This study investigated Indigenous games and knowledge acquisition among children aged 7 to 11 years of Moghamo in Cameroon. Many Cameroonian communities are experiencing a decline in cultural heritage due to modern influences and the imposition of Western values within our different educational agencies. The current educational system primarily emphasises sciences and modernity, which often neglects the importance of indigenous knowledge. The impacts of colonisation and religion have led many Africans to believe that true development can only stem from external sources, which diminish the value of local ideas and promotes a focus on exogenous development, including formal education. This study therefore focused on investigating the relationship between indigenous games and knowledge acquisition among children (7 to 11 years) old.Methods: This study was carried out in Batibo Sub Division, Momo 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 indigenous games leads to knowledge acquisition among children age 7 to 11 years. Using simple random and purposive sampling technique, 377 and 28 groups of parents were selected to participate in the study. A questionnaire was used to collect quantitative data from children while a focus group discussion guide was used to collect qualitative date from parents. The quantitative data was analysed using percentages, frequencies, means and simple linear Regression was used to verify the hypothesis. Thematic analysis was used to analyse the qualitative data.Findings: Simple linear regression analysis was conducted to evaluate the extent to which indigenous games could predict knowledge acquisition in children (7 – 11years). A data set encompassing 376 individuals was analysed, correlating indigenous games to respective knowledge acquisition. The average level of participation in indigenous games within the sample was 13.48 (SD = 3.625), and the average knowledge acquisition was 14.84 (SD = 3.973). The linear regression analysis revealed a statistically significant model (F(1,375) = 117.733, p < .000), with an R² value of 0.239 suggesting that 23.9% of the variance in knowledge acquisition was explained by participation in indigenous games among the sampled children.Conclusion: From the results, the study concluded that indigenous games significantly influence the acquisition of knowledge among children within 7 and 11years old. Recommendations: Based on the findings, some recommendations were made to parents, elders, educational stakeholders and elites of the communities as follows; parents should actively involve children in traditional games that are prevalent in the Moghamo culture. This engagement will help children learn cultural values and enhances cognitive and social skills. For example, games that involve counting or strategic thinking can reinforce numeracy and problem-solving skills.
Indigenous Games and Knowledge Acquisition
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