Indigenous Riddles as Pedagogic Strategies for the Development of Pupils’ Higher-Order Thinking Skills in Public Primary Schools in the North-West Region of Cameroon

This study examined the effect of indigenous riddles on the development of pupils’ higher-order thinking skills (HOTS) in public primary schools in the North-West Region (NWR) of Cameroon. The argument for the study is anchored on Piaget’s (1969) theory of cognitive development and the cognitive apprenticeship theory of Collins et al. (1989). The study adopted a mixed-methods approach, using the convergent parallel mixed-methods design. Data were collected using both quantitative (questionnaire) and qualitative (focused group discussion and interview guide) research instruments. The validity of the questionnaire was determined using the content validity index which stood at 0.97 while its reliability was determined using the Cronbach’s Alpha with an overall reliability coefficient of 0.837. The reliability of the qualitative instruments stood at 0.92 and 0.93 for focused group discussion and interview guide respectively. The sampling techniques used were simple random to select four Divisions, convenience to select six Sub-divisions and 32 functional public primary schools, and purposive to select classes four and six pupils, Levels II and III teachers, headteachers, and sub-divisional inspectors. The population of this study comprised 80,089 pupils, 3,025 teachers and headteachers, and 34 sub-divisional inspectors from 414 functional public primary schools distributed across the seven Divisions of the NWR for the 2023/2024 academic year (RDBE, 2024). The target population of this study comprised 80,089 pupils, 2,545 teachers, 414 headteachers, and 26 sub-divisional inspectors from 414 functional public primary schools distributed across the seven Divisions of the NWR of Cameroon. Using the Krejcie and Morgan Table, a sample size of 660 participants (368 pupils, 254 teachers, 32 head teachers, and 6 sub-divisional inspectors) was drawn from an accessible population of 8050 pupils, 750 teachers, 32 head teachers, and 6 sub-divisional inspectors. Data collected were analyzed both descriptively (using frequencies, percentages, multiple response sets, mean, standard deviation, and charts) and inferentially (using Ordinary Logistic Regression). Findings showed that indigenous riddles (R-value -0.011, P-value 0.969) have no significant positive effect on the development of pupils’ HOTS. Based on the findings, it was recommended that there is a need for curriculum prioritization of indigenous riddles and community partnerships with cultural (local) experts to facilitate cultural learning continuity in schools and that the relevant educational authorities should organize seminars and workshops where teachers are taught the importance and methods of application of indigenous riddles.