their academic performances?

1.4.1 Specific research questions

1. What are the impacts of cultural diversity on students’ academic performances?
2. How learning style does affect students’ academic performances?
3. How can students’ socioeconomic background have an influence their academic performances?