Pratique de l’APC par les enseignants et réussite en mathématiques chez les élèves des écoles primaires publiques de Yaoundé IIIe

Abstract

We have studied the effect of the competence based approach on the students’ success in Mathematics. This topic has interested us because mathematics constitutes a necessary instrument subject for the insertion and evolution of the leaner in school and society; and for a country development. We have also realized that students come across a lot of difficulties in mathematics and that the leaners’ level in this subject is too low. The observation made at the inspectorate of Yaoundé III sub-division; the official statistics of the 2014 First Living Certificate results per subject show that the success rate in mathematics is 31. 02%, as compared to a failure rate of 68.98%.In various schools of this sub-division, we focused on continuous assessments marks in mathematics in the academic year 2013-2014, from the first to the third sequence and this result confirmed the weakness of students in mathematics. Piaget’s theory of constructivism states that, when the leaner comes across problematic situations, he /she can use and / or modify his /her skills to solve them. Besides, Vygotsky’s theory of socio-constructivism (1995, p.355) stated that: “what a child does now through collaboration, he/she will be able to do it tomorrow through imitation. » However, we realize that students are not still able to use nor to modify their skills to solve problematic situations that are proposed to them. They don’t succeeded in transferring or mobilizing acquire resources in order to efficiently solve complex mathematical situations that have created our unsatisfaction. Thus, this study is showing the link between the applications of the Competence Based Approach and the students’ success in mathematics. The general hypothesis that guided our work is: The application of the Competence Based Approach significantly proves the learners’ success in mathematics. Our operational hypotheses are the following: 1. There is a link between some learning aspects of punctual resources and the students ‘success in mathematics. 2. There is a link between some aspects of the realization of an integration activity and the students ‘success in mathematics. 3. There is a link between some aspects of formative evaluation and the students ‘success in mathematics. 4. There is a link between some aspects of teachers’ organization of remediation and the students ‘success in mathematics. Hence, our study dwells in a quantitative approach and we have chosen the experimental method. Our proportional stratified data have enabled us to constitute a sample of 140 students. The evaluation helped us in collecting our data and confirming our hypothesis, since sig (bilateral) = 0,000 < 0 ,005. The limits of our work are that we have not carried out our research in all schools of our study site. However, this does not make our work invalid. In order to improve learners’ success in mathematics, we suggest that authorities in charge of teachings should train all primary school teachers in the implementation of the competence based approach in classrooms, following the training from that we have proposed and that teachers must realize integration activity after the acquirement resources process as prescribe by the Competence Based Approach.