Efficient Use of the Tutoring Strategy between Learners for a Better Management of the Individual Difficulties of Learners in Secondary School: Case of the General Secondary School of Kpozoun in Benin
- December 16, 2019
- Posted by: RSIS
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue XI, November 2019 | ISSN 2454–6186
Dr Magloire Fortuné Landry AITCHEDJI
Psychology and Educational Sciences, National University of Science, Technology, Engineering and Mathematics
Ecole Normale Supérieure de Natitingou, 08 BP : 366 Cotonou ou BP: 72 Natitingou, République du Bénin
Abstract:-Increasingly, conventional pedagogical devices demonstrate their inadequacy in considering the individual difficulties of high school and college students, particularly in developing countries such as Benin, which use a constantly improving study program. This study proposes to study the influence of an efficient use of tutoring strategy between students on the management of individual difficulties. The study was carried out in a secondary school of Kpozoun located in the department of zou in Benin. An experimental device with two subclasses of 5th form was used to test the effectiveness of classroom tutoring in solving students’ individual difficulties. Interviews with learners followed to assess their individual experience with the tutoring mechanism, whether in the tutor’s or tutored position. It emerges from this study that the combined use of the traditional Teaching/Learning/Evaluation strategy with the tutoring strategy between the learners has made it possible to minimize or even eliminate individual difficulties of student, contrary to the teaching / learning / evaluation method, which leaves learners with great difficulties after the plenary. Thus, tutoring is a strategy whose implementation among learners can contribute to solving a large number of learners’ individual difficulties.
Key words: tutoring between learner, college, teaching strategy / Evaluation
I. INTRODUCTION
The development of any country depends fundamentally on its education system. Like several French and English-speaking countries including Canada, England, Switzerland and Tunisia, Benin has revised its education system to take greater account of its realities and to be an instrument at the service of development. Thus, since 1990, new curricula have been adopted (1). They are part of the epistemological paradigm based on skills development (2,3) and aim to train citizens capable of taking charge of themselves and living in harmony with the environment in a sustainable development perspective.
