Emergence of African Traditional Medicine: Understanding the Learning Process and Pedagogic Implications for Adolescents of the North West Region of Cameroon

This article examines the global debates about indigenous knowledge and Africa’s traditional medicine from the pedagogy perspective. This study investigated the emergence of African traditional medicine with keen attention on understanding the learning/apprenticeship process and deducing pedagogic implications for adolescents’ learners in the North west Region of Cameroon. Specifically, the paper examined the extent, traditional medicine influence the development of cognitive skills in adolescents. The development of cognitive skills in late adolescents is marked by social competence, decision making, and problem solving. A conceptual review of the major concepts was done. Theoretically, the article was anchored on the social learning theory of Bandura (1977). A convergent parallel mixed method research design was used. The sample of the study emerged through purposive and convenient sampling techniques. A pilot study was done with 10 participants. Interviews were conducted with 15 elders and a questionnaire for 150 adolescents drawn from 6 villages in Oku Subdivision, namely: Elak, Jikijem, Lui, Manchok, Keyon and Simonkoh. Quantitative data was entered using EpiData Version 3.1 (EpiData Association, Odense Denmark, 2008) and analysed using the Statistical Package for Social Sciences (SPSS) Standard version, Release 21.0 (IBM Inc. 2012). Interviews and focus group discussions were transcribed verbatim. Each interview or focus group was prepared as a single primary document and assigned for coding and analysis in Atlas.Ti 5.2 software (Atlas.ti Scientific Software Development GmbH, Berlin, Germany). Statistically the weight of traditional medicine = 80.3%; Traditional medicine (R=0.382; P=0.000);. These are marked by alertness, critical thinking, decision making, social competence, problem solving, imagination, mathematical abilities, etc. From the study it is recommended that indigenous practices be taught formally in schools and that indigenous medicines be studied more keenly and upgraded.