[ Performances en mathématiques des enseignants de 4ème année dans les écoles primaires de Kisangani en République Démocratique du Congo ]
Volume 45, Issue 2, November 2019, Pages 169–179
Stanislas Maroyi Lukula1 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 © 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 research explores the performances of elementary school fourth form teachers in mathematics, according to the content of the national program of elementary school in the Democratic Republic of Congo. Exactly it is about the knowledges in mathematics and the knowledges in methods and process for a correct transmission of the matter to pupils. The results show that the global achievement has reached the level of 49.48%. 28 teachers by 202, to say 13.9%, have reached the success level fixed at 70%, and 174 teachers by 202, to say 86.1 %, haven’t reached that threshold. The results show also that the global achievement is at level of 14.60% in methods and process. 8 teachers only by 202, to say 4 %, have reached the threshold of 70%. This study shows at last that the age is the best predictor of teachers’ performances in knowledges of mathematics. It is followed by the professional experience and the school network. The oldness in the fourth form takes the final position.
Author Keywords: teacher effect, mathematics achievement, correlation, linear regression.
Volume 45, Issue 2, November 2019, Pages 169–179
Stanislas Maroyi Lukula1 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 © 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 research explores the performances of elementary school fourth form teachers in mathematics, according to the content of the national program of elementary school in the Democratic Republic of Congo. Exactly it is about the knowledges in mathematics and the knowledges in methods and process for a correct transmission of the matter to pupils. The results show that the global achievement has reached the level of 49.48%. 28 teachers by 202, to say 13.9%, have reached the success level fixed at 70%, and 174 teachers by 202, to say 86.1 %, haven’t reached that threshold. The results show also that the global achievement is at level of 14.60% in methods and process. 8 teachers only by 202, to say 4 %, have reached the threshold of 70%. This study shows at last that the age is the best predictor of teachers’ performances in knowledges of mathematics. It is followed by the professional experience and the school network. The oldness in the fourth form takes the final position.
Author Keywords: teacher effect, mathematics achievement, correlation, linear regression.
Abstract: (french)
Cette recherche explore les performances des enseignants de 4e année en mathématiques conformément au prescrit du programme national de l’enseignement primaire en République Démocratique du Congo. Elle s’intéresse particulièrement aux connaissances en mathématiques et aux connaissances en méthodologie de la transmission de la matière aux écoliers de 4e année primaire. Les résultats de cette étude montrent que le rendement global en mathématiques-matière est de 49.48%. 28 enseignants sur 202, soit 13.9%, ont atteint le seuil de réussite fixé à 70%; et 174 enseignants sur 202, soit 86.1%, n’arrivent pas à ce seuil. Les résultats montrent aussi que le rendement est de 14.60 % en méthodologie et la moyenne globale est de 1.46 sur 10. Dans ce secteur de la méthodologie, 8 enseignants sur 202, soit 4 % seulement, ont atteint le seuil de 70% Cette étude montre enfin que l’âge de naissance est le meilleur prédicteur des performances des enseignants en connaissances des mathématiques. Il est suivi par l’expérience professionnelle et le réseau d’appartenance. L’ancienneté de l’enseignement dans la classe de 4eme année occupe la dernière position.
Author Keywords: effet-maître, performances en mathématiques, corrélation, régression linéaire.
How to Cite this Article
Stanislas Maroyi Lukula and Gratien MOKONZI BAMBANOTA, “Mathematical performances of 4th grade teachers in Kisangani primary schools in the Democratic Republic of Congo,” International Journal of Innovation and Scientific Research, vol. 45, no. 2, pp. 169–179, November 2019.
