This study aims to see if student gender can influence academic success in the first cycle of study at Kisangani University.
To verify the existence of an association between the sex of the students and the modalities of the success, we resorted to the test of chi-square of the independence. It allowed us to accept the null hypothesis of the independence between sex and success in the two promotions of the 1st and 2nd graduates with a slight superiority of the students in the modality of receipts. The observation is similar in 3rd graduate with a superiority rather of students.
This study examines the possible report between the criteria of registration to the University of Kisangani and the academic success in the first academic cycle (3 years) in Democratic Republic of the Congo. The data on which door this publication, were brought together in 2014 and concern 2683 students registered in 8 Faculties in the first one graduat. It emerges after the analysis that the criteria of registration are not scrupulously respected. Besides, the effects of the criteria of registration are not systematic on the academic success at the level of the first academic cycle.
This study examines the connection between the feeling of personal effectiveness and the performances in mathematics of the schoolboys of fifth year of Bunia and Kisangani in Democratic Republic of Congo.
With this intention, the data were collected in 2014 near 4131 schoolboys of fifth year divided in 48 primary schools by a reliable test of mathematics. (α=0,78) et un questionnaire d^' auto-description
Grace at the analysis of the statistical regression, it proved that the feeling of personal effectiveness explains 6,6% of the original variance of the performances of the schoolboys of cinquème year of these two cities in mathematics.
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