La pratique de la remédiation dans l’approche par compétences et la construction des savoirs historiques des élèves dans les classes scientifiques

Abstract

Pedagogical remediation is the set of corrective actions undertaken as part of the pedagogical process to bring a pupil to overcome the learning difficulties that constrain his progress. Our research focuses on the "Practice of remediation in the Competence-Based Approach and the construction of historical knowledge of pupils in scientific classes in history". The objective is to show that the practice of pedagogical remediation by history teachers contributes to improve the academic results of pupils in history in scientific classes. To achieve this objective, a questionnaire is submitted to 68 teachers from 15 schools randomly selected schools in the Centre region of Cameroon in order to collect data on the practice of pedagogical remediation during the year 2021/2022 as well as the marks in history obtained by pupils in scientific classes. The exploitation of the data collected allowed us to group the pupils into two groups : the group where the teachers practice remediation in an appropriate way and the one where the teacher does not practice it in an appropriate way. The use of statistical tests of dependence between two variables shows that the practice of remedial activities has a significant influence on the academic results of pupils in scientific classes. Using the statistical tests of comparison of the means between the two groups allows us to confirm the two hypotheses of our research according to which "the average history marks of the pupils in scientific classes where the teacher practices remediation appropriately are significantly higher to those of students in scientific classes where the teacher does not practice remediation appropriately” and that “There are forms of remediation that are associated with greater student performance in history. In the context of this second hypothesis, we show that students have the highest marks in scientific classes where the teacher practices remediation at all times, at the beginning, during and at the end of the teaching activity. Scores are also higher in classes where the teacher practices remediation individually or by level group. At the end of this research, the following recommendations are made for the educational community and decision-makers: i) Revitalize differentiated teaching that allows students of different ages, aptitudes, skills and know-how to achieve common goals and educational success by different means; ii) Make systematic the formative evaluation and promote the pedagogy of error; iii) Strengthen the initial and continuing training of teachers by emphasizing modules relating to pedagogical remediation; iv) Increase the time dedicated to remediation in school curricula; v) Strengthen pedagogical inspections especially in rural areas where we have noticed that teachers do not practice remedial activities appropriately