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.
The aim of this article on educational alignment in mathematics and French in Goma primary schools is to: "Check whether, during the teaching-learning process, Goma primary school teachers apply the theory correctly pedagogical alignment ". In other words, check if there is consistency between the components of the pedagogical alignment. The results of the study show that these teachers have shortcomings in the application of this theory. Training is therefore necessary.
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.
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.
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.
After fifty-six years (56) of its independence, DRC doesn’t succeed to organize special teaching everywhere at its national territory. Out of thirty (30) educational provinces, only twenty-two (22) provinces organize special teaching (An average of 109 special schools out of 51 377 ordinary schools). Eight educational provinces are lacking in this special teaching, may be Eighty (80) national teaching subdivisions don’t take care of disabled children. What to do? DRC must adopt new approaches which allow organization of this specific teaching everywhere. Hence inclusive education seems to be the most suitable approach to assure education for all in DRC; but many conditions of it success must be gathered. So, in the future, RDC must reform its educative system.
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.
Currently R.D. Congo, effective teaching practices to the best methods of teaching remains a theme in the educational discourse. Because of the attention focused on this issue by those who would make effective teaching, we wanted to compare the effectiveness of two methods of teaching, active and participatory teaching and traditional teaching, using an approach quasi-experimental. We worked with 120 students of 5th year of primary school, divided into two groups, namely 60 students for the experimental group and 60 for other controls. Each group was subjected to two tests, as a pretest and the other as posttest. Trial of pretest allowed us to make us realize the starting level of the 120 students involved in the research. Given that students in the experimental group and the control group showed no significant difference in the pretest, they are therefore comparable. The results at the end of this study showed that the experimental group who met the students taught by active and participatory pedagogy achieved a performance far superior to the control group composed mostly of students taught by traditional education. This means that active learning and participatory and more effective than traditional teaching. Because of its efficiency, it can be enhanced and promoted in schools.
This study poses the diagnosis of the pygmies education in the South Kivu province in the Democratic Republic of the Congo during the period from 2005-2006 to 2010-2011. It focuses on the school statistics and the qualitative data collected from directors and teachers of primary and secondary schools, pygmies pupils parents, local and international Non Governmental Organizations representatives working in the four territories where 65 % of pygmy population concentrates. It comes out from the analysis made on these data that despite the fact that they are very weak, the sizes of pygmies pupils have increased each year four times more quickly than those of non pygmies pupils, that is to say 12% of the increasing rate versus 3%. This important expansion of pygmies children education goes unfortunately with an irregular school attendance, which emerges, in general, on an important school disconnection, representing, at least, 34% of enrolled sizes. If the school disconnection is fundamentally explained by poverty, the discrimination that pygmies undergo in their milieu, as well as their attachment on their culture are not withdrawal. In addition to these difficulties, the South Kivu pygmies ‘education also faces an imbalance between education demand and supply and mainly the type of school organized for these people.
Within the context of the achievement of the goals of education for all (EFA), it was recommended that we proceed, in each region of the world and even in each country with its different administrative units, to the assessment of both the expansion and the quality of EFA. This last type of assessments is crucial inasmuch as it is better not to educate people than to offer them a low quality education. It is with the concern for the assessment of the quality of EFA, in its section regarding primary schooling, that this research was undertaken. The aim was to find out the level of study where the loss of acquired knowledge in reading and writing was more perceptible between Swahili and French for students who drop out of school prematurely.