{"id":4350,"date":"2025-06-18T18:08:54","date_gmt":"2025-06-18T18:08:54","guid":{"rendered":"https:\/\/ijssass.com\/journal\/impact-de-la-methode-prehrenpec-sur-le-rendement-academique-des-etudiants\/"},"modified":"2025-06-18T20:01:19","modified_gmt":"2025-06-18T20:01:19","slug":"impact-de-la-methode-prehrenpec-sur-le-rendement-academique-des-etudiants","status":"publish","type":"post","link":"https:\/\/ijssass.com\/journal\/impact-de-la-methode-prehrenpec-sur-le-rendement-academique-des-etudiants\/","title":{"rendered":"IMPACT DE LA METHODE \u00ab\u00a0PREHRENPEC\u00a0\u00bb SUR LE RENDEMENT ACADEMIQUE DES ETUDIANTS"},"content":{"rendered":"

This article was originally published as: IMPACT DE LA METHODE \u00ab\u00a0PREHRENPEC\u00a0\u00bb SUR LE RENDEMENT ACADEMIQUE DES ETUDIANTS<\/strong><\/p>\n

Original Article Link: Read Original Article<\/a><\/p>\n

Download PDF: Click Here to Download PDF<\/a><\/p>\n

Abstract<\/h2>\n

Cet article pr\u00e9sente une nouvelle m\u00e9thode d\u2019enseignement appel\u00e9e \u00ab\u00a0PREHRENPEC\u00a0\u00bb con\u00e7ue sur base de cinq ans d\u2019observation et d\u2019exp\u00e9rience sur terrain \u00a0dans l\u2019enseignement universitaire. Le constat est qu\u2019en utilisant de mani\u00e8re simultan\u00e9e les six strat\u00e9gies\u00a0suivantes:\u00a0\u00ab\u00a0Proximit\u00e9, Respect, Humour, Rendement, Portfolio et Eclectisme\u00a0\u00bb une moyenne de 91,2% sur un effectif de 1200 \u00e9tudiants r\u00e9ussissent aux \u00e9preuves acad\u00e9miques. Pour confirmer l\u2019influence de la combinaison de six strat\u00e9gies qui constituent la m\u00e9thode \u00ab\u00a0PREHRENPEC\u00a0\u00bb, une exp\u00e9rimentation \u00a0a \u00e9t\u00e9 faite sur la base d\u2019une \u00e9tude comparative.<\/p>\n

La r\u00e9ussite aux \u00e9valuations acad\u00e9miques pour le groupe exp\u00e9rimental qui reconnait \u00e0 99% l\u2019usage de la m\u00e9thode \u00a0est de 91%. Tandis que celle du groupe t\u00e9moin qui reconnait \u00e0 99% le non usage de la m\u00e9thode est de 17%. Ces r\u00e9sultats largement favorables (91%) du groupe exp\u00e9rimental compar\u00e9 \u00e0 ceux du groupe t\u00e9moin (17%) mettent en \u00e9vidence l\u2019impact r\u00e9el de l\u2019usage simultan\u00e9 des strat\u00e9gies didactiques constitutives de cette m\u00e9thode. Son usage cr\u00e9e aussi un climat favorable \u00e0 l\u2019apprentissage et inspire du respect mutuel et de la reconnaissance-consid\u00e9ration de l\u2019apprenant-\u00e9tudiant ainsi que son devenir \u00ab\u00a0vraiment humain\u00a0\u00bb\u00a0: le projet d\u2019humanitude.<\/p>\n

\u00a0<\/p>\n

This article presents a new teaching method called “PREHRENPEC” designed on the basis of five years of observation and field experience in university teaching. The observation is that by using the following six strategies simultaneously: \u201cProximity, Respect, Humor, Performance, Portfolio and Eclecticism,\u201d averages 91.2% out of a group of 1200 students succeed in academic tests. Experimentation was carried out based on a comparative study to confirm the impact of the combination of six strategies that constitute the “PREHRENPEC” method.<\/p>\n

Success in academic assessments for the experimental group, which recognizes 99% of the use of the method, is 91%. While that of the control group, which recognizes 99% of the non-use of the method, is 17%. These largely favorable results (91%) of the experimental group compared to those of the control group (17%) highlight the real influence of the simultaneous use of the didactic strategies constituting this method. Its use creates a climate favorable to learning and inspires mutual respect and recognition-consideration of the learner-student as well as his \u201ctruly human\u201d future: the humanitude project.<\/p>\n

Authors<\/h2>\n
    \n
  • JUSTIN MASANDI KISUKU LEZ (Professeur Associ\u00e9, Universit\u00e9 P\u00e9dagogique Nationale)<\/li>\n
  • PABLO NKAWU MANGANDA (Assistant, Universit\u00e9 P\u00e9dagogique Nationale)<\/li>\n<\/ul>\n

    Keywords<\/h2>\n

    Pratiques d\u2019enseignement, Strat\u00e9gies didactiques, P\u00e9dagogie du respect, Rendement acad\u00e9mique, Projet d\u2019humanitude, PREHRENPEC<\/p>\n

    References<\/h2>\n
      \n
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    2. Foll, S. (2007). Humour, cognition et apprentissage. (M\u00e9moire CEFEDEM, Bretagne Pays de laLoire).Rep\u00e9r\u00e9\u00e0 http:\/\/www.cefedemouest.org\/telechargements\/FCD\/musique\/Brest%202005-2007\/memoires\/Foll.pdf<\/li>\n
    3. Garner, R. (2005). Humor, Analogy, and Metaphor : H.A.M. it up in Teaching. Dans Radical Pedagogy. Rep\u00e9r\u00e9 \u00e0 http:\/\/radicalpedagogy.icaap.org\/content\/issue6_2\/ garner.html<\/li>\n
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    8. Masandi Lez, K.J. (2016). Repenser la signification de l\u2019erreur dans les pratiques \u00e9valuatives en cours des apprentissages. Revue francophone internationale Liens Nouvelle S\u00e9rie, 22 (2), D\u00e9cembre, 8-25. UCAD\/Dakar, S\u00e9n\u00e9gal.<\/li>\n
    9. Masandi Lez, K.J. (2018). Strat\u00e9gies formatives des pratiques \u00e9valuatives des enseignants du secondaire de la province \u00e9ducationnelle Kinshasa-Ouest. Th\u00e8se de Doctorat en sciences de l\u2019\u00e9ducation non publi\u00e9e, Universit\u00e9 P\u00e9dagogique Nationale de Kinshasa, Kinshasa.<\/li>\n
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    11. Masson, S. (2014). Cerveau, apprentissage et enseignement : mieux conna\u00eetre le cerveau peut-il nous aider \u00e0 mieux enseigner ? \u00c9ducation Canada, 54(4), 40-43.<\/li>\n
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    15. R\u00e9to, Gw. (2017). \u00ab La bienveillance \u00e0 l\u2019\u00c9cole : vers un changement de paradigme ? \u00bb, Recherches & \u00e9ducations, mis en ligne le 09 janvier 2019, consult\u00e9 le 03 d\u00e9cembre 2022. URL : http:\/\/journals.openedition.org\/rechercheseducations\/4389 ; DOI : https:\/\/doi.org\/10.4000\/rechercheseducations.4389<\/li>\n
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