Volume 31, Issue 1, June 2017, Pages 173–185
Augustin Issoy Awongi1
1 Université de Kisangani, FPSE, 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.
Our concern was to know if the recommendations made at the end of the study conducted in Kisangani, in the Democratic Republic of the Congo, on variables related to the student explaining differences in performance of schoolchildren may be applicable without difficulties in the concerned town, a question of their feasibility. Thinking about it, we concluded that: - Economic, security or professional constraints may prevent compliance with the age of the beginning of primary education. - Bilingualism or multilingualism rest the intermediate way instead of exclusive and early of the French learning. - The influence of the disunity of couples depends from one country to another, from one culture to another. - Maintaining permanent contact with children in case of no cohabitation compensates for the problem. - Material goods return to the family's socio-economic problems; most of the parents are economically disadvantaged. - The involvement of mothers to the homework must be supported and backed by other members of families. - There are some situations leading necessarily to change schools. It is nevertheless recommended to keep the child in one school up to the end of the cycle. The proposed recommendations are relevant and justified, applicable in a conducive and stable socio-economic context. Nevertheless, three issues are to be considered: the socio-economic conditions; the security conditions and the will to put them into practice.
Author Keywords: recommendations, Determinants, performance, variable related to the student, socio-economic context, environment family, multilingualism.
Augustin Issoy Awongi1
1 Université de Kisangani, FPSE, 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
Our concern was to know if the recommendations made at the end of the study conducted in Kisangani, in the Democratic Republic of the Congo, on variables related to the student explaining differences in performance of schoolchildren may be applicable without difficulties in the concerned town, a question of their feasibility. Thinking about it, we concluded that: - Economic, security or professional constraints may prevent compliance with the age of the beginning of primary education. - Bilingualism or multilingualism rest the intermediate way instead of exclusive and early of the French learning. - The influence of the disunity of couples depends from one country to another, from one culture to another. - Maintaining permanent contact with children in case of no cohabitation compensates for the problem. - Material goods return to the family's socio-economic problems; most of the parents are economically disadvantaged. - The involvement of mothers to the homework must be supported and backed by other members of families. - There are some situations leading necessarily to change schools. It is nevertheless recommended to keep the child in one school up to the end of the cycle. The proposed recommendations are relevant and justified, applicable in a conducive and stable socio-economic context. Nevertheless, three issues are to be considered: the socio-economic conditions; the security conditions and the will to put them into practice.
Author Keywords: recommendations, Determinants, performance, variable related to the student, socio-economic context, environment family, multilingualism.
How to Cite this Article
Augustin Issoy Awongi, “Regard critique sur les déterminants des performances des élèves de Kisangani en compétences de la vie courante : Faisabilité, écueils et nuances des implications pédagogiques liées à l’élève,” International Journal of Innovation and Scientific Research, vol. 31, no. 1, pp. 173–185, June 2017.
