[ Analyse des troubles d’intelligence chez les élèves des écoles secondaires de la sous-division de Kabongo 2 ]
Ngongo Mbwesse Majoie1, Mwamb Kasangij Remy2, Makobo Ilunga Joel3, and Kyomba Kiluya Francois4
1 Departement Technique, Université Don Bosco, Lubumbashi, Haut-Katanga, RD Congo
2 Departement Informatique, Institut Supérieur Pédagogique, Kolwezi, Lualaba, RD Congo
3 Departement d’enseignement, Institut Supérieur Pédagogique, Kasenga, Pweto, RD Congo
4 Departement de formation, Institut Supérieur De Commerce, Lubumbashi, Haut-Katanga, RD Congo
Original language: French
Copyright © 2026 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 study analyzes intellectual disabilities among secondary school students in the Kabongo 2 subdivision. The main objective is to identify the types of disabilities observed, their causes, and their effects on academic achievement. The methodology employed is based on a descriptive and analytical approach, using questionnaires and interviews with teachers and students. The results show that the most frequent disabilities involve memory, comprehension, and logical reasoning. These disabilities stem from socioeconomic, pedagogical, and psychological factors. Intervention strategies are proposed, including teacher training, psychological support, and the adaptation of teaching methods.
Author Keywords: Intelligence, cognitive disabilities, students, learning, Kabongo 2.
Ngongo Mbwesse Majoie1, Mwamb Kasangij Remy2, Makobo Ilunga Joel3, and Kyomba Kiluya Francois4
1 Departement Technique, Université Don Bosco, Lubumbashi, Haut-Katanga, RD Congo
2 Departement Informatique, Institut Supérieur Pédagogique, Kolwezi, Lualaba, RD Congo
3 Departement d’enseignement, Institut Supérieur Pédagogique, Kasenga, Pweto, RD Congo
4 Departement de formation, Institut Supérieur De Commerce, Lubumbashi, Haut-Katanga, RD Congo
Original language: French
Copyright © 2026 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 study analyzes intellectual disabilities among secondary school students in the Kabongo 2 subdivision. The main objective is to identify the types of disabilities observed, their causes, and their effects on academic achievement. The methodology employed is based on a descriptive and analytical approach, using questionnaires and interviews with teachers and students. The results show that the most frequent disabilities involve memory, comprehension, and logical reasoning. These disabilities stem from socioeconomic, pedagogical, and psychological factors. Intervention strategies are proposed, including teacher training, psychological support, and the adaptation of teaching methods.
Author Keywords: Intelligence, cognitive disabilities, students, learning, Kabongo 2.
Abstract: (french)
Ce travail porte sur l’analyse des troubles d’intelligence chez les élèves des écoles secondaires de la sous-division de Kabongo 2. L’objectif principal est de déterminer les types de troubles observés, leurs causes et leurs effets sur la réussite scolaire. La méthodologie adoptée repose sur une étude descriptive et analytique, utilisant des questionnaires et des entretiens auprès des enseignants et élèves. Les résultats montrent que les troubles les plus fréquents concernent la mémoire, la compréhension et le raisonnement logique. Ces troubles trouvent leurs origines dans des facteurs socio-économiques, pédagogiques et psychologiques. Des stratégies d’intervention sont proposées, notamment la formation des enseignants, l’accompagnement psychologique et l’adaptation des méthodes pédagogiques.
Author Keywords: Intelligence, cognitive disorders, students, teacher, learning, pedagogy, subdivision, Kabongo 2.
