This study examines the effect of personal, sociodemographic, and academic characteristics on the performance of undergraduate students at Kisangani University. Its objectives are to identify the effect of personal, sociodemographic and academic characteristics on the performance of first-year students on the one hand and to identify the determinants of first-degree success. For its realization, we worked with a sample of 200 randomly selected subjects in a population of 1188 subjects. The data collection was carried out using a questionnaire sent to the respondents and the documentary technique which led us to exploit the results of the students. In the end, it should be concluded that the performance of the subjects involved in this research is low. This was not positively impacted by the personal, school and sociodemographic characteristics described in this study. The effect of all these features is negative. As a result, these characteristics are far from being considered as determinant of the success of first-year students. Success is determined by several other factors, beyond the characteristics described at this level.

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.