Influence du système de mi-temps sur l’achèvement des programmes d’enseignement de mathématiques en classe de 3ième dans les établissements du cycle secondaire de la ville de Yaoundé.

Abstract

This study focuses on “the influence of the half-time system on the accomplishment of mathematics teaching programs in level 3th (level teaching in francophone section) in secondary schools (SS) in the city of Yaoundé”. It is precisely a question of analyzing the influence of the half-time system on the accomplishment of mathematics teaching programs in 3th in the SS. Indeed, following the closure of schools as one of the barrier measures against the spread of COVID19, the State to ensure the continuity of activities in the education sector, instituted for the first time half-time in the ECS. His practice has been marked by the absence of harmonization in terms of the choice of level of education to be placed under half-time, as evidenced by the remarkable case of level 3th, which evolve in certain SS in half-time and in others full-time, while its learners will be assessed at the end of the year on the same national test. It is this observation at this level of education that justifies the interest in this study. Based on some explanatory theories, she seeks to know, what is the influence of the half-time system on the accomplishment of mathematics teaching programs in level 3th in SS of the city of Yaoundé? To answer this, the study aims to analyze the influence of the half-time system on the accomplishment of teaching programs for this level. Thus, we assumed that practice of half time in the SS has an influence on the accomplishment of mathematics teaching programs in level 3th, insofar as it does not allow them to be covered during the school year. The approach used here combined documentary research which aimed to collect accomplishment rates through administrative documents and questionnaires administered exclusively to teachers of mathematics in level 3th within the SS. The analysis of the data obtained, processed by the statistical chi-square and student tests (through Microsoft Excel 2013) led to the rejection of one hypothesis and the confirmation of the others two. Precisely this confirmation is translated by a weak influence (Ф = 0.31) of the half-time system on the accomplishment of mathematics teaching programs in level 3th. Although this influence is less significant, and in the current state in the post-COVID19 period or half-time seems to be definitively adopted in the SS, it is important to emphasize that its long-term practice remains ineffective, insofar as it can accentuate educational inequalities in terms of school time, discounted training and the programs taught. Moreover, beyond the aspect of school time referred to in this study, in perspective it will be necessary to analyze others contingent factors and educational resources that enter into the process of overall overhaul of the education system in Cameroon. In other words, put in place a genuine education strategy in an emergency situation in order to avoid haste, the effects of which on teaching and learning are significant.