Management of School Infrastructures and Learner’s Intellectual Performances of Basic Education of Far - North Region-Cameroon

Abstract

The goal of this article is to analyze the influence of the quality of school infrastructures on intellectual student performances from primary school in Far North Region in Cameroon. In fact, the quality of school infrastructure has been examined thanks to interviews, questionnaires and observation within these institutions. 57 headmasters of the far-north region has been inquired. The results show that the planning, the construction and the permanent of school infrastructures influence the cognitive performances of learners in primary school. This explains a significant link between the management of school infrastructure and intellectual performances of learners of these schools. These results have been discussed in consideration of the works which defend that, internal factors are susceptible to positively influence school performances. These factors are: effectiveness of headmaster, sustain of school by community, regular governmental supervision, endowment of an effective device of teaching and learning, indispensable equipment, effective teachers and quality and adequate infrastructure.

Keywords: quality, infrastructures, perennial and teaching