Gestion de la structure environnementale d’apprentissage et résultats scolaires obtenus par les élèves des classes de première au lycée de Biyem-assi.

Abstract

The school climate these days speaks volumes as to the fact that academic performance is not only affected by student’s individual and family characteristics, but significantly so by the school in question. This survey aims to establish a correlation of cause and effect between the environmental framework of apprenticeship and academic performance, obtained from students in the first grade of the francophone general education. To this effect, the environmental framework of apprenticeship is observed and measured from four perception indicators measured of a questionnaire. Analysis were performed on a sample of 290 subjects of which 275 regularly enrolled in the first grade, branches C and D precisely ; 05 instructors and 10 non-academic staff from the government high school of Biyem-Assi. The analysis results show in part that there is significant relationship between the management of the environmental framework of apprenticeship and the academic performance obtained from the students in the first grade and, on the other hand, that the school climate surely impacts student’s academic outcomes; the chi-square statistics enabled us to obtain the following figures: Hr1=125, 75; Hr2= 344, 98; Hr3= 209,456 and Hr4= 62, 26. Consequently, only the inherent climate, more precisely that of personal relations and teamwork, security, justice, discipline, and the sense of belonging can explain the relationship between variables based on the school climate.