Processus enseignement/apprentissage et amélioration de la réussite en second cycle scientifique de l’enseignement general (Tle D)

Abstract

The present research study is titled « Processus enseignement/apprentissage et amelioration de la réussite en second cycle scientifique de l’enseignement général (Tle D » in other words Teaching/learning process in the improvement of success in the second cycle science of general education (Tle D). The main idea is that learning requires effort. But it is also obvious that effort alone is not sufficient. One can make much effort and not learn in fact if they don’t know the precise effort to be made. To learn we need motivation, a reason for learning, a self confidence. Meanwhile, some teachers claim that as they teach, students automatically learn. Thus, it is essentially the quality of teaching which determines the quality of learning. In that perspective, emphasis is laid more on techniques than process and on results and visible manifestations rather than thinking methodologies or reasoning process related to them. The clarifications lead to the elaboration of a conceptual framework within educative intervention (Lenoir, 2009) which is characterized by the association established among didactic dimensions, organizational dimensions and institutional and social dimensions. It refers to a praxeologic conception which in education encloses dialectic anticipation, action and critical reflexion based on device, inserted in a know haw, as a traditional spaca aimed at favouring the learning process. The objective of this study is to check if the modalities of teaching/learning process improve success in the second cycle science in general education (TleD). To achieve that goal, the research has adopted a quasi experimental approach with a sample of 84 students belonging to experimental and testimonial groups. A test has been set to Terminal D students from Lycée classique et modern d’Ebolowa (Government High School Ebolowa). The main results obtained show that teaching, learning and evaluation should not be planned as sequences, as distinct moments of pedagogic approach, but should rather be conceived as dynamic interaction within that approach. There is then no way to conceive evaluation situation different from learning situation, the evaluation thus becoming integral part of a pedagogic approach within which various regulation and autoregulation modalities of learning and teaching activities are insented. At the end of the operationalisation of the hypotheses, we have adopted four research hypotheses which have all been approved.