Approche par les compétences et enseignement-apprentissage du français en troisième : Bilan de l’efficacité interne et perspectives

Abstract

The present research was set to draw a balance sheet of the internal efficiency of the new educational system, with focus on the teaching-learning of French in the 3ème classes of Yaoundé. More precisely, it aimed to draw conclusions on the results of the new teaching system and suggest perspective measures. Looking at the uncompleted nature of the present changes, the external efficiency and its goal of professional insertion were not considered. The main question that led the study stated as follows: what is the internal efficiency of the new educational system following the introduction of CBA in the planning, teaching- learning and evaluation of competences in French? This gave rise to the general hypothesis that the introduction of CBA has impoved the results at the BEPC examination. The general hypothesis has been operationalised into three research hypothesis. They stated that the changes made have produced greater flow of candidates across the first cycle. Yet, the partial nature of these innovations at the level of planning, teaching and learning have as repercussion lackings observed on the general competence in French, wherefore the need for consequent adjustments. The validity of these hypotheses was acquired on the basis of an empirical and mixed research. Seven data collection tools were applied. While the comparative analysis of results at the BEPC sessions from 2016 to 2019 was used to determine the flow of students across the first cycle, the measurement of the appropriateness of programming was done by a referential of analysis of the new syllabi, two interview guides destined to teachers of the Department of French of the Higher Teacher Training College Yaounde and inspectors in charge of this discipline, as well as a questionnaire addressed to secondary school teacher of French. The balance sheet of the quality of the competences developed was done thanks to two referential of analysis of lessons and question papers. This revealed that the introduction of the CBA produced better results than those obtained under the objectives-based approach, an improvement that owes to the new syllabi with an innovative structure and different terminology, the introduction of new activities in the teaching and evaluation of spelling, reading and writing. The findings also confirmed the lackings in the competence in French due to defaults in planning, teaching and evaluation that need to integrate more aspects of the CBA. Based on these findings, perspectives have been advanced. These include documents ment to complement the present curricula. Key Words: