Authors :
Simo Engelbert
Volume/Issue :
Volume 9 - 2024, Issue 2 - February
Google Scholar :
http://tinyurl.com/5bnzj43n
Scribd :
http://tinyurl.com/4z36wve8
DOI :
https://doi.org/10.5281/zenodo.10656144
Abstract :
The objective is to assess the balance of
knowledge in the teaching of philosophy in terminal
classes in Cameroon in order to make it a quality
teaching and thus significantly improve academic
performance. The theoretical models of Patton,
M.Q.and La Bossière ,F.( 2 012 ) , Devaux,E. et al.( 2
011), Dozois , E.et al.(2 011), Wilson-Gray,R and Brin,
W (2 012) which argue that the evaluation must be
judged on the basis of its usefulness, were convened. The
UAE (Use-Based Assessment) makes the assessment a
dynamic process, likely to assess along the way to
preserve, enhance or expand the potential for use. Thus
teaching must be evaluated periodically to ensure its
quality. To do this, we went to the classrooms to attend
the classes given by the teachers and we talked to them
and their students. While the participant observation
allowed us to directly perceive the behaviours, the
interactions related to the teachings, the interview with
the main actors, teachers and students, allowed us to
obtain in-depth and detailed information. We call in this
sense quantitative analysis for quantitative data and
qualitative analysis to access the effective understanding
of said data and therefore the teaching of the
philosopher in terminal classes.
Keywords :
Assessment, Philosophy, Knowledge, Quality, Use, Academic Performance.
The objective is to assess the balance of
knowledge in the teaching of philosophy in terminal
classes in Cameroon in order to make it a quality
teaching and thus significantly improve academic
performance. The theoretical models of Patton,
M.Q.and La Bossière ,F.( 2 012 ) , Devaux,E. et al.( 2
011), Dozois , E.et al.(2 011), Wilson-Gray,R and Brin,
W (2 012) which argue that the evaluation must be
judged on the basis of its usefulness, were convened. The
UAE (Use-Based Assessment) makes the assessment a
dynamic process, likely to assess along the way to
preserve, enhance or expand the potential for use. Thus
teaching must be evaluated periodically to ensure its
quality. To do this, we went to the classrooms to attend
the classes given by the teachers and we talked to them
and their students. While the participant observation
allowed us to directly perceive the behaviours, the
interactions related to the teachings, the interview with
the main actors, teachers and students, allowed us to
obtain in-depth and detailed information. We call in this
sense quantitative analysis for quantitative data and
qualitative analysis to access the effective understanding
of said data and therefore the teaching of the
philosopher in terminal classes.
Keywords :
Assessment, Philosophy, Knowledge, Quality, Use, Academic Performance.
