PARENTS-TEACHERS COOPERATION AND ITS EFFECTS ON THE ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE STUDENTS IN SECONDARY SCHOOLS IN THE BUEA MUNICIPALITY
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Noting the importance or parents-teachers relationship in maintaining good home-school partnership, this study sought to examine parents-teachers cooperation and its effects on the academic achievement of English language students in secondary schools in the Buea municipality. Two objectives were formulated; to investigate how parent-teacher communication influence the attainment of English language and to find out if Pidgin English and the native language influence the learning of the English language. This study was guided by Bloom’s Taxonomy (2005) by Benjamin Bloom and Social Learning Theory (1977) by Albert Bandura. The simple random sampling technique was used to select the sample for this study. The sample size was made up of 10 teachers and 20 parents selected from a lay private secondary school from the Buea municipality. The instrument used was structured questionnaire of the four point Likert Scales of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). Findings in this research work revealed that there is a communicative relationship between parents and teachers for the academic achievement of secondary school students in the Buea municipality. It was recommended that parents should speak the English language more often with the students, teachers should be encouraged to share information with parents, parents should make themselves available in school meetings and they should limit the rate at which they speak the Pidgin English and native language with the children.