Environnement d’apprentissage et autorégulation chez les élèves du cycle primaire : cas du cm2 des Eppa du groupe 1 d’Ebolowa

Abstract

The aim of this study is to examine the impact of teaching activity on the self-regulation of primary school pupils. Learning implies the regulation of activities through which new 'products' are constructed: "the learner's activity is guided by regulations". It is then that the teacher proposes a framework, a set of regulations that engenders learners' self-regulation. However, "no regulation mechanism in the teaching-learning process is formally implemented, practised or mastered by teachers in their daily teaching practices". The study adopted an explanatory approach with a quasi-experimental before-after design with a non-equivalent control group. Data were collected using the reading knowledge test from 63 CM2 pupils in group 1 EPPAs in Ebolowa. The experimental group (31 pupils) was distinguished from the control group (32 pupils) by a simple one-round draw. The data were analysed using the student’s z-test. The main results show that: - for HR1, the calculated z (z=9.02) > read z (z=1.96); p < 0.05, Alternative hypothesis is accepted, the perception of the value of an activity has an impact on the primary school pupil's self-regulation through the consideration of social goals, academic goals and goals distant from the activity in the learning process. - for HR2, the calculated z (z=7,18) > z read (z=1,96) ; p < 0,05, Alternative hypothesis is accepted, the perception of one's competence has an impact on the self-regulation of the primary school pupil through the taking into account of previous successes, vicarious experiences and verbal persuasions of the pupil in the learning process; - for HR3, calculated z (z=4.84) > read z (z=1.96); p < 0.05, Alternative hypothesis is accepted, the perception of controllability has an impact on the primary school pupil's self-regulation through taking into account the pupil's needs for autonomy, control and the possibility of choice in the learning process. For the framework to be effective, the teacher should use forms of support that are well thought out and appropriate to the subject to be learned.