Regards croisés Afrique-Europe. Cahiers supplementaires

Regards croisés Afrika-Europa. Beihefte

Regards croisés Africa-Europe. Suppelements

(RcAE.Cs)

In der Reihe RcAE.Cs werden Dissertationen, Abschlussarbeiten, Sammelbände und andere Publikationen veröffentlicht, die aus der Afrikakooperation der Universität Bamberg hervorgegangen sind oder in unmittelbarer Beziehung zu ihr stehen. Die Reihe ist interdisziplinär angelegt; Schwerpunkte sind die Bereiche Geschichte, Sprach- und Literaturwissenschaften, Pädagogik und Theologie.

La série RcAE.Cs publie des thèses, des mémoires, des ouvrages collectifs et d'autres publications qui sont issus de la coopération africaine de l'Université de Bamberg ou qui y sont directement liés. La série est concue comme interdisciplinaire ; l'accent est mis sur l'histoire, la linguistique et les études littéraires, l'éducation et la théologie.

The RcAE.Cs series publishes dissertations, theses, anthologies and other publications that have emerged from or are directly related to the University of Bamberg's cooperation with Africa. The series is designed to be interdisciplinary focussing particularly on the fields of history, linguistics and literary studies, pedagogy and theology.

Herausgegeben von Klaus van Eickels

ISSN: 2749-8743, eISSN: 2749-8751

Schriftenreihe im Forschungsinformationssystem (FIS) der Universität

Bisher erschienene Bände

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon / Abraham Tamukum Tangwe

Bamberg: Univ. of Bamberg Press, 2021
(Regards croisés Afrique-Europe. Cahiers supplementaires ; 3)
978-3-86309-823-0

Preis: 19,00 €

This study was initiated to examine violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values, and responsible behavior. Violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning despite the attempts of the government in Cameroon to institute quality service delivery policies, more equitable distribution of learning opportunities, and a strong incentive for greater efficiency in school through legislations. The study was guided by the social interaction theory and the research question focused on the extent of violence in education. The specific objective of this study was to understand the effects of violence on motivation and self-esteem, and its influence on learning outcomes. A model was operationalized measuring the different forms of violence, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and reading enjoyment. The socio-economic context was statistically controlled. The study was designed using a quantitative approach with cross-sectional survey for students. Data had been collected from a sample population of 924 students in grades four to seven in Cameroon. The collected information was analyzed using descriptive statistics, and inferential statistics. The results indicate an acute prevalence of school the various forms violence, and the huge ratio of violence in the life of students in Cameroon becomes visible. The study shows that these experiences of violence affect the self-esteem and the motivation to learn. In addition, the poor school quality and a very discouraging socioeconomic background of students can be shown. Schools are neither an environment of the protection of students nor open spaces for real-world transmission of values. Violence remains a challenge.

Zugriff auf den Volltext:
https://doi.org/10.20378/irb-51605

 

Perceptions du climat d'apprentissage universitaire : une approche emipirique à la qualitè de l'enseignement en République Démocratique du Congo/Goma / Semerita Kavira Kamundu

Bamberg: Univ. of Bamberg Press, 2021
(Regards croisés Afrique-Europe. Cahiers supplementaires ; 2)
978-3-86309-821-6

Preis: 18,00 €

This study focuses on learning climate in universities in the Democratic Republic of Congo. Learning climate constitutes one of the most important criteria for educational quality as it influences the learning outcome. The study is conducted in the DRC, one of the developing countries of Sub-Saharan Africa, where the quality of education is very important to remedy the traditional educational system applied in several schools and universities. Using a qualitative approach with semi-structured interviews (n = 32) based on a theoretical sampling, following grounded theory, four types of climate were revealed in the data analysis: The climate based on learning where the learner feels better considered, the climate based on social relations where the interactions between the teacher and the learner are positive, the climate based on the teacher where the learner is passive, and the climate based on the use of authority where the learner only submits to the decisions of the authority. These four types are discussed in relation to their functionality to learning and recommendations for the further development of universities are given.

Zugriff auf den Volltext:
https://doi.org/10.20378/irb-51583