[ Effet de composition de classe sur les performances des élèves de 4e primaire de Bunia et Kisangani en compréhension française ]
Volume 38, Issue 1, August 2018, Pages 64–78
Jean-Paul BELA Legono1 and Gratien MOKONZI BAMBANOTA2
1 Chef de Travaux, Faculté de Psychologie et 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 © 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 present paper examine the impact of class composition on achievement of the fourth primary year pupils in french understanding of Bunia and Kisangani, two cities of the Democratic Republic of the Congo. To arrive there, we exploited the data of the Service of Scheduling and Assessment in Education of the University of Kisangani. After analysis of the data, it proves that 45% of variance of the performances is located to the level of the schoolchildren and 55% to the level of the class. While introducing the individual variables in the model, these last explain 12% of the total variance of the performances of the schoolchildren in french understanding. While considering every hierarchical level, the variance non explained by the individual features rises respectively to 43% and 45% to the levels of the pupil and the class. Of all variables of the class composition introduced in this survey, only two among them display meaningful interrelationships with the results of the pupils. It is about the initial level of the pupils and the language spoken in family.
Author Keywords: Efficiency, effect-class, composition effect, performances in french understanding, multilevel.
Volume 38, Issue 1, August 2018, Pages 64–78
Jean-Paul BELA Legono1 and Gratien MOKONZI BAMBANOTA2
1 Chef de Travaux, Faculté de Psychologie et 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 © 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 present paper examine the impact of class composition on achievement of the fourth primary year pupils in french understanding of Bunia and Kisangani, two cities of the Democratic Republic of the Congo. To arrive there, we exploited the data of the Service of Scheduling and Assessment in Education of the University of Kisangani. After analysis of the data, it proves that 45% of variance of the performances is located to the level of the schoolchildren and 55% to the level of the class. While introducing the individual variables in the model, these last explain 12% of the total variance of the performances of the schoolchildren in french understanding. While considering every hierarchical level, the variance non explained by the individual features rises respectively to 43% and 45% to the levels of the pupil and the class. Of all variables of the class composition introduced in this survey, only two among them display meaningful interrelationships with the results of the pupils. It is about the initial level of the pupils and the language spoken in family.
Author Keywords: Efficiency, effect-class, composition effect, performances in french understanding, multilevel.
Abstract: (french)
Dans le présent article, nous examinons l’impact de la composition des classes sur les performances des élèves de quatrième année primaire en compréhension françaises de Bunia et Kisangani, deux villes de la République Démocratique du Congo. Pour y parvenir, nous avons exploité les données du Service de Planification et d’Évaluation en Éducation de l’Université de Kisangani. En analysant les données, nous avons constaté que 45% de la variance des performances se situent au niveau des écoliers et 55% au niveau de la classe. En introduisant les variables individuelles dans le modèle, ces dernières expliquent 12% de la variance totale des performances des écoliers en compréhension française. En considérant chaque niveau hiérarchique, la variance non expliquée par les caractéristiques individuelles s’élève à 43% et 45% respectivement aux niveaux de l’élève et de la classe. De toutes les variables de la composition de classe introduites dans cette étude, seulement deux d’entre elles affichent des corrélations significatives avec les résultats des élèves. Il s’agit du niveau initial des élèves et la langue parlée en famille.
Author Keywords: Efficacité, effet-classe, effet de composition, performances en compréhension française, multiniveau.
How to Cite this Article
Jean-Paul BELA Legono and Gratien MOKONZI BAMBANOTA, “Class composition effect on performances of the pupils of 4th primary school of Bunia and Kisangani in French understanding,” International Journal of Innovation and Scientific Research, vol. 38, no. 1, pp. 64–78, August 2018.
