Système pédagogique en mode hybride en situation de Corona Virus Disease-2019 et performances scolaires des élèves de 1ère de l’Enseignement Secondaire Général du Département de la Mefou et Afamba

Abstract

This research focuses on the pedagogical system in hybrid mode which prevails in schools in Cameroon since the occurrence of sociopolitical crisis and the advent of Covid-19, with its negative effects on the school performances of 1ère ESG students in the Mefou and Afamba Division. The starting point of this research is the fact that the results of Probatoire ESG have been below average for some years now, despite the practice of hybrid pedagogy. This study is thus an analysis of the pedagogical system in hybrid mode, which combines distant education and face-to-face courses, in order to establish the link between this pedagogical system and the performancesof1ère ESG students in the Mefou and Afamba Division, in the Centre Region of Cameroon. The analysis of the implementation of the pedagogical system in hybrid mode in the Mefou and Afamba Division has permitted to highlight three indicators, namely the working environment, the digitalization of lessons and the digital competences of the actors. To carry out this study, the triangulation of methods has been chosen through a qualitative and a quantitative approach. Data have thus been collected by means of a questionnaire administered to 354 1ère ESG students of six schools of the Mefou and Afamba Division. An analysis of the data collected has been done and, in view of their interpretation, the general hypothesis according to which the pedagogical system in hybrid mode improves the school performances of 1ère ESG students has been confirmed. Nevertheless, to optimize the effects of this pedagogical system, the working environment should be adequate, the process of digitalization of lessons should be effective and mastered and, finally, both teachers and students should have a good digital competence.