Volume 40, Issue 1, December 2018, Pages 131–140
Homer LIFULU ALOKO1 and Fidèle Litielo Likambelo2
1 Chef de travaux, Faculté de Psychologie et des Sciences de l’Education de l’Université de Kisangani, RD Congo
2 Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
Original language: French
Copyright © 2018 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.
The survey scrutinizes the effect of the well-being feeling in the school on the scores in mathematics of the schoolchildren. This well-being to the school covers some personal features (behavioral, emotional, cognitive) of the pupil, but as sometimes social (relations with the equals or the adults of the school community) and contextual (ambiance, rules, discipline, school requirements, ...). To collect the data, a reliable math test (ɑ=78) and has a questionnaire of well-being to the school been managed to the schoolchildren (2703) of 5th in 48 schools selected by the uncertain sampling technique, stratified and weighted. After descriptive, correlative and regressive analysis, the scores of the schoolchildren appeared very dissatisfactory. The well-being contributes non meaningful manner (0,8%) to the total variance of the scores of the schoolchildren. What shows the very mediocre quality of life in the Congolese schools.
Author Keywords: Well-being to the school, performances, mathematics, school success.
Homer LIFULU ALOKO1 and Fidèle Litielo Likambelo2
1 Chef de travaux, Faculté de Psychologie et des Sciences de l’Education de l’Université de Kisangani, RD Congo
2 Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
Original language: French
Copyright © 2018 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
The survey scrutinizes the effect of the well-being feeling in the school on the scores in mathematics of the schoolchildren. This well-being to the school covers some personal features (behavioral, emotional, cognitive) of the pupil, but as sometimes social (relations with the equals or the adults of the school community) and contextual (ambiance, rules, discipline, school requirements, ...). To collect the data, a reliable math test (ɑ=78) and has a questionnaire of well-being to the school been managed to the schoolchildren (2703) of 5th in 48 schools selected by the uncertain sampling technique, stratified and weighted. After descriptive, correlative and regressive analysis, the scores of the schoolchildren appeared very dissatisfactory. The well-being contributes non meaningful manner (0,8%) to the total variance of the scores of the schoolchildren. What shows the very mediocre quality of life in the Congolese schools.
Author Keywords: Well-being to the school, performances, mathematics, school success.
Abstract: (french)
L’étude scrute l’effet du sentiment de bien-être à l’école sur les scores en mathématiques des écoliers. Ce bien-être à l’école recouvre certaines caractéristiques personnelles (comportementales, affectives, cognitives) de l’élève, mais aussi parfois sociales (relations avec les pairs ou les adultes de la communauté scolaire) et contextuelles (ambiance, règles, discipline, exigences scolaires, etc.). Pour collecter les données, une épreuve de mathématiques fiable (ɑ=78) et un questionnaire de bien-être à l’école ont été administrés à 2703 écoliers de 5e dans 48 écoles selectionnées par la technique d’échantillonnage aléatoire, stratifiée et pondée. Après analyse descriptive, corrélative et régressive, les scores des écoliers se sont montrés très insatisfaisants. Le bien-être contribue de manière non-significative (0,8%) à la variance totale des scores des écoliers. Ce qui montre la piètre qualité de vie dans les écoles congolaises.
Author Keywords: Bien-être à l’école, performances, mathématiques, réussite scolaire.
How to Cite this Article
Homer LIFULU ALOKO and Fidèle Litielo Likambelo, “Sentiment de bien-être à l’école et performances en mathématiques des écoliers de 5e année de Bunia et de Kisangani, RDC,” International Journal of Innovation and Scientific Research, vol. 40, no. 1, pp. 131–140, December 2018.
