Pratiques éducatives et de développement de l’intelligence : Cas des performances scolaires des élèves des classes de 6è et 5è du Lycée Bilingue d’Ebolowa 2.

Abstract

This research is entitled “family educational practices and intelligence development: the case of the school performance of students in Form 0ne and Form two at the Ebolowa 2 bilingual high school”. We started from the observation of the decline in the school performance of the pupils on the educational practices to which they are subjected, and also that the scores of the pupils can inform us about the type of family of the latter. This reality poses the problem linked to the development of intelligence in relation to the types of educational practices. To explore this problem, we use the Theory of family structuring of Jacques Lautrey and to the systemic family theory of Brofenbrenner and Fabriano. They focus on the organization and functioning of the family. They explain violence in the family by communication problems and the relationships between the various elements that make it up. The research question that guided this study is the following: how to understand the problem related to the development of intelligence in relation to the types of family educational practices? The answer to these questions gave rise to three hypotheses. To test them, we met 100 students to whom we took a questionnaire. The collected data analyzed. The results we have achieved show that students' academic performance is strongly due to the type of family in which they live. Following this, we made suggestions to students, parents, public education authorities, school administration, teaching staff and guidance counselors.