Abstract

The professional learning community (PLC) is considered to be an effective school improvement strategy centered on student achievement. The goal of this study was to introduce the PLC approach in a few public elementary schools in Cameroon to evaluate the causal impact of this organizational model on student learning. A quasi-experimental approach was used involving an experimental group and a control group. Student pre- and post-tests were administered in two core subjects (French and mathematics) at both the beginning and the end of the first year of operation as a PLC. Our findings show a significant improvement in the students’ results between the pre- and post-test. The PLC was qualified as being in its initiation stage of development, when members focus on their students’ outcomes and collectively engage in solving the latter’s learning-related difficulties.

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