Enseignement en contexte de COVID-19 et performance scolaire : Cas du lycée technique d’Ebolawa.

Abstract

During this COVID-19 crisis, the government's main goal has been to save as many lives as possible. In order to achieve this, the country has taken a 'pause', closing its borders and putting in place various forms of containment impacting a large part of the economies but also the education system. These measures have been the subject of criticism, who point out that the "remedy", or the social measures imposed on the populations, must not be worse than the health crisis itself. Nevertheless, the State preferred to temporarily stop most of its economic and social activities, especially in the education sectors, in order not to overload the health system, giving priority to lives and not to maintaining a facade. of normality. It is therefore important, apart from the priorities chosen by the state, to identify the teaching methods adopted in this period of health crisis and assess their impact on school performance, particularly in the technical high school of Ebolowa. To do this, we asked ourselves, to what extent do teaching methods in times of COVID influence school performance? In view of this question, the objectives thus set are: To show that teaching methods in the context of COVID-19 significantly influence school performance. Specifically, its objectives are as follows: Show that COVID negatively impacts the learning education system. Demonstrate that distance education and the part-time system positively influence school performance To this end, the hypotheses formulated are: Methods of teaching in COVID times influence school performance HS1: COVID negatively impacts the learning education system HS2: Distance education and the part-time system positively influence school performance.