THE PRACTICE OF IMMEDIATE REMEDIATION IN A CLASS SITUATION IN BENIN: CASE OF THE SCHOOL DISTRICT COTONOU-GBEGAMEY

Abstract

This study aims to contribute to the improvement of classroom teaching practices in the Republic of Benin. The survey was of a qualitative and quantitative type, involving 151 learners, 196 parents, 188 teachers and 3 members of the control body. A total of 538 subjects. The results reveal that at the level of the framework of study that is the School District of Cotonou-Gbégamey, the accompaniment of the parents is much better than the educational interventions in class situation. Moreover, the study showed that some factors hinder the practice of immediate remediation in favor of learners. These include lack of knowledge of the tool and lack of mastery of its implementation process. This is due to the absence of training and retraining without which the teacher can only mix the pedals. The pluralism of the categories of teachers in the education system and the weakness of the body of control accentuate this educational situation. This deficit must raise questions and motivate the authorities in charge of education to privilege reforms.