Volume 36, Issue 1, April 2018, Pages 79–88
David MALALA NTAMBUE1 and Gratien MOKONZI BAMBANOTA2
1 Chef de Travaux, Institut Supérieur Pédagogique de Bukavu, 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 © 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.
Improving the quality of higher education in D.R. Congo and in Several countries in the world is currently the priority objective fixed in different educative policies. Due to attention given to this question by those who seek effectiveness of higher education, we have evaluated the quality of teaching thanks to achieved performances of students by resorting to experimental approach. In this regard, we have compared the results of two thousand and twenty two (2022) students in ten promotions who have been submitted to pre-test and post-test. Considering students performances during pre-test and post-test, all the promotions are superior to 0,15. Nevertheless, students’ performances during post-test are superior to those of pre-test.
Author Keywords: Evaluation, quality of teaching, dimensions of teaching, performance, experimentation, output.
David MALALA NTAMBUE1 and Gratien MOKONZI BAMBANOTA2
1 Chef de Travaux, Institut Supérieur Pédagogique de Bukavu, 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 © 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
Improving the quality of higher education in D.R. Congo and in Several countries in the world is currently the priority objective fixed in different educative policies. Due to attention given to this question by those who seek effectiveness of higher education, we have evaluated the quality of teaching thanks to achieved performances of students by resorting to experimental approach. In this regard, we have compared the results of two thousand and twenty two (2022) students in ten promotions who have been submitted to pre-test and post-test. Considering students performances during pre-test and post-test, all the promotions are superior to 0,15. Nevertheless, students’ performances during post-test are superior to those of pre-test.
Author Keywords: Evaluation, quality of teaching, dimensions of teaching, performance, experimentation, output.
Abstract: (french)
Améliorer la qualité de l’enseignement supérieur et universitaire est actuellement, en RD Congo et dans plusieurs pays du monde un objectif prioritaire fixé dans les différentes politiques éducatives. Du fait de l’attention accordée à cette question par ceux qui recherchent l’efficacité de l’enseignement supérieur et universitaire, nous avons évalué la qualité de l’enseignement à partir des performances réalisées par les étudiants en recourant à une approche pré-expérimentale. A cet effet, nous avons comparé les résultats de 2022 étudiants répartis dans dix promotions au prétest et au post-test. En considérant les performances des étudiants au prétest et au post-test, toutes les promotions sont des groupes hétérogènes car les coefficients de variation sont supérieurs à 0.15. Cependant, les performances des étudiants au post-test sont supérieures à celles du prétest.
Author Keywords: Evaluation, qualité de l’enseignement, dimensions de l’enseignement, performance, expérimentation, rendement.
How to Cite this Article
David MALALA NTAMBUE and Gratien MOKONZI BAMBANOTA, “PERFORMANCES DES ETUDIANTS A L’INSTITUT SUPERIEUR PEDAGOGIQUE DE BUKAVU,” International Journal of Innovation and Scientific Research, vol. 36, no. 1, pp. 79–88, April 2018.
