Dispositifs didactiques en agriculture et développement des compétences des apprenants au cours des activités Agro-pastorales : Le cas des apprenants des classes de première au Lycée Bilingue de Foumbot

Abstract

This study focuses on the design of didactic device and the evaluation of its effects on the development of skills of first grade learners. In fact, in most African countries, youth aged between 20 and 25 years represent 64, 2% of the national population. Also, the result of the work of Louises, B et al. (2015) showed that estimates based on current demographic trends predict that in 2030, more than 22 million young people will flock to the labor market in these countries. However, in the very recent past, having a baccalaureate, Bachelor‟s degree or Doctorate degree was synonymous with immediate access to a professional job; which is no longer relevant today, insofar as the training received by the learner no longer allows in to respond validly to social demand. It is with a view to finding solutions to the problem of training-employment mismatch that we have found it judicious to conduct research on the theme: “Didactic Device in agriculture and Development of learners‟ skills during agro- pastoral Activities: The case of first year learners at the bilingual high school of Foumbot.” In order to solve this problem, the following question guided our work: « What didactic device should be designed to promote the development of agricultural skills among first grade learners? » The work was based on the hypothesis that a didactic device that integrates experiential learning, project-based pedagogy and didactic tools would promote the development of agricultural skills of first year learners. However, Frézal‟s 4I model (2020), Lenoir‟s theory of educational intervention (2004) and Sensevy‟s theory of joint action (2008) provided the theoretical framework for this work. Thus, from a quasi-experimental research and development carried out on a sample of 60 learners, data was collected based on a questionnaire coupled with tests and written records of the learners. Statistical analyzes with the use of student‟s “t” tests and anova, a priori and a posteriri analyzes made in possible obtain results that confirmed our research hypothesis. Indeed, hypothesis 1 was confirmed by the following results: F=1.956 with a probability of 0.002, well below the representativeness threshold of 0.05. Similary, the calculated F of hypothesis 2 gave 51.620 with a probability of 0.000 well below the representiveness threshold of 0.05. In addition, hypothesis 3 is confirmed thanks to the F= 12.796 with a probability of 0.001 which is also well below the threshold of representiveness of 0.05. Thus, in view of the above, we can conclude that the teaching of content related to agriculture from a didactic device that integrates experiential learning, didactic tools and project-based pedagogy promotes the development of skills of first grade learners on the one hand. It also constitutes a solution to the of training-employement mismatch.