Impacts du passage de l’approche par objectif à l’approche par les compétences sur l’enseignement de la géographie : cas des classes de 3e du lycée de Ngoa-Ekele dans l’arrondissement de Yaoundé iii.

Abstract

The present work is entitled "Impacts of the shift from the goal-based approach (OBA) to the competency-based approach (CBA) to the teaching of geography in 3ème classes: the case of the Ngoa-Ekélé high school in the Yaounde III subdivision. The objective of the study is to show the influence of the shift from pedagogy by objective to the approach by the skills on the teaching of the geography by referring to the cases of 3éme Classes. To carry out this study, a general hypothesis has been formulated: The transition from OBA to CBA impacts the teaching of geography in the 3ème Classes. The operationalization of the variables allowed us to identify three specific hypotheses: HS1 the transition from OBA to CBA influences the preparation of geography courses; HS2: the transition from OBA to CBA influences the lesson's conduct in geography; HS3: The transition from OBA to CBA influences the assessment of student performance in geography. To achieve our goal, we conducted a mixed study (qualitative and quantitative) that allowed us to collect various types of data from 17 teachers from the Geography Department of Ngoa-Ekélé High School and 30 students repeating the class in the same school. The interview and the questionnaire are used as collection instruments. We also stripped text books, statistical sheets, proofs. The data collected was the subject of two types of analysis: statistical analysis and content analysis. The correlation coefficient, the chi-square of B. Pearson and the V of Cramer made it possible to verify the results of our analyzes. This analysis allowed us to reverse one of our hypotheses (HS1) and to confirm the other two. Thus, the first research hypothesis on the impact of the transition from OBA to CBA on lesson preparation was reversed. Indeed, the cannons of preparing a lesson despite the change of approach have remained intact even though the program has changed. The second hypothesis (HS2) on the conduct of the lesson was confirmed because the results show that the new approach has greatly changed the way a lesson is conducted by introducing new elements, new parts and new ways of working. . The third hypothesis (HS3) is also confirmed. The OBC has made it possible to increase school performance and gives the learner the skills to manage the problems of his direct environment in terms of know-how and savoir-être. In the end, it turns out that the shift from pedagogy by objective to the skills approach has had an impact on the teaching of geography in the third class, especially on the conduct and evaluation of student performance.