Volume 40, Issue 2, January 2019, Pages 337–344
Kayumba Mugoyi Osée1 and Gratien MOKONZI BAMBANOTA2
1 Chef de Travaux, Université de Goma, 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 © 2019 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.
This study is about operationalizing the objectives of mathematics and French learning and their appropriateness to the evaluation issues in Goma Adventist elementary schools. It aims - To verify if Goma Adventist elementary school teachers make mathematics and French learning objectives operational in accordance with Mager’s three criteria (action verb, achievable and measurable). - To verify also if the evaluation items that they submit to the learners are consistent with the starting objectives. The investigation results reveal that teachers in Goma Adventist elementary schools have serious lacunae in the theory of pedagogic objectives operationalization and that training in this field is therefore required.
Author Keywords: objectives, teaching, learning, evolution, operational.
Kayumba Mugoyi Osée1 and Gratien MOKONZI BAMBANOTA2
1 Chef de Travaux, Université de Goma, 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 © 2019 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
This study is about operationalizing the objectives of mathematics and French learning and their appropriateness to the evaluation issues in Goma Adventist elementary schools. It aims - To verify if Goma Adventist elementary school teachers make mathematics and French learning objectives operational in accordance with Mager’s three criteria (action verb, achievable and measurable). - To verify also if the evaluation items that they submit to the learners are consistent with the starting objectives. The investigation results reveal that teachers in Goma Adventist elementary schools have serious lacunae in the theory of pedagogic objectives operationalization and that training in this field is therefore required.
Author Keywords: objectives, teaching, learning, evolution, operational.
Abstract: (french)
L’objectif poursuivi dans cette étude portant sur l’opérationnalisation des objectifs d’apprentissage de mathématique, du français et leur adéquation avec les questions d’évaluation dans les écoles primaires adventistes de Goma est : - Vérifier si, au cours de leurs enseignements, les enseignants des écoles primaires adventistes de Goma opérationnalisent les objectifs d’apprentissage selon les trois critères de Mager (verbe d’action, conditions de réalisation et critères d’évaluation). - Vérifier ensuite s’il y a concordance entre les questions de contrôle qu’ils posent et ces objectifs pédagogiques de départ. Les résultats de l’étude montrent que ces enseignants présentent des lacunes dans cette théorie d’opérationnalisation des objectifs pédagogiques. Une formation est donc nécessaire.
Author Keywords: objectifs opérationnel, enseignement, apprentissage, évaluation.
How to Cite this Article
Kayumba Mugoyi Osée and Gratien MOKONZI BAMBANOTA, “OPÉRATIONNALISATION DES OBJECTIFS D’APPRENTISSAGE DES MATHÉMATIQUES, DU FRANÇAIS ET LEUR ADÉQUATION AVEC LES QUESTIONS D’ÉVALUATION DANS LES ÉCOLES PRIMAIRES ADVENTISTES DE DE GOMA,” International Journal of Innovation and Scientific Research, vol. 40, no. 2, pp. 337–344, January 2019.
