Volume 39, Issue 2, November 2018, Pages 151–162
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.
The quality of higher and university education is currently, in DR Congo and in several countries of the world, a theme addressed in the various educational policies. Due to the attention given to this question by practitioners of education and other partners who are interested in examining and evaluating the efficiency of higher and university education, we have evaluated the impact of the organization and the planning, the delivery, and the evaluation of teaching inputs on the learners’ performances by using a pre-experimental approach. To this end, we used the multiple regression on the results of 2022 students in ten learning form levels. We show here the possibility of predicting students’ performance by globally appreciating the contribution of three dimensions (planning and organization, delivery, and evaluation of learning inputs) in the total variation in the students’ performance. The results obtained for the different level forms show that the multiple regression coefficients found are not significant, since the associated probabilities are ≥ 0.01. Thus, planning and organization, delivery and evaluation are not good predictors of students’ performance regardless of the learners’ promotion. Their contribution to improving students’ performance is minimal.
Author Keywords: Assessment, quality of teaching, dimensions of teaching, performance, regression, performance, learning input.
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
The quality of higher and university education is currently, in DR Congo and in several countries of the world, a theme addressed in the various educational policies. Due to the attention given to this question by practitioners of education and other partners who are interested in examining and evaluating the efficiency of higher and university education, we have evaluated the impact of the organization and the planning, the delivery, and the evaluation of teaching inputs on the learners’ performances by using a pre-experimental approach. To this end, we used the multiple regression on the results of 2022 students in ten learning form levels. We show here the possibility of predicting students’ performance by globally appreciating the contribution of three dimensions (planning and organization, delivery, and evaluation of learning inputs) in the total variation in the students’ performance. The results obtained for the different level forms show that the multiple regression coefficients found are not significant, since the associated probabilities are ≥ 0.01. Thus, planning and organization, delivery and evaluation are not good predictors of students’ performance regardless of the learners’ promotion. Their contribution to improving students’ performance is minimal.
Author Keywords: Assessment, quality of teaching, dimensions of teaching, performance, regression, performance, learning input.
Abstract: (french)
La qualité de l’enseignement supérieur et universitaire est actuellement en RD Congo et dans plusieurs pays du monde un thème abordé 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 l’impact de l’organisation et la planification, de la prestation et de l’évaluation sur les performances des étudiants en recourant à une approche pré-expérimentale. A cet effet, nous avons recouru à la régression multiple sur les résultats de 2022 étudiants répartis dans dix promotions. Nous montrons ici la possibilité de prédire les performances des étudiants en appréciant globalement la contribution de trois dimensions (la planification et l’organisation, la prestation et l’évaluation) dans la variation totale des performances des étudiants. Les résultats obtenus pour les différentes promotions montrent que les coefficients de régression multiple trouvés sont non significatifs, car les probabilités associées sont ≥ 0,01. Ainsi, la planification et l’organisation, la prestation et l’évaluation ne sont pas de bons prédicteurs des performances des étudiants quelle que soit la promotion. Leur contribution à l’amélioration des performances des étudiants est faible.
Author Keywords: Evaluation, qualité de l’enseignement, dimensions de l’enseignement, performance, régression, rendement, gain d’apprentissage.
How to Cite this Article
David MALALA NTAMBUE and Gratien MOKONZI BAMBANOTA, “IMPACT DE LA QUALITE DE L’ENSEIGNEMENT SUR LES PERFORMANCES DES ETUDIANTS DE L’INSTITUT SUPERIEUR PEDAGOGIQUE DE BUKAVU,” International Journal of Innovation and Scientific Research, vol. 39, no. 2, pp. 151–162, November 2018.
