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.