The Influence of General Pedagogical Knowledge of Experienced and Novice Teachers on Students’ Learning Interest in Secondary Schools in Bamenda Municipality

This study examined how general pedagogical knowledge among novice and experienced geography teachers influences students’ learning interest in Bamenda Municipality, Cameroon. Using a causal-comparative (ex post facto) mixed-methods design, data were collected from 250 Form Four students, 88 geography teachers (39 novice, 49 experienced), nine classroom observations, and five interviews with school administrators. Quantitative analysis using descriptive statistics and independent samples t-tests showed no significant difference in teachers’ self-rated pedagogical knowledge (M = 18.91 vs. 18.04; p = 0.198) or students’ reported learning interest (M = 12.83 vs. 13.29; p = 0.130). Qualitative findings however revealed that experienced teachers applied their knowledge more effectively, managing classrooms confidently, contextualizing content, and sustaining engagement, while novice teachers relied more on digital tools and interactive techniques. The study concludes that practical application, rather than theoretical competence alone, drives student interest in geography and recommends strengthening practicum-based teacher preparation, formal mentorship, and continuous professional development.