https://hdl.handle.net/20.500.12177/62 2026-07-19T08:05:45Z 2026-07-19T08:05:45Z Beyala Owono, Marguerite https://hdl.handle.net/20.500.12177/13685 2026-07-18T03:05:32Z 2025-07-01T00:00:00Z

Title: Mise en œuvre effective de l’enseignement/apprentissage en mode hybride en classe de français langue étrangère et efficacité interne de l’enseignement secondaire général au Cameroun. Authors: Beyala Owono, Marguerite Abstract: This work entitled Effective implementation of the hybrid teaching/learning method in the French class and internal efficiency in the general secondary sector in Cameroon deals with the problem of the weak efficiency of the general section of education in Cameroon. In fact, from the observation done in the Anglophone section, apart from the problem of exaggerated number on roll in most of the classes and the obesity of official programs, students lack motivation in French and some events like crisis always lead to the suspension of classes. Many events such as social and health crisis do not allow education actors to carry out their pedagogic activities in present and that leads to the bad performance of students in the French class. The general objective is to demonstrate that there is a relationship between the Effective implementation of the hybrid teaching/learning method in the French class and internal efficiency in general secondary schools in Cameroon. The general hypothesis of our study is as follows: There is a significant link between the Effective adoption of the hybrid teaching/learning method in the French class and internal efficiency in general secondary schools in Cameroon. Its operationalisation gave room to six research hypothesis. HR1 : There is a significant link between the implementation of teaching through hybrid method in the French class and internal efficiency in general secondary schools in Cameroon; HR2 : There is a significant tie between the effective implementation of integration through hybrid teaching method in the French class and internal efficiency in general secondary schools in Cameroon; HR3 : There is a significant correlation between the effective implementation of the hybrid evaluation method in the French class and internal efficiency in general secondary schools in Cameroon; HR4 : There is a significant relationship between the effective implementation of the hybrid correction method in the French class and internal efficiency in general secondary schools in Cameroon; HR5 : There is a significant connection between the effective implementation of the hybrid remediation method in the French class and internal efficiency in general secondary schools in Cameroon; HR6 : There is a significant relationship between the effective implementation of the hybrid learning method in the French class and internal efficiency in general secondary schools in Cameroon. Through a systematic study among a population of 100 students of Upper Six Arts and 68 teachers of French, a research carried out in ten government bilingual high schools found in six different regions in Cameroon. As research method, we used quantitative research through a questionnaire and the poll has been the technique with the correlation of Bravais Pearson for data analysis. The various answers given helped to confirm the hypothesis. The results were studied in relation with the four theories: theory of engagement, theory of the learning of multimedia, theory of social justice and the theory of planned comportment. To realize this study, the triangulation method helped to carry out the quantitative research.

2025-07-01T00:00:00Z Koung, Charles René https://hdl.handle.net/20.500.12177/13684 2026-07-18T03:05:28Z 2026-04-25T00:00:00Z

Title: Gestion des angoisses et qualité de vie du patient du service de gériatrie de l’Hôpital Central de Yaoundé. Authors: Koung, Charles René Abstract: We conducted qualitative research focused on an empirical-inductive approach that observed a lack of holistic and multidisciplinary care in geriatric department of the Central Hospital of Yaoundé. This deficit gave rise to several factors as physical care, control of environmental stressors, caregiver/patient relationship, and resilience skills of patient, that contribute to the management of anxiety disorders. Based on these observations, we developed a general hypothesis that the specific factors related to the overall organization of care for managing anxiety issues in patients in the geriatric department of Yaoundé central hospital account for their quality of life. This general hypothesis led to specific hypotheses which enabled us to build our methodology by selecting a sample of four participants from the population accessible, through reasoned choice sampling. On these participants, we passed the Geriatric Anxiety Inventory (GAI) and the semi-structured interview. The results were transcribed by us, analysed, and interpreted through content analysis on a case-by-case concerning the GAI, and cross-sectional basis concerning the results of semi-structured interview. The results were discussed using our theories and observations from the works of other authors. In the end, it turned out that anxiety disorders, which are not necessarily of the order of emergency, nevertheless remain prevalent in the psyche of patients in the geriatric department. The specificities of the management of these disorders have been observed through physical care, which has helped to reduce physical suffering and promote overall well-being; by controlling environmental stressors that may threaten the patient's homeostasis; by the caregiver/patient relationship that has helped to create with the patient, the feeling of trust on which he has drawn the necessary energies to cope with his anxiety; and finally by the resilience capacities shown by our subjects through the hope of a possible cure, faith in God and the support of the family environment. This research allowed us not only to explore a part of the functional dynamics that operate in the psyche of some patients in hospitalization, but also to establish that the specificities of anxiety care of geriatric patients at the Yaoundé Central Hospital affect their quality of life. This clearly shows that, in the absence of specific professional qualifications, you can obtain convincing results in the exercise of your profession, just with faith, empathy and will to serve.

2026-04-25T00:00:00Z Atangana Onana, Raphaël https://hdl.handle.net/20.500.12177/13683 2026-07-18T03:05:06Z 2024-04-01T00:00:00Z

Title: Dispositif d’apprentissage de la lecture de l’œuvre intégrale et construction des savoirs au lycée. Authors: Atangana Onana, Raphaël Abstract: To reduce learners’ lack of interest in reading books, the topic entitled: Learning device for reading the complete literary work and construction of knowledge in secondary school fits within the perspective of professionalizing the study of the complete work through the implementation of situational pedagogy. To what extent does the learning device for reading the complete work facilitate the construction of knowledge in secondary school? From this perspective, the learning device for reading the complete literary work facilitates the construction of knowledge in secondary school. Thus, the study seeks to design a learning device for reading the complete work that promotes knowledge construction in secondary school. Based on this framework, behaviorism, the Helices model, experimental design, the quantitative method, and stratified sampling underpin the development of inclusive reading through 58 units in the control group and 128 participants in the experimental group. The experimentation of the pedagogical device assesses the effectiveness of its four pillars: affective and cognitive dispositions, human, material and virtual resources, and the classroom situation, each subdivided into six levers. In each specific didactic sphere of the pedagogical platform, praxeological or emotional approaches, endopsychic, integrative, interactional, and systemic, spur varied epistemological debates to facilitate iterative reading tasks, triggering dynamic metalectics in favor of the progressive co-construction of know how. The advancement of skills, at the end of several ideological consensuses of the actors. Thus, the mobilization of meta-competencies inspires their aspiration toward practicing a specific profession.

2024-04-01T00:00:00Z Ngwanya Kimbi, Gisele https://hdl.handle.net/20.500.12177/13679 2026-07-18T03:04:16Z 2025-02-18T00:00:00Z

Title: Social media affluence in contemporary society : the use of whatsapp platform in the delivery of distance education in the University of Yaounde I. Authors: Ngwanya Kimbi, Gisele Abstract: Cette étude, intitulée «L’influence des médias sociaux dans la société contemporaine: l’utilisation de la plateforme WhatsApp dans la mise en œuvre de l’enseignement à distance à l’Université de Yaoundé I», examine les défis et les opportunités liés à l’utilisation de WhatsApp comme outil d’enseignement. Malgré le besoin urgent de recourir à l’apprentissage en ligne via des plateformes sociales telles que WhatsApp, des problèmes persistants tels que la mauvaise qualité des réseaux, l’absence de connectivité, les coupures d’électricité, la détérioration des équipements et la mauvaise maîtrise des outils numériques par les étudiants universitaires demeurent préoccupants. L’émergence de la pandémie de Covid-19 a entraîné une augmentation du nombre d’abandons scolaires et d’échecs académiques. L’objectif de cette étude était d’évaluer l’efficacité de l’enseignement à distance basé sur WhatsApp comme méthode d’apprentissage alternative, ainsi que son potentiel à améliorer l’accès à une éducation de qualité dans les universités camerounaises. L’étude a été menée à l’Université de Yaoundé I, dans les facultés des Sciences de l’Éducation, des Arts et Lettres, de Biomédecine et des Sciences. Trois théories sur la technologie et l’apprentissage ont guidé cette recherche : le Modèle d’Acceptation Technologique, le Modèle des Connaissances Pédagogiques du Contenu de l’Enseignant, et la Théorie socioculturelle de l’apprentissage de Lev Vygotsky. Une approche méthodologique mixte (quantitative et qualitative) a été adoptée avec un plan d’enquête descriptive. Les données ont été recueillies à l’aide d’un questionnaire comportant 64 items destiné aux étudiants, ainsi que d’un guide d’entretien pour les enseignants. La population totale étudiée, composée d’étudiants et d’enseignants, s’élevait à 1170 personnes. Les participants ont été sélectionnés par la technique de l’échantillonnage aléatoire simple. Des tableaux de distribution de fréquences ont été utilisés pour décrire les réponses issues des questionnaires, tandis que la théorie ancrée (grounded theory) a permis de tirer des conclusions à partir des entretiens. Les résultats de l’étude ont révélé que différentes activités éducatives se déroulent sur WhatsApp, telles que les discussions interactives, les collaborations de groupe, l’accès à des ressources multimédias, l’apprentissage collaboratif, l’apprentissage par projet, des quiz réguliers et des évaluations, entre autres. Les résultats ont également montré que WhatsApp constitue une bonne plateforme pour une communication interactive et productive. En outre, l’enseignement basé sur WhatsApp permet l’échange de rétroactions avec des règles et directives claires. De plus, l’enseignement à distance via WhatsApp bénéficie tant aux enseignants qu’aux apprenants, en facilitant la communication, la collaboration, l’accès à l’information et aux supports pédagogiques. Il favorise aussi l’engagement des étudiants, leur participation, des rétroactions en temps opportun, et le partage de ressources éducatives. Toutefois, les apprenants et les enseignants rencontrent plusieurs défis, tels que l’addiction, le manque d’alignement, l’incapacité à assurer un suivi régulier, les problèmes de réseau, la surcharge de messages, les délais excessifs, l’inefficacité, l’état dégradé des appareils, la mauvaise gestion des classes, la perte de temps, les coupures d’électricité, l’ennui, la distraction, les difficultés techniques, etc. Enfin, les résultats ont montré que l’éducation basée sur WhatsApp est une méthode complémentaire à l’enseignement conventionnel. Elle permet d’améliorer les techniques pédagogiques, de promouvoir la coopération, d’offrir des options d’apprentissage accessibles et flexibles, de proposer des opportunités éducatives personnalisées, de faciliter l’apprentissage autonome individualisé, ainsi que la collaboration intergroupe et la communication. Sur la base des résultats, un modèle d’enseignement à distance basé sur WhatsApp a été élaboré. Le chercheur a conclu que l’apprentissage via WhatsApp a un impact significatif sur l’enseignement à distance dans les universités camerounaises. Ainsi, les contributions de cette étude à la science, aux connaissances, au curriculum et à l’éducation basée sur les compétences ont été présentées, de même que ses implications. Le chercheur a également recommandé que les utilisateurs de WhatsApp reçoivent une formation sur l’utilisation des appareils, et que le gouvernement subventionne les équipements disponibles pour rendre l’apprentissage via WhatsApp accessible.

2025-02-18T00:00:00Z