Articles

This study examines the perceived effectiveness of remedial pedagogical measures implemented in Cameroonian secondary schools following the OTS ("On a Trop Supporté") teachers' movement, which has caused prolonged disruptions to instruction since 2022. Employing a mixed-methods research design involving 286 participants (234 students, 30 teachers, and 22 administrators) from two high schools in the city of Dschang, Cameroon, this study analyzes—through structured questionnaires and semi-structured interviews—how school stakeholders perceive pedagogical support measures (remedial classes, additional tutorials, educational materials, and distance learning). The results show that while these measures contributed significantly to improved academic performance (44.5% of variance explained), their effect remains limited regarding, on the one hand, student motivation and engagement, and on the other, teachers' intentions to engage in collective action—which are influenced by perceptions of organizational constraints and a sense of hierarchical threat. On this basis, the present study suggests that the success of post-crisis remedial measures depends as much on organizational and relational conditions as on their pedagogical content, calling for a more collaborative approach to managing educational crises.