Etude du rôle de la motivation perçue dans la réussite scolaire des élèves de 3ème du 7eme arrondissement de la ville de N’Djamena au Tchad.

Abstract

Our study is entitled "Study of the role of perceived motivation in the academic success of 9th grade students in the 7th district of the city of N'Djamena in Chad". The objective of this study is to investigate the contribution of perceived motivation to the academic success of ninth grade students in the 7th district of the city of N'Djamena in Chad. This study is part of the context of the quality of education in Chad, which would like the quality of education to be measured by the success of pupils at school. In the field, however, we have made a twofold observation: an increase in the number of failures among some pupils, who repeat classes year after year; and a dynamic of success among others, despite the fact that a series of measures have been taken in the country to motivate learners at school. Deci and Ryan's (2013) theory of self-determination identifies motivation as a fundamental factor in success. With this in mind we asked the question: How does perceived motivation contribute to academic success among 3rd grade students in the 7th district of the city of N'Djamena in Chad?" Our objective was to study the contribution of perceived motivation to the academic success of ninth grade students in the 7th district of the city of N'Djamena in Chad. To achieve this objective, we used a qualitative design. The data was collected using the semi-directive interview technique with 11 pupils. The data collected was subject to content analysis. The main results obtained are as follows: perceived intrinsic motivation and perceived extrinsic motivation lead to academic success among 3rd grade students in the 7th district of the city of N'Djamena in Chad.