Impact des facteurs sociaux et contextuels sur les performances des élèves en lecture du français : cas du Burundi
(2020)
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- Abstract
- There are currently significant disparities in the teaching/learning of French in Burundi. In particular, the results in reading comprehension among many students are unsatisfactory. Our interest in reading is justified by the role that literacy plays in the learning of almost all school subjects and even in the socio-professional future integration of learners. Our research aims to understand what explains these results and to identify the factor(s) that have a greater impact on performance in reading comprehension, in the case of Burundi. Through a survey of 1,500 students, whose reading comprehension levels we assessed, and 66 teachers, we checked the parents’ socio-economic status, their educational level, and the students’ living and learning conditions in and out of school. Our research extended to other aspects such as preschool attendance, urban or rural location and the school network, as well as factors related to teachers’ practices and their living and working conditions. Given that reading comprehension is a complex concept, we considered explaining unsatisfactory results by the way French is taught, learned and reinforced, both in school and in out-of-school settings. The survey results showed that the factors that explain poor reading performance are contextual, socio-economic and institutional. After identifying the various factors, proposition of actions to be undertaken in order to improve the situation were formulated.
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Citations
Ncabwenge, E. (2020). Impact des facteurs sociaux et contextuels sur les performances des élèves en lecture du français : cas du Burundi. https://hdl.handle.net/2078.5/117805