Global Journal of Human Social Science, E: Economics, Volume 22 Issue 4

© 2022. Mafang Lionie, Fomba Kamga Benjamin & Tafah Edokat Oki Edward. This research/review article is distributed under the terms of the Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). You must give appropriate credit to authors and reference this article if parts of the article are reproduced in any manner. Applicable licensing terms are at https:// creativecommons.org/licenses/by-nc-nd/4.0/. Global Journal of HUMAN-SOCIAL SCIENCE: E Economics Volume 22 Issue 4 Version 1.0 Year 2022 Type: Double Blind Peer Reviewed International Research Journal Publisher: Global Journals Online ISSN: 2249-460x & Print ISSN: 0975-587X Does the Academic Performance of the Francophone Education Subsystem Exceed that of the Anglophone Education Subsystem at Primary Level? Evidence from Cameroon By Mafang Lionie, Fomba Kamga Benjamin & Tafah Edokat Oki Edward University of Yaoundé 2-Soa Abstract- This paper aims to implement the differences in academic performance between students in the francophone and anglophone education subsystems at primary level in Cameroon. Using data from the Programme d’Analyse des Systèmes Educatifs de la Confemen organised in 2014, the study employs a two-stage modelling approach. Firstly, the estimation of educational production functions by OLS shows that student characteristics and school context are important determinants of students achievement in the anglophone and francophone subsystems. Second, the Oaxaca-Blinder (1973) decomposition method showed that at the end of the primary school year, students in the francophone education subsystem perform better than those in the anglophone subsystem. The share of explained factors contributes to increase this differential to more than 100% in both mathematics and language, therefore, it does not matter how much the unexplained share is given, it does not suggest the existence of discrimination in school performance towards the anglophone subsystem. Keywords: student achievement, francophone subsystem, anglophone subsystem, primary, cameroon, oaxaca and blinder. GJHSS-E Classification: DDC Code: 966.0097541 LCC Code: DT532.5 DoestheAcademicPerformanceoftheFrancophoneEducationSubsystemExceedthatoftheAnglophoneEducationSubsystematPrimaryLevel?EvidencefromCameroon Strictly as per the compliance and regulations of: