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International Journal of Innovation and Applied Studies
ISSN: 2028-9324     CODEN: IJIABO     OCLC Number: 828807274     ZDB-ID: 2703985-7
 
 
Tuesday 22 October 2019

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  Call for Papers - November 2019     |     Now IJIAS is indexed in EBSCO, ResearchGate, ProQuest, Chemical Abstracts Service, Index Copernicus, IET Inspec Direct, Ulrichs Web, Google Scholar, CAS Abstracts, J-Gate, UDL Library, CiteSeerX, WorldCat, Scirus, Research Bible and getCited, etc.  
 
 
 

Class increase: What efficiency for the primary school in DR Congo ?


[ Redoublement de classe: Quelle efficacité pour l’enseignement primaire en RD Congo ? ]

Volume 25, Issue 3, February 2019, Pages 857–872

 Class increase: What efficiency for the primary school in DR Congo ?

Roger LOMBU BASA1

1 Assistant, Institut Supérieur Pédagogique de Bunia, Kisangani, RD Congo

Original language: French

Received 24 November 2018

Copyright © 2019 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


If for some researchers, a pupil who didn't master the objectives of training must take the school year, such is not the case for others. The increase doesn't improve the pupil's output; on the contrary, it plays negatively on her incentive, her degree of stress, her esteem of oneself, her social integration, her behavior and even on her personality. After analysis of the data of this paper, we have concluded that the increase is not beneficial, nor to the learners, nor to the state that spends a lot of money and means for these pupils in school difficulty. Thus, the state must consider other options to avoid the waste of funds, which had to help the Congolese school to be performed.

Author Keywords: Increase, Pupils in difficulty, Training, 6th primary year, Bunia town.


Abstract: (french)


Si pour certains chercheurs, un élève qui n’a pas maîtrisé les objectifs d’apprentissage doit reprendre l’année scolaire, tel n’est pas le cas pour d’autres. Le redoublement n’améliore pas le rendement de l’élève, au contraire, il joue négativement sur sa motivation, son degré de stress, son estime de soi, son intégration sociale, son comportement et même sur sa personnalité. Après analyse des données de cet article, nous avons conclu que le redoublement n’est pas bénéfique, ni aux apprenants qu’à l’État qui dépense beaucoup d’argent et des moyens pour ces élèves en difficulté scolaire. Ainsi, l’État doit envisager d’autres options pour éviter le gaspillage des fonds, lesquels devaient aider l’école congolaise à aller de l’avant.

Author Keywords: Redoublement, Élèves en difficulté, Apprentissage, 6e année primaire, Bunia.


How to Cite this Article


Roger LOMBU BASA, “Class increase: What efficiency for the primary school in DR Congo ?,” International Journal of Innovation and Applied Studies, vol. 25, no. 3, pp. 857–872, February 2019.