Dispositif d’enseignement sur la détermination de la période de fécondité et développement des compétences des élèves de première littéraire en santé de reproduction.

Abstract

This thesis focuses on the teaching system for determining the fertility period and the development of reproductive health skills among the students of lower sith literature. Based on observations that students have incorrect concepts about determining the fertility period and that teachers do not take these initial concepts in consideration to teach how to determinate the fertility period effectively, this work aims to evaluate the influence of taking initial concepts in consideration on the development of reproductive health skills among f the students of lower sith literature. This research was motivated by a main question: "Which teaching system should be used for the developement of skills among the students of lower sith literature in reproductive health?" From this main question, we hypothesized that a teaching system that takes initial concepts in consideration for determining the fertility period contributes to the development of students' reproductive health skills. To verify our hypothesis, we conducted a mixed and quasi- experimental study with 44 students of lower sith literature from the mixed high school of Mvengue, located in the southern region of Cameroon. We divided our sample into two groups of 22 students: the experimental group, on which the system of taking initial concepts in consideration was implemented, and the control group, which underwent the traditional teaching method. Using a question sheet addressed to the learners and interviews conducted with the teachers, data analysis was carried out using SPSS software for quantitative data and a content analysis grid for qualitative data. The results of these analyses revealed that the system of taking initial concepts into consideration for determining the fertility period improves students' reproductive health skills. Based on these results, we made several suggestions to various actors in the Cameroonian educational system to facilitate the proper integration of the system of taking initial learner concepts into account in classroom practices.