Effet des classes et des écoles sur les performances en mathématiques des élèves de 4e année du primaire de la Province orientale en République démocratique du Congo

Abstract

Mesure et évaluation en éducation Effet des classes et des écoles sur les performances en mathématiques des élèves de 4e année du primaire de la

The determinants of the quality of primary education in Cameroon

“…They found out that the school explains 52% of the variance and the pupil 48% in 5 Francophone African countries. On the other hand, our results are far from those of Mokonzi et al, (2019) who found out that 71%, 16% and 13% of the total variance are located at the stude nt, class and school levels respectively. Also, the work of Thuku and Hungi (2013) who found out that 61.1%, 5.1% and 33.8% of the variance in mathematics achievement of Kenyan primary 6 students is at the pupil, class and school levels respectively.…”

“…The schools with the highest enrolment are those located in urban areas. This result is contrary to those of (Gershenson and Langbein, 2015;Jones et al, 2011) who found out that it does not have a significant effect on performance and those of (Mokonzi, 2019), who found a negative influence of class size on student performance in the Democratic Republic of Congo.…”

“…Classroom characteristics (especially class size and intellectual level of the group) influence students' performance. Mokonzi et al (2019) obtain this result in the Democratic Republic of Congo. The result is the same in Bijou and Bennouna (2018) about the class size on students' learning in grade 4 of primary school in Morocco.…”

“…Mingat and Suchaut (2000), using the results of 15 empirical studies carried out in French-speaking Africa, came to similar conclusions. Mokonzi et al (2019) find that in Congo, teacher's characteristics (professional experience, in-service training, and the learning opportunity they provide to the class) do not impact on mathematics learning of primary grade 4 pupils. Michaelowa et al (2006) based on PASEC data do not observe any significant differences in learning achievement according to the status of the teacher (civil servant or contractual), neither in 2 nd year nor in 5 th year.…”

“…However, Michaelowa (2001) found that class size does not affect, learning in 6 Francophone African countries. The experience of the headmaster in school management and school administration influences pupils' performance in primary school in Congo according to Mokonzi et al (2019) and in Uganda according to Nannyonjo (2007). The distance between the school and the teachers' residence the lack of basic classroom resources are barriers to learning, (Hungi et al, 2017).…”