[ EFFICACITE COMPAREE DE DEUX METHODES D’ENSEIGNEMENT EN FRANÇAIS CHEZ LES ELEVES DE 5ème PRIMAIRE A KISANGANI ]
Volume 31, Issue 2, July 2017, Pages 241–254
Augustin MUKIEKIE TSHITE1 and Gratien MOKONZI BAMBANOTA2
1 Faculté de Psychologie et des Sciences de l’Education, Département des Sciences de l’Education, Université de Kisangani, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Currently R.D. Congo, effective teaching practices to the best methods of teaching remains a theme in the educational discourse. Because of the attention focused on this issue by those who would make effective teaching, we wanted to compare the effectiveness of two methods of teaching, active and participatory teaching and traditional teaching, using an approach quasi-experimental. We worked with 120 students of 5th year of primary school, divided into two groups, namely 60 students for the experimental group and 60 for other controls. Each group was subjected to two tests, as a pretest and the other as posttest. Trial of pretest allowed us to make us realize the starting level of the 120 students involved in the research. Given that students in the experimental group and the control group showed no significant difference in the pretest, they are therefore comparable. The results at the end of this study showed that the experimental group who met the students taught by active and participatory pedagogy achieved a performance far superior to the control group composed mostly of students taught by traditional education. This means that active learning and participatory and more effective than traditional teaching. Because of its efficiency, it can be enhanced and promoted in schools.
Author Keywords: Educational Effectiveness, methods, yield, experimentation, active and participatory pedagogy, traditional pedagogy, school, Evaluation.
Volume 31, Issue 2, July 2017, Pages 241–254
Augustin MUKIEKIE TSHITE1 and Gratien MOKONZI BAMBANOTA2
1 Faculté de Psychologie et des Sciences de l’Education, Département des Sciences de l’Education, Université de Kisangani, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Currently R.D. Congo, effective teaching practices to the best methods of teaching remains a theme in the educational discourse. Because of the attention focused on this issue by those who would make effective teaching, we wanted to compare the effectiveness of two methods of teaching, active and participatory teaching and traditional teaching, using an approach quasi-experimental. We worked with 120 students of 5th year of primary school, divided into two groups, namely 60 students for the experimental group and 60 for other controls. Each group was subjected to two tests, as a pretest and the other as posttest. Trial of pretest allowed us to make us realize the starting level of the 120 students involved in the research. Given that students in the experimental group and the control group showed no significant difference in the pretest, they are therefore comparable. The results at the end of this study showed that the experimental group who met the students taught by active and participatory pedagogy achieved a performance far superior to the control group composed mostly of students taught by traditional education. This means that active learning and participatory and more effective than traditional teaching. Because of its efficiency, it can be enhanced and promoted in schools.
Author Keywords: Educational Effectiveness, methods, yield, experimentation, active and participatory pedagogy, traditional pedagogy, school, Evaluation.
Abstract: (french)
Actuellement en R.D.Congo, l’efficacité des pratiques pédagogiques, au mieux des méthodes d’enseignement reste un thème abordé dans le discours pédagogique. A cause de l’attention focalisée sur cette question par ceux qui voudraient rendre l’enseignement efficace, nous avons tenu à comparer l’efficacité de deux méthodes d’enseignement, la pédagogie active et participative et, la pédagogie traditionnelle, recourant à une approche quasi-expérimentale. Nous avons travaillé avec 120 élèves de 5ème année primaire, repartis en deux groupes, à savoir 60 élèves pour le groupe expérimental et, 60 autres pour le groupe témoin. Chaque groupe a été soumis à deux épreuves, une comme prétest et, l’autre comme post-test. L’épreuve du prétest nous a permis de nous rendre compte du niveau de départ de ces 120 élèves impliqués dans la recherche. Etant donné que les élèves du groupe expérimental et ceux du groupe témoin n’ont pas présenté de différence significative au prétest, ils sont donc comparables. Les résultats obtenus à l’issue de cette étude ont montré que le groupe expérimental qui réuni les élèves enseignés par la pédagogie active et participative a réalisé un rendement de loin supérieur à celui du groupe témoin composé essentiellement des élèves enseignés par la pédagogie traditionnelle. Ceci signifie que la pédagogie active et participative et plus efficace que la pédagogie traditionnelle. A cause de son efficacité, elle peut être intensifiée et encouragée dans les écoles.
Author Keywords: Efficacité pédagogique, méthodes, rendement, expérimentation, pédagogie active et participative, pédagogie traditionnelle, école, évaluation.
How to Cite this Article
Augustin MUKIEKIE TSHITE and Gratien MOKONZI BAMBANOTA, “EFFICIENCY COMPARED OF TWO METHODS OF TEACHING IN FRENCH AMONG THE PUPILS OF FIFTH PRIMARY SCHOOLS IN KISANGANI,” International Journal of Innovation and Scientific Research, vol. 31, no. 2, pp. 241–254, July 2017.
