Performance Scolaire En Mathématiques Au Benin : Une Analyse Multiniveau A Partir Des Données Du PASEC 2014

ISSOUFOU HALIDOU MOUSSA

Abstract


Afin de combler le vide théorique lié à la rareté des travaux sur le lien entre les variables individuelles, familiales et du contexte scolaire, et la performance scolaire en mathématiques, cette recherche s’est proposé d’étudier l’influence des variables individuelles et familiales sur la performance scolaire en mathématiques d’une part et de prospecter l’effet des variables du contexte scolaire sur la relation éventuelle entre performance scolaire et variables individuelles et familiales. Pour ce faire, notre travail a été conduit en utilisant un échantillon comportant 164 écoles dans lesquelles 3033 élèves du CM2 ont été interrogés. Une modélisation multiniveau a été utilisée pour l’estimation de notre modèle. Les résultats obtenus ont mis en évidence une influence significative des variables : l’âge de l’enseignant, le niveau académique de l’enseignant, la motivation des parents, le fait de parler le français en famille, le sexe de l’élève et l’indice des infrastructures de l’école. Parallèlement, les résultats mis en évidence par cette recherche pourraient constituer de réelles pistes de recherches approfondies pour les autorités publiques en charge de l’éducation pour l’élaboration de politiques éducatives ciblées, cohérentes et surtout stratégiques.

Keywords


Performance en mathématiques ; variables individuelles; variables familiales ; variables du contexte scolaire ; modélisation multiniveau.

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References


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DOI: http://dx.doi.org/10.52155/ijpsat.v50.1.7114

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