Assurance qualité et performance des Étudiants dans les universités au Cameroun : Une évaluation de la formation des étudiants de l’École Supérieure des Sciences et Techniques de l’Information et de la Communication (ESSTIC).

Abstract

This scientific work raises the problem of the low participation of students in the evaluation process of university education. One of the pillars of quality assurance is the evaluation process and according to the University Standards (2015), the recipient of the training must be taken into account, among other things, in the evaluation process. For the particular case of ESSTIC, we note its absence from the ranking of the best university training structures in Cameroon, ranking carried out by the national association for the fight against fraud and cheating in educational environments. Therefore, does the evaluation of training by ESSTIC students have an effect on the performance of the institution? The objective of this work is to show that the evaluation of training by students has an effect on student performance. The approach is hypothetico-deductive. The analysis is quantitative, using a questionnaire addressed to 95 ESSTIC students. Univariate analysis, bivariate analysis and econometric modeling were combined for data processing. Three theories were used: the participatory evaluation theory of Guba and Yvonna (1981), the realistic evaluation theory of Pawson and Tilley (1997) and the experiential learning theory of David Kolb (1984). Our research led to the results that the control of teaching methods, the evaluation of program coverage and the evaluation of professional framing by students have a positive effect on student performance.