[ Congruence entre les objectifs psychomoteurs et les questions d’évaluation dans l’enseignement des sciences de la vie de la septième éducation de base à la deuxième des humanités à Bukavu, RD Congo ]
Volume 73, Issue 1, June 2024, Pages 50–58
![Congruence between psychomotor objectives and evaluation questions in the teaching of life sciences from the seventh basic education to the second year of humanities in Bukavu, RD Congo Congruence between psychomotor objectives and evaluation questions in the teaching of life sciences from the seventh basic education to the second year of humanities in Bukavu, RD Congo](./docs/fulltext.png)
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Muhunga Matumwabiri Roger1, Niyonkuru Charles2, Bapolisi Bahuga Paulin3, and Bahati Wihoreye4
1 Professeur associé, Institut Supérieur de Développement Rural de Bukavu, Province de Sud-Kivu, Ville de Bukavu, RD Congo
2 Docteur en Gestion des Ressources Naturelles, Professeur à l’Université du Burundi, Burundi
3 Département de Psychopédagogie, Institut Supérieur pédagogique (ISP), RD Congo
4 Docteur en Didactique de Biologie, Professeur Associé à l’Institut Supérieur Pédagogique d’Idjwi, RD Congo
Original language: French
Copyright © 2024 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 aimed to determine the rate of teachers formulating evaluation questions congruent with the psychomotor objectives in life sciences from the seventh basic education to the second year of humanities in Bukavu - RD Congo. It also aimed to identify the reasons for inability to formulate said questions and the intrinsic and extrinsic characteristics of the teacher likely to influence this formulation. The methodological approach adopted consisted of the analysis of the educational objectives, the evaluation questions and the questionnaire survey. Six intrinsic antecedent characteristics (sex, level of studies, field of training, seniority, professional training, multiple functions) and five antecedent characteristics extrinsic to the teacher likely to influence this congruence were taken into account (management regime, teacher’s guide, student manual, teaching materials, number of students in the class). The results showed that only 25.5% of teachers formulated questions congruent with the psychomotor objectives. The results of the Chi-square test and those of the univariate logistic regression model revealed that, apart from the characteristic «Management regime» which significantly influenced congruence (p=0.0270), the other antecedent characteristics did not did not have a significant link with said congruence (p>0.05).
Author Keywords: Congruence, psychomotor objectives, assessment questions, life sciences, basic education, humanities.
Volume 73, Issue 1, June 2024, Pages 50–58
![Congruence between psychomotor objectives and evaluation questions in the teaching of life sciences from the seventh basic education to the second year of humanities in Bukavu, RD Congo Congruence between psychomotor objectives and evaluation questions in the teaching of life sciences from the seventh basic education to the second year of humanities in Bukavu, RD Congo](./docs/fulltext.png)
![](./docs/completeissue.png)
![](./docs/archives.png)
![](./docs/exportcitation.png)
Muhunga Matumwabiri Roger1, Niyonkuru Charles2, Bapolisi Bahuga Paulin3, and Bahati Wihoreye4
1 Professeur associé, Institut Supérieur de Développement Rural de Bukavu, Province de Sud-Kivu, Ville de Bukavu, RD Congo
2 Docteur en Gestion des Ressources Naturelles, Professeur à l’Université du Burundi, Burundi
3 Département de Psychopédagogie, Institut Supérieur pédagogique (ISP), RD Congo
4 Docteur en Didactique de Biologie, Professeur Associé à l’Institut Supérieur Pédagogique d’Idjwi, RD Congo
Original language: French
Copyright © 2024 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 aimed to determine the rate of teachers formulating evaluation questions congruent with the psychomotor objectives in life sciences from the seventh basic education to the second year of humanities in Bukavu - RD Congo. It also aimed to identify the reasons for inability to formulate said questions and the intrinsic and extrinsic characteristics of the teacher likely to influence this formulation. The methodological approach adopted consisted of the analysis of the educational objectives, the evaluation questions and the questionnaire survey. Six intrinsic antecedent characteristics (sex, level of studies, field of training, seniority, professional training, multiple functions) and five antecedent characteristics extrinsic to the teacher likely to influence this congruence were taken into account (management regime, teacher’s guide, student manual, teaching materials, number of students in the class). The results showed that only 25.5% of teachers formulated questions congruent with the psychomotor objectives. The results of the Chi-square test and those of the univariate logistic regression model revealed that, apart from the characteristic «Management regime» which significantly influenced congruence (p=0.0270), the other antecedent characteristics did not did not have a significant link with said congruence (p>0.05).
Author Keywords: Congruence, psychomotor objectives, assessment questions, life sciences, basic education, humanities.
Abstract: (french)
Cette recherche a visé à déterminer le taux d’enseignants formulant des questions d’évaluation congruentes avec les objectifs psychomoteurs en sciences de la vie de la septième éducation de base à la deuxième des humanités à Bukavu - RD Congo. Elle a visé aussi à identifier les raisons d’incapacité de formulation desdites questions et les caractéristiques intrinsèques et extrinsèques à l’enseignant susceptibles d’influencer cette formulation. L’approche méthodologique adoptée a consisté en l’analyse des objectifs pédagogiques, des questions d’évaluation et en l’enquête par questionnaire. Six caractéristiques antécédentes intrinsèques (sexe, niveau d’études, domaine de formation, ancienneté, formation professionnelle, cumul des fonctions) et cinq caractéristiques antécédentes extrinsèques à l’enseignant susceptibles d’influencer cette congruence ont été prises en compte (régime de gestion, guide de l’enseignant, manuel de l’élève, matériel didactique, effectifs des élèves dans la classe). Les résultats ont montré que seuls 25,5% des enseignants ont formulé des questions congruentes avec les objectifs psychomoteurs. Les résultats du test Chi-deux et ceux du modèle de régression logistique univariée ont révélé, qu’à part la caractéristique « Régime de gestion » qui a influencé significativement la congruence (p=0,0270), les autres caractéristiques antécédentes n’ont pas eu de lien significatif avec ladite congruence (p>0,05).
Author Keywords: Congruence, objectifs psychomoteurs, questions d’évaluation, sciences de la Vie, éducation de base, humanités.
How to Cite this Article
Muhunga Matumwabiri Roger, Niyonkuru Charles, Bapolisi Bahuga Paulin, and Bahati Wihoreye, “Congruence between psychomotor objectives and evaluation questions in the teaching of life sciences from the seventh basic education to the second year of humanities in Bukavu, RD Congo,” International Journal of Innovation and Scientific Research, vol. 73, no. 1, pp. 50–58, June 2024.