Subject-Specific Credit Pass Rates among Candidates with Visual Impairment in Cameroon GCE O-Level Examinations, 2015–2025
DOI:
https://doi.org/10.58197/9zmzsx52Keywords:
visual impairment, GCE O-Level, credit pass rate, subject performance, inclusive education, Cameroon, braille, examination accommodationsAbstract
Examination results show whether inclusive education policies work in practice. This study analyzed subject-specific credit pass rates among candidates with visual impairment in the Cameroon General Certificate of Education Ordinary Level (GCE O-Level) from 2015 to 2025. It used a retrospective, descriptive design with secondary data. The data were anonymized records of 1,524 subject entries, supplied by the Cameroon General Certificate of Education Board. A credit pass was grade A, B, or C, and the rate was calculated for each subject in each year. Overall, 40.8% of entries earned a credit. Commerce (68.5%) and Logic (68.2%) had the highest rates among subjects with many entries. Mathematics had the lowest rate (12.9%), with no credit passes in any year from 2015 to 2021. French (28.7%) and Geography (26.4%) were also low. English Language, Literature in English, History, Economics, Citizenship Education, and Religious Studies were in the middle, with large yearly swings. Natural science subjects had one to six entries a year, so their rates were unstable. These patterns suggest that barriers to success differ by subject and may be greatest where content depends on graphs, symbols, or a second language. The main limitation is that the data held no information on impairment type, school type, or accommodations, so the causes cannot be tested. Subject-specific accessibility standards and teacher preparation are recommended.
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