Internationalisation of Traditional Educational Values and the Search for Cultural Identity among Adolescents of Nso in the North-West Region of Cameroon
Aim: This study examined internalization of traditional educational values and the search for cultural identity among adolescents of Nso in the North-West Region of Cameroon. Most adolescents of Nso today face the challenge of negotiating a strong cultural identity due to the negative influence of factors such as: globalization, modernity, and the search for quick wealth and fame. This challenge is exacerbated by the disregard for traditional educational values amongst which include, farming, respect for one another, elders and traditional authorities, wood fetching and splitting, participation in indigenous games, use of folk-tales and proverbs etc. Nso traditional educational values emphasise communal knowledge-sharing and respect for learning, contributing to the development of a strong cultural identity. The non-internalisation of traditional educational values reflects a deeper crisis of identity and morality, as traditional educational values that once guided behaviour and fostered respect for life, are no longer strongly upheld. Methods: This study was carried out in Nso Fondom in Bui Division in the North-West Region of Cameroon. A concurrent mixed-method approach was used in this study, combining qualitative and quantitative data collection to give a thorough account of how well Nso traditional educational values are absorbed and understood by today’s adolescents. Using simple random and purposive sampling technique, 361 and 28 parents were selected to participate in the study. A questionnaire was used to collect quantitative data from adolescents while an interview guide was to collect qualitative date from parents. The quantitative data were analysed using percentages, frequencies, means and standard deviation while Binary Logistic Regression was used to verify the hypothesis. Thematic analysis was used to analyse the qualitative data. Findings: The results of the Binary Logistic Regression revealed a statically significant model (Omnibus Tests of Model Coefficient: Likelihood Ratio Tests: = 23.441; p = 0.000). The model explained between 12.2% and 21.0% (Cox & Snell R2 = 0.122, Nagelkerke R2 = 0.210) variation in the development of cultural identity and correctly classified 85.3% of the cases considered. The Hosmer-Lemeshow Test was used to confirm the validity of the model, this assumption is verified (Hosmer-Lemeshow test: Chi-square = 64.349; df = 8; p = 0.052). Conclusion: From the results, the study concluded that internalization of traditional educational values
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