This study was carried out on the “Perceived effects of class size on student’s psychological wellbeing in the University of Bamenda”. The study soughts to examine the perceived impact of large class size on students’ Psychological wellbeing; to examine the extent to which perceived impact of small class size influence student psychological wellbeing. The survey research design was used and the sample size was made up of 354 students who were from a college, school and faculty in the University of Bamenda. The instrument used for data collection was a questionnaire. The data were analysed using Statistical Package for Social Science (SPSS version 23.0) with the aid of descriptive and inferential statistics. The descriptive statistical tools used were frequency count and percentages. The Spearman’s rho test was used in testing the hypotheses of the study. Findings indicated that: there was a significant and negative relationship between large class size and the students’ psychological wellbeing (P=0.021, <0.05). Finding equally revealed that there was a significant and positive relationship between small class size and the students’ psychological wellbeing (P=0.009, <0.05). It was recommended that the government should alongside recruiting more teachers, build more classes to reduce large and overcrowded classrooms so as to make the student to learn in a supportive and comfortable learning environment.

Nowadays, the fact of learning English becomes an urgent linguistic need that all the professionals and mid-professionals in the domain of tourism are striving to accomplish due to the requirements of their jobs in the light of the pace of life that they witnessing and which tends towards promptness and rapidity in everything. The conducted survey that was adopted in this investigation shows to what extent the majority of the informants prefer to learn basic English in a short span of time instead of learning it proficiently in a long period of time, which means that they prefer to sacrifice proficiency for the sake of time. Hence, our query is related to the quality of the learned product and whether it satisfies the learners’ needs in terms of acceleration in the absence of any comprehensive model of language learning in a teaching context or not. This new comprehensive model should combine two extremely significant elements, the factor of time and the factor of proficiency in such a way as to take the full advantage of the notion of time in terms of learning and the use of the resources and energy adequately.

This article discusses factors of increasing socio-political activity and strengthening the ideological immunity of youth.

The process of preparing education managers for the implementation of the quality management model of school education has an important feature. This is its managerial orientation, which has the following aspects: on the one hand, the explicit management of the pedagogical process of the school; on the other, the design and construction of management of high-quality educational activities of the school based on appropriate approaches. In order to ensure the proper implementation of school education quality management, this article has developed a training module "School education quality management", provides analytical information on the organization and conduct of a special experiment with the participation of 74 school principals who undergo scheduled training.

BACKGROUND. Children at risk of Specific Developmental Dyslexia (SDD) experience early difficulties in the school environment, including language, cognitive and motor functions as well as reduced socio-emotional skills. These multilevel difficulties early affect both the life of the child himself and the functioning of the family system (parents, siblings).

OBJECTIVE. The present study is a systematic literature review aimed to investigate the role of internalizing and externalizing problems regarding the early occurrence of SDD at preschool age.

METHODS. 131 studies retrieved as relevant to this topic. 5 researches met the predetermined inclusion criteria, while 112 out of the 117 article of the original search were rejected.

RESULTS Based on the studies overview, the following results have emerged: (i) a variance regarding the view that internalizing and externalizing problems are prognostic factors for SDD, (ii) a lacking number of reviews referring to the relation of conduct and emotional problems with SDD in preschoolers, and (iii) an absence of data concerning the role of early treatment of internalizing and externalizing problems as an inhibitory factor in the emergence of SDD.

CONCLUSIONS. As a general conclusion, the relation between externalizing, internalizing problems and early identification of SDD is recognized, whereas the exact interaction mechanism is not clearly determined. Moreover, further research is recommended on the combined early treatment of psycho-emotional and behavioral problems along with comprehensive intervention in early reading and writing difficulties.