Styles d’apprentissage et performances académiques des apprenants de niveau Licence de Psychologie en Mathématiques et Statistique

Abstract

Our study which titled “Learning styles and academic performances of students in mathematics and statistic at the degree level in Psychology at the University of Yaoundé I” is a correlative and descriptive research. The main research question is: “What is the established relationship between learning styles and academic performances in Mathematics and Statistic at the degree level for learners in Psychology at the University of Yaoundé I? “ We moved from the lowest academic performances of learners for the past five years in the department of Psychology at the University of Yaoundé I in Mathematics and Statistic (93,72% in 2016) and many studies such as (Cahay et al., 1998; Fléssas, 1997; Pask & Scott, 1976; Thérer, 1998) which demonstrate experimentally that the non-respect of learning style of students with detained dear learning and bring out bad result for justify our work. Also, a study of Fortin, Malette, Chevrier, Leblanc, Peters and Guirguis-Younger (2011) indicates that, there exists different learners profile depending on learning programs. In this case, if there is no correspondence between learner’s profile and program profile, learners can fail. From a sample of 199 learners with average age 26,5 year’s old, we used a questionnaire having three parts: one part collected data about socio-demographics characteristics from a sample, another part the academic performances and the last, identified the learning style: The Learning Style Questionnaire, french version (LSQ-F) from Fortin, Chevrier, Théberge, Leblanc and Amyot (2000) was used in this case. The analysis of correlations allowed us to confirm the existence of a significant correlation or link with alpha value 5% between learning styles names: Théoricien, Pragmatique and academic performances of learners at the degree level in Mathematics and Statistic in the department of Psychology in the University of Yaoundé I. More specifically, as shown in the theory of experiential learning and as shown other authors studies such as (Frayssinhes, 2011; Thérer, 1998; Fortin, Malette, Chevrier, Leblanc, Peters and Guirguis-Younger (2011)); we observed that it exists the correlation between characteristics of subject and learning style when the two descriptions are equals or comparable. The results of this study will no doubt help different partners of educational system and mainly two actors that are learners and teachers. Key words: