This study investigated and described students’ access to quality science teachers in secondary schools in the south west region of Cameroon: an appraisal from the perspective of students’ academic achievement. The descriptive analytic research design was used to gather information in which scholarly articles, books and other sources relevant to the issue under investigation, were reviewed. A sample of ten secondary schools in the Fako Division of the South West Region of Cameroon was considered to appraise the study via literature. The sample schools represented both rural and urban schools; high, medium and poorly performing schools; single sex and co-educational schools; and boarding and day schools. Altogether the selection covered a wide geographical and socio-economic consideration within Fako Division of the South West Region of Cameroon. The secondary schools in the study sample comprised schools where students have to make a choice between Science and Arts options at some stage in the secondary years. Literature relating to science teachers quality and students performance was effectively reviewed. Findings revealed that students performance within the geographical scope of investigation were relatively very poor in the sciences. It was realised that teacher quality is an indispensible factor or contributor of student’s performance. Key note on low students performances were recorded on large classes that overburden and overload the teacher, poor training, poor qualifications or inadequate in-service programs, teachers behaviour and lack of visual aids, textbooks, chemicals or needed teaching material. Based on these, it was recommended that science teachers should be evenly distributed so that they will not be concentrated in only a few schools while others lack them, only qualified and experienced science teachers should handle foundation lessons for secondary school students, teachers should be sensitized on the need to generate practical work in the laboratories in which girls play a major role and that science teachers should have regular in-service courses to re-orient them on their teaching methodologies and acquaint them with the use of new chemicals and new equipment so that they sustain the interest of all students.
Science, Teachers, Academic, Achievement, Students
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