Factors Influencing Curriculum Implementation Quality and Classroom Assessment Practices Among Primary School Teachers in Mfou Sub-Division, Cameroon

Abstract

This study examined factors influencing primary school curriculum implementation and classroom assessment practices. Specifically, the study investigated the relationships between teacher-related factors, curriculum-related factors, institution-related factors, curriculum implementation quality, and classroom assessment practices. A cross-sectional survey research design was adopted, and data were collected from 261 primary school educators in public and private schools using a structured questionnaire. Descriptive statistics, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. The results showed that classroom assessment practices were significantly correlated with institution-related factors, r = .238, p < .001, and curriculum implementation quality, r = .579, p < .001. However, correlations with teacher-related factors, r = .108, p = .082, and curriculum-related factors, r = .095, p = .128, were not statistically significant. The regression model was statistically significant, F(4, 256) = 33.392, p < .001, explaining 34.3% of the variance in classroom assessment practices. Curriculum implementation quality emerged as the only significant independent predictor, β = .566, p < .001. The findings suggest that improving classroom assessment practices requires greater alignment among curriculum objectives, instructional practices, assessment procedures, teacher support, and institutional conditions. The study recommends strengthening practical teacher professional development, instructional supervision, curriculum guidance, and the provision of teaching and assessment resources.