Examining Teaching Methods and School Environment Effects on Primary School Learning: A Case Study in Cote d’Ivoire
Soro Missongui Ange Emmanuela, Euphrasie Joviale Guitey
Journal of Education, Society and Behavioural Science · pp. 110–120 · Published 15 Mar 2024
10.9734/jesbs/2024/v37i11302Abstract
The pursuit of effective and quality education leads the Ivorian government to put in place strategies to improve the school context; the initial teaching method, the competency-based approach (APC) has evolved to become the reframed competency-based approach (APCR). Schools, for their part, will benefit from overall sanitation for their rehabilitation and the recruitment of teachers will be more selective. However, it is clear that despite these efforts, the academic level of students does not improve much. The recent evaluation of the CONFEMEN 2019 Education Systems Analysis Program demonstrates the delay accumulated by Ivorian students. This article therefore questions the effect of the teaching method as well as schooling conditions on the acquisition of academic skills among primary school learners. The use of a quantitative research method as well as second source documents made a significant contribution to the study. The analysis of the results indicated that the teaching method and study conditions have a major impact on learner results. In conducting our reflection, we will use a hierarchical linear model which is an extension of classic regression methods offering the possibility of capturing the information integrated in each of the learners' contexts of existence. This article is of capital importance insofar as it allows decision-makers to have a basis with a view to improving study conditions in Cote d'Ivoire.
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