Apprentissage basé sur le développement des compétences et aptitude à exercer une profession en fin du cursus académique : étude menée auprès des étudiants de psychologie de l’Université de Yaoundé I

Abstract

This study starts from the premise that happened at the end of training, students have serious difficulties in an occupation at the end of the academic curriculum. According to specialists, the type of learning alone explains almost 78% of the acquisition of knowledge and skills. So the aim of this study was to determine whether there is a significant relationship between learning basic skills and the ability of students to pursue a profession at the end of the academic curriculum. The hypothesis is formulated as follows: there is a significant link learning basic skills and the ability of students to pursue a profession in the end of course. Operationalized, it gives the three following research hypotheses: HR1: The resolution of problem situations through the personal work of the student significantly influences the ability of students to pursue a profession at the end of the academic curriculum. HR2: The resolution of problem situations through group work significantly, influences the ability of students to pursue a profession at the end of the academic curriculum. HR3: The resolution of problem situations in the context of guided work significantly influences the ability of students to pursue a profession at the end of their academic curriculum. The theoretical framework of the study draws on the cognitive and socio cognitive theories of learning. Data were collected from a sample of 150 students from the University of Yaounde I, Department of Psychology through the questionnaire and analyzed using the correlation test of Bravais - Pearson. The analysis of correlations and regressions show that only HR3 is confirmed, HR1 and HR2 were infirmed. These results state that the ability of students to pursue a profession at the end of their academic curriculum is significantly related to the resolution of problem situations in the context of guided work. Here, learning activities are more related to skills. Therefore, they directly affect business situations and are more likely to develope the ability to exercise the same profession at the end of their academic curriculum.