[ Stratégies d’accompagnement des élèves en difficultés par les enseignants du primaire de Bena-Dibele en français et mathématique ]
Volume 60, Issue 2, May 2022, Pages 86–91
Emile Malamba Shongo1, Matthieu Ntambue Kapukana2, Jean Pierre Osangamboko Onyipala3, and André Ngola Woko4
1 Université de Lodja, Province de Sankuru, RD Congo
2 Université de Lodja, Province de Sankuru, RD Congo
3 Université de Lodja, Province de Sankuru, RD Congo
4 Université de Lodja, Province de Sankuru, RD Congo
Original language: French
Copyright © 2022 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.
In conducting this study, we sought to determine the difficulties encountered by elementary school students in BENA-DIBELE in mathematics and French and to identify the strategies used by teachers to support students with difficulties. Based on an occasional sample of 60 teachers, we realized that the students of BENA-DIBELE experience learning difficulties. These include problems with spelling (23.5%), agreement (23.5%), writing (18%), diction (17.5%) and pronunciation (17%) in French; and problems with solving operations (50%), thinking (45.35%) and measurement (4.65%) in mathematics. To overcome these difficulties, teachers use several strategies to support these students. These include remediation (13.87%), assigning homework (17.65%) and questioning (13.66%), correcting homework (9.34%), submitting to application exercises (15.55%), checking work (6.30%) and assigning homework (11.75%). From the above, it is interesting that teachers multiply directed and homework assignments to help students better internalize the concepts learned and prepare their transfer to the field of everyday life. Also, it is necessary to facilitate the exchange of information between parents and teachers, both physically and through the communication notebooks, to inform them of their children's performance.
Author Keywords: learning difficulties, pupil support, remediation, primary education, DR Congo.
Volume 60, Issue 2, May 2022, Pages 86–91
Emile Malamba Shongo1, Matthieu Ntambue Kapukana2, Jean Pierre Osangamboko Onyipala3, and André Ngola Woko4
1 Université de Lodja, Province de Sankuru, RD Congo
2 Université de Lodja, Province de Sankuru, RD Congo
3 Université de Lodja, Province de Sankuru, RD Congo
4 Université de Lodja, Province de Sankuru, RD Congo
Original language: French
Copyright © 2022 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
In conducting this study, we sought to determine the difficulties encountered by elementary school students in BENA-DIBELE in mathematics and French and to identify the strategies used by teachers to support students with difficulties. Based on an occasional sample of 60 teachers, we realized that the students of BENA-DIBELE experience learning difficulties. These include problems with spelling (23.5%), agreement (23.5%), writing (18%), diction (17.5%) and pronunciation (17%) in French; and problems with solving operations (50%), thinking (45.35%) and measurement (4.65%) in mathematics. To overcome these difficulties, teachers use several strategies to support these students. These include remediation (13.87%), assigning homework (17.65%) and questioning (13.66%), correcting homework (9.34%), submitting to application exercises (15.55%), checking work (6.30%) and assigning homework (11.75%). From the above, it is interesting that teachers multiply directed and homework assignments to help students better internalize the concepts learned and prepare their transfer to the field of everyday life. Also, it is necessary to facilitate the exchange of information between parents and teachers, both physically and through the communication notebooks, to inform them of their children's performance.
Author Keywords: learning difficulties, pupil support, remediation, primary education, DR Congo.
Abstract: (french)
En réalisant cette étude, nous avons cherché à déterminer les difficultés rencontrées par les élèves des écoles primaires de BENA-DIBELE en mathématique et en français et identifier les stratégies utilisées par les enseignants pour accompagner les élèves en difficultés. Partant d’un échantillon occasionnel de 60 enseignants, nous nous sommes rendu compte que les élèves de BENA-DIBELE éprouvent des difficultés d’apprentissage. Il s’agit entre autre des problèmes d'orthographe (23,5%), d'accord (23,5%), de rédaction (18%), de diction (17,5%) et de prononciation (17%) pour le français; de résolution des opérations (50%), de réflexion (45,35%) et de mesure (4,65%) pour les mathématiques. Pour pallier à ces difficultés, les enseignants recourent à plusieurs stratégies pour accompagner ces élèves. Il s’agit, entre autres la remédiation (13,87%), l’assignation des devoirs scolaires (17,65%) et interrogation (13,66%), la correction des devoirs (9,34%), la soumission aux exercices application (15,55%), le contrôle des travaux (6,30%) et l’assignation des devoirs à domicile (11,75%). De ce qui précède, il est intéressant que les enseignants multiplient des devoirs dirigés et à domiciles pour aider les élèves à mieux intérioriser les notions apprises et préparer leurs transferts dans le domaine de la vie courante. Aussi, il faut faciliter l’échange des informations entre les parents et l’enseignant, aussi bien physiquement qu’à travers les cahiers de communication pour les informer de la performance de leurs enfants.
Author Keywords: difficultés d’apprentissage, accompagnement des élèves, remédiation, enseignement primaire, RD Congo.
How to Cite this Article
Emile Malamba Shongo, Matthieu Ntambue Kapukana, Jean Pierre Osangamboko Onyipala, and André Ngola Woko, “Support strategies for pupils with learning difficulties by primary school teachers in Bena-Dibele in French and mathematics,” International Journal of Innovation and Scientific Research, vol. 60, no. 2, pp. 86–91, May 2022.
