Déviances scolaires et performances des enseignements-apprentissages : cas des Lycées bilingues de Nkoabang-Nkolafamba et Etoug-Ebe ; élaboration d’un protocole de suivi.

Abstract

This research takes place in the context of studding behavior in schools, its impact on performance and learning with the study site, the bilingual high schools of Nkoabang/Nkolafamba and Etoug-Ebe. It includes :analyzing the most recurring types of deviant behavior and their consequences on the teaching and learning process ,followed by the development of a monitoring protocol involving the creation of a set of procedures and guidelines to monitor and evaluate problematic student behaviors as well as teaching and learning processes in order to ensure the success of all students and peaceful schok climate .The ultimate goal is to bring all students to the same level of learning and success, with particular attention given through a monitoring table that involves the use of psychological services and special education specialists to better understand the root causes of school deviance. To conduct this study effectively, we have incorporated several theoretical perspectives organized into three parts: sociological, psychological and educational theories. Therefore, our research hypothesis is as follows: school deviances have an impact on teaching and learning performances due to insufficient academic and social support. To verify this hypothesis, we adopted a mixed approach. The qualitative method involved semi-structured interviews with all the administrative staff. The quantitative survey was conducted using a questionnaire administered to a staff member of the high school of Nkoabang-Nkolafamba and Etoug-Ebe.