Les effets de l’organisation pédagogique du cycle III sur l’évolution des performances scolaires des élèves aux évaluations nationales en français

Abstract

School achievement is related both to pupils’ personal parameters and school environment. This paper deals with the effect of instructional settings (onegrade vs multigrade classes), which is analysed within the institutional framework defined by the official programs, in a socio-contructivist perspective. The level of achievement in French language of two groups of pupils (who keep the same teacher for 3 years or change every year) was measured at the beginning and the end of their third cycle of basic education (3rd, 4th and 5th grades). Results show more significant progress in the multigrade classes.