Régulations interactives par la langue maternelle dans le système didactique sur la motivation à apprendre chez les élèves du cours préparatoire de l’École publique de Nkolbisson au Cameroun

Abstract

This study examines the impact of taking into account interactive regulations by the mother tongue in the didactic system on the motivation to learn among class II students Government Primary School of Nkolbisson in Cameroon. Learning is a complex activity which articulates not only cognitive and affective processes, but also the different regulations linked to behavior. However, on a daily basis in class II classrooms, the mother tongue, far from being a means of facilitating academic achievement, does not fully place learners in continuity with family experience. The organization of educational activities envisaged in the didactic system does not give rise to interactive regulations. Class II Students encounter several learning difficulties linked to interactive regulations in their mother tongue. In other words, there is no opportunity for co-construction of knowledge through the mother tongue between the actors of the teaching system. The methodological approach adopted is part of the explanatory paradigm of the predictive and relational type. The collection of data through school knowledge tests in Science and Technology favored the quasi-experimental design before and after with a non- equivalent control group. Indeed, the hypothetico-deductive approach was carried out with 50 class II students from the Government Primary School of Nkolbisson, divided into two groups of 25 students (experimental and control) subjected to the pre-test and the post-test. To test the hypotheses, the numerical value of the Student's T test and the ANOVA test were used to obtain the results. These results were confirmed by correlational and simple linear regression analyses. At the end of these analyses, it appears that the values of the student's T test at the post test are 17.174 (Research Hypothesis (RH)1), 12.777 (RH2), 11.248 (RH3) with significance thresholds < 0.05. That was 0.003; 0.00 and 0.002 respectively. Hence the confirmation of the three research hypotheses and the general hypothesis. In order to increase the motivation to learn through the mother tongue and to expand the field of study, some perspectives and interests of the study have been considered.