Textbook Accessibility and Retention in Mathematics and Economics: Insights from Cameroon

Aims: This study evaluates the impact of the Single Textbook Policy on high school students' retention in Mathematics and Economics in Cameroon. The policy, implemented to standardize educational resources, has raised concerns about its effectiveness in enhancing students’ retention of key concepts. It seeks to compare retention scores among students using no textbooks, one official textbook, or multiple textbooks, with a focus on subject-specific and gender-based differences.

Study Design: The research employed a causal-comparative design to examine the retention of mathematical and economic concepts among students under varying textbook accessibility conditions.

Place and Duration of Study: The study was conducted in Cameroon, focusing on students who had completed their Advanced Level examinations and were registering for university. The duration spanned the period during the registration into the university of Bamenda for the 2024/2025 academic year.

Methodology: Data were collected from 300 high school students using a structured assessment of their retention of mathematical and economic concepts. Students were grouped based on their textbook usage: no textbooks, one official textbook, or multiple textbooks. Gender differences in retention were also analyzed. Means and standard deviations were used to answer the research questions while independent samples t-test and ANOVA were used to test the hypotheses at the 5% level of level significance.

Results: The analysis revealed significant differences in retention scores based on the number of textbooks used. Students who used multiple textbooks demonstrated higher retention scores compared to those using a single official textbook or no textbooks. Gender differences did not significantly impact retention in either Mathematics or Economics.

Conclusion: The study suggests that increasing access to multiple textbooks enhances students’ retention of mathematical and economic concepts. These findings question the efficacy of the Single Textbook Policy and recommend that educational strategies in Cameroon’s secondary schools incorporate diversified learning resources to improve academic outcomes.