Dynamique motivationnelle et performances en espagnol chez les élèves du premier cycle de quelques lycées de l’arrondissement de Nkolafamba

Abstract

The present study is entitled “Motivational dynamics and performance in Spanish: case of first cycle high school students in the Nkolafamba district”. It is based on the observation that some undergraduate students are increasingly showing a lack of interest in learning Spanish. This is illustrated by the poor quality of their performances in Spanish. The student considered here as the main actor in the acquisition of his knowledge, several elements such as his personal life, the dynamics of his class, the school and the society in which he lives influence his motivational dynamics. In this framework, it is a question of verifying the hypothesis according to which the factors of motivational dynamics influence performance in Spanish and of bringing out the different implications. To prove this hypothesis, a questionnaire survey was carried out among 147 students from the Nkoalafamba classical high school and the Mindick bilingual high school. Analysis of the data using chi-square gave the following results: - Factors related to the student's personal life do not influence performance in Spanish (χ² = 0.482; p = .786). - Classroom dynamics have an impact on performance in Spanish (x2 = 84.7; df = 30; P = .000). - Factors related to the school have no effect on students' performance in Spanish (χ² = 1.305; df = 2; p = .521). - Factors relating to society do not affect performance in Spanish (χ² = 2.587; p = .274; Phi = 0.133). As a result, it can be said that classroom dynamics have an impact on Spanish performance among high school students in Nkolafamba district. Suggestions were made to guidance counselors, teachers, members of family friends and the students themselves.