Utilisation des photos dans l’apprentissage des leçons sur le climat : cas du premier cycle au lycée bilingue de Yaoundé.

Abstract

The present theme is titled Using Photos in Learning Lessons on Climate: Case of the First Cycle of Yaoundé Bilingual High School. To complete this study, we have formulated the following research question: Can we say that taking pictures into account is effective in learning lessons about climate in the undergraduate classes at LBY? To answer this question, we have formulated a general assumption that the level of taking pictures into account is not effective in learning lessons about the climate in the undergraduate classes at Yaoundé Bilingual High School. Research objective was to evaluate the effectiveness of taking pictures into account in learning lessons about climate in the undergraduate classes at LBY The operationalization of the variables gave us the following three specific hypotheses: HS1: unavailability of photos as teaching material for the preparation of lessons on climate in the first cycle of the LBY HS2: the quantity and the quality of the photos used are not effective in the conduct of a lesson at the 1st cycle of the LBY HS3: the photos used in the evaluation do not allow to develop the skills in the learners of the first cycle of the LBY The maintenance and tabulation of the documents served as a method of data collection. Our population consisted of the first primary cycle at LBY, our data were analyzed thanks to the correlation coefficient and the chi-square of B. Pearson and V of Cramer. As a result of the analyzes, we found the following results: The results obtained proved that our three hypotheses were confirmed, which also confirms the general hypothesis that the level of taking pictures into account is not effective in learning lessons about the climate in the classes. Of the first cycle read LBY. Premium on board, all our H1 being accepted, our work seems mechanical. This meaning of all the hypotheses is explained by the fact that the teaching material used for the preparation of the lesson is the same used during the driving and during the sequential evaluation, that is to say that the photo used in the instruction sheet is the same used during the driving and evaluation. And, the absence of the photo in the educational sheet is also the absence of the photo in the conduct and in the evaluation of the lesson. However, these results present shortcomings that should be recommendations and suggestions to educational stakeholders, the main one of which is to equip the school with didactic material in general and particularly with photography, to enable geography teachers. Use it for lesson preparation and classroom practice to achieve the desired goals.