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Journal articles on the topic 'Ivorian students'
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1
Dago, Franck, and Simon Barussaud. "Push/Pull Factors, Networks and Student Migration from Côte d’Ivoire to France and Switzerland." Social Inclusion 9, no. 1 (March 25, 2021): 308–16. http://dx.doi.org/10.17645/si.v9i1.3698.
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Since 2011, the Ivorian government has invested heavily in higher education to meet its labour market’s growing demand. In this article, we analyse the drivers of Ivorian student mobility from Côte d’Ivoire to France and Switzerland, highlighting the central role of migrant networks. We focus on the decision-making process and find that migration networks play an important role at every step: from initial aspirations to concrete plans and efforts to study abroad. Using 38 in depth interviews and two focus groups with Ivorian students who aspire to study in France and Switzerland, members of the education board, migration officers, and members of the Ivorian diaspora, we reveal that the functioning of the Ivorian higher education system is a factor of uncertainty for many students who consider that salvation can only come from migration. In addition, social representations linked to foreign diplomas inspire Ivorian students to choose international mobility. Migrant networks further encourage Ivorian students to move abroad because stories from successful migrants sharing their mobility experience are coupled with the provision of key resources to support mobility projects.
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Yaro, David Suaka, and Daniel Dramani Kipo-Sunyehzi. "Political and Socio-Economic Ramifications of the Armed Conflict in Côte d'Ivoire 2002-2011." African Journal of Empirical Research 5, no. 1 (January 1, 2024): 1–12. http://dx.doi.org/10.51867/ajernet.5.1.1.
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This article analyses the political, social, and economic factors that contributed to the Ivorian crisis-armed conflict and the ramifications of the conflict from 2002-2011 on Ivorians. It applies Adam Przeworski's eclectic political theory as the analytical framework. The study utilized a qualitative research design and data was obtained from key informants from the following three regions: Abidjan, Bouake, and Odienne. Varied participants were purposively selected and interviewed from various areas: academia, and Foreign Service including diplomats, politicians, civil servants, teachers, traders, university students, and refugees ensuring diverse perspectives. The findings revealed that the armed conflict affected the political, religious/cultural, social, and economic lives and the cohesion of the Ivorian people. Also, the armed conflict retarded the progress of the country and created a sense of distrust, disunity, and discrimination. The conflict hurt the health of the Ivorians, especially HIV/AIDS patients and the entire people's access to health facilities.
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Boka, Carine, Jean Jacques n’djessan, Euloge Kramoh, jean jacques N'djessan, and Inès Angoran. "Arterial Hypertension in Ivorian University Community: Prevalence and Associated Risk Factors." Journal of Internal Medicine and Cardiovascular Research 1, no. 1 (April 14, 2021): 13–18. http://dx.doi.org/10.55124/jimc.v1i1.57.
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Introduction: Hypertension remains the main modifiable cardiovascular risk factor. It is not uncommon to find it in young black subjects. Objective: The aim of this study was to assess the prevalence of hypertension in the student population of Félix Houphouet-Boigny University (FHBU) of Abidjan and to identify other associated risk factors. Methodology: We conducted a community screening campaign which concerned students aged 18 to 40, from May 14 to November 14, 2018. An individual standardized questionnaire according to the model of the International Society of Hypertension (ISH) was used. Results: The prevalence of hypertension was 4.1% among the 3996 students included. The mean age was 24.2 ± 4.1 years with a male predominance at 66.6%. Factors significantly associated with a higher prevalence of hypertension were age (p = 0.000), male gender (p = 0.000) and obesity (p = 0.000). Other associated risk factors that impacted the prevalence of hypertension were diabetes and regular alcohol consumption. Diabetes was found in 0.9% of the students of whom 13.5% were hypertensive. Regular alcohol consumption was found in 7% of the students of whom 9% were hypertensive. Conclusion: HTN exists in Ivorian universities. Controlling the associated risk factors that we have identified could help reduce its prevalence. Keywords: Hypertension - Prevalence - Young people - Black race
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Oyeniran, Rassidy, and Ishmael Bonjah Anchomese. "Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals." Journal of Educational Issues 4, no. 1 (June 9, 2018): 148. http://dx.doi.org/10.5296/jei.v4i1.13042.
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Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.
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Gaponova, Zhanna Konstantinovna, and Anastasiya Alekseevna Serogodskaya. "Teaching African students Russian at the Center for Open Education in the Republic of Ivory Coast." Педагогика и просвещение, no. 4 (April 2023): 136–51. http://dx.doi.org/10.7256/2454-0676.2023.4.69264.
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The authors of the article consider the features of teaching Russian as a foreign language (hereinafter referred to as RCT) to Ivorians at the Center for Open Education established on the basis of universities (Université méthodiste de Côte d’Ivoire, Université Félix Houphouët-Boigny, ETIC University) in October 2023 in the Republic of Côte d'Ivoire with the support of the Ministry of Education of the Russian Federation. The purpose of this study is to describe approaches to teaching Ivorians the Russian language from scratch and the practice of working with African students, which allows to intensify the language learning process, optimize the amount of material studied, choose effective methods and techniques, and offer practical advice to RCT teachers beginning to explore the African continent. The research is based on the principles of competence-based, communicative-activity and ethnically oriented approaches in teaching RCT. To achieve this goal, the following research methods were used: questionnaires, observation, including the method of "unconscious internal observation", statistical methods of processing results, comparison, generalization of practical experience in teaching Russian to foreign students. The implementation of the Russian language teaching system developed by the authors of the article from scratch showed that this process achieves the greatest effectiveness when taking into account the characteristics of the African audience (emotionality, musicality, artistry of students) and including a large number of visual, media and audio materials. According to the authors of the article, the techniques of melodization and rhythmization of linguistic and didactic materials acquired particular importance in the learning process: they contributed to the establishment of trusting relationships between teachers and students, disclosed the requests of Ivorians for the content of education, and allowed taking into account the cultural interests of the audience. The demonstration of respect for Russian and African cultures in the development of the lesson program was carried out taking into account the comparative approach, which allowed students to focus on the peculiarities of Russia compared with Africa's. The use of gaming technologies made it possible for teachers to present material to students in different ways: working in pairs, groups (teams), the rapid change of activities caused by the game, contributed to the establishment of mutual contacts in a large audience (the number of students in the classroom could reach up to 100 people), relieving tension when communicating in a non-native language, unobtrusive introduction of grammatical and lexical material, as well as intensive enrichment of Ivorian students with information about Russian culture.
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Emmanuela, Soro Missongui Ange, and Euphrasie Joviale Guitey. "Examining Teaching Methods and School Environment Effects on Primary School Learning: A Case Study in Cote d’Ivoire." Journal of Education, Society and Behavioural Science 37, no. 1 (March 15, 2024): 110–20. http://dx.doi.org/10.9734/jesbs/2024/v37i11302.
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The pursuit of effective and quality education leads the Ivorian government to put in place strategies to improve the school context; the initial teaching method, the competency-based approach (APC) has evolved to become the reframed competency-based approach (APCR).
Schools, for their part, will benefit from overall sanitation for their rehabilitation and the recruitment of teachers will be more selective. However, it is clear that despite these efforts, the academic level of students does not improve much. The recent evaluation of the CONFEMEN 2019 Education Systems Analysis Program demonstrates the delay accumulated by Ivorian students. This article therefore questions the effect of the teaching method as well as schooling conditions on the acquisition of academic skills among primary school learners. The use of a quantitative research method as well as second source documents made a significant contribution to the study. The analysis of the results indicated that the teaching method and study conditions have a major impact on learner results. In conducting our reflection, we will use a hierarchical linear model which is an extension of classic regression methods offering the possibility of capturing the information integrated in each of the learners' contexts of existence. This article is of capital importance insofar as it allows decision-makers to have a basis with a view to improving study conditions in Cote d'Ivoire.
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Kouassi, Jérôme. "The Didactic Treatment of English as a Medium of Instruction in Ivorian Universities: A Case Study." Journal of Language Teaching and Research 7, no. 2 (March 3, 2016): 243. http://dx.doi.org/10.17507/jltr.0702.02.
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In Côte-d’Ivoire French is used as the language of instruction at all levels of education except the foreign language departments in our universities. Today, the idea is to use EMI[1] in higher education. This requires full year training in intensive English. As the current conditions are not appropriate, the situation calls for reflection on an alternative solution: Training our students without necessarily resorting to a full academic year of intensive English. Considering the difficulties relating to the mobilization of human and material resources indispensable for a successful implementation of intensive English learning and taking account of the current teaching practices in our different departments, what didactic choices can allow the much needed training in our context? In order to answer this question I investigated the situation at the UFR-SEG[2]using a questionnaire and an interview guide. The conclusions of this study carried out in a constructivist and socio-constructivist perspective indicate that the majority of our trained students are unable to use English for instruction. My suggestions are threefold: Triangulation of didactic situations (didactic, a-didactic and non didactic situations), use of a multi-dimensional differentiated approach to instruction, and instruction based on learning strategies.
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Manda, Johnson Djoa. "Considérations syntaxico-sémantiques de l’utilisation du verbe gérer dans le français ivoirien." Voix Plurielles 11, no. 1 (April 30, 2014): 163–72. http://dx.doi.org/10.26522/vp.v11i1.926.
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Le verbe gérer, tel qu’il est utilisé par les Ivoiriens, présente des caractéristiques syntaxiques et sémantiques particulières par rapport à celles du français standard. Pour bien comprendre le phénomène, nous avons enquêté trois catégories d’usagers du français : les élèves et étudiants, les locuteurs peu on non lettrés et enfin les cadres subalternes de l’administration et les universitaires. L’analyse du corpus oral a révélé un emploi abusif de gérer par les locuteurs là où on attend d’autres concepts. En fait, les énonciateurs agissent comme si ces termes du français standard ne parviennent pas à traduire explicitement la sensibilité et la culture ivoirienne. Mais cette trouvaille produit des néologismes suffisamment riches. Ils témoignent en même temps de la vitalité du français dans le pays au moment où chaque communauté francophone se bat pour légitimer au sein de la francophonie ses propres usances.
The verb « gérer », as used by Ivorians, shows particular syntactic and semantic characteristics compared to those of standard French. To understand this phenomenon, we studied the discourse of three categories of French speakers : pupils and students, semiliterate and illiterate speakers, and finally administration officials and university teachers. The analysis of oral corpus revealed a misuse of the verb « gérer », where other concepts are expected. In fact, speakers act as if these terms of standard French fail to explicitly reflect the sensitivity and the Ivorian culture. But this discovery produces rather rich neologisms. They show the same time the vitality of French in the country when each French-speaking community is struggling to legitimize its own customary practices.
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Sylvain, N’zué Yao. "Communication Institutionnelle Et Recrutement Des Étudiants À L’université Félix Houphouët-Boigny De 2004 À 2009." European Scientific Journal, ESJ 12, no. 13 (May 30, 2016): 445. http://dx.doi.org/10.19044/esj.2016.v12n13p445.
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The Ivorian idiosyncrasy on the market of the French speaking universities in the south of Sahara is characterized by the overabundance of students. That is why we try to understand how corporate advertising contributes to the popularization of the practices of the student “clientele” recruitment process at the university Félix Houphouet-Boigny of Cocody. This work is essentially qualitative with the use of the direct observation technics and the semi-directive interviews with 20 university staffs of student recruitment process. It emerges from it that, on the one hand, the corporate advertising strategies during that operation of recruitment appear in three relation systems: the connections banking on the informal communication through affinities (kinship, friendship), the relations of transactions based on the communication of closeness and the relation of control centered on marketing approach. On the other hand, these strategies establish partly real irregularity sources due to the pouring of thousands (parallel recruitment) of the high school diploma new holders in that public university without taking into account their secondary school performances and the accommodation capacity. This results in the overabundance of students and the worsening of the education quality.
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Ghazzawi, Issam, Angie Urban, Renee Horne, and Claire Beswick. "Standard bank: exploring opportunities to make Côte d’Ivoire ‘home’." Emerald Emerging Markets Case Studies 10, no. 3 (September 9, 2020): 1–37. http://dx.doi.org/10.1108/eemcs-01-2020-0009.
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Learning outcomes After completion of this case, students will be able to: define and understand the external and internal components of the strategic management process; define and explain various alternative strategies that help companies create a sustainable competitive advantage; understand and explain the five main choices of entry mode that are available to organisations when considering entry into a foreign market, suggest an entry mode that is relevant to Standard Bank and explain the pros and cons of each entry mode; and understand how a company can offer or phase in its service offerings. Case overview/synopsis This case situates Sola David-Borha, CEO for the Africa Region at the Standard Bank Group, in April 2018, considering whether and how to expand into personal and business banking in Cote d’Ivoire – a country that Standard Bank had just re-entered, having exited there in 2003 because of the civil war. The bank has operations in 20 sub-Saharan African countries and its growth strategy is focussed on Africa. This strategy is reflected in its slogan: “Africa is our home. We drive her growth”. David-Borha has a number of questions on her mind. These include: can the bank offer financial services that will meet the needs of the Ivorian people, how can the bank expand into personal a business banking – indeed is rapid expansion into this sector the right decision for now? Complexity academic level Advanced/graduate courses in strategic management and international business. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 5: International business.
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Aye M.E., Yayo, Adje M.L., Kassi Kablan E.H., Kamagate T., Adjambri A.E., and Sawadogo D. "PREVALENCE OF HEMOGLOBINOSIS IN SCHOOL ENVIRONMENTS: CASE OF THE CITY OF ABENGOUROU IN IVORY COAST." International Journal of Advanced Research 12, no. 01 (January 31, 2024): 704–9. http://dx.doi.org/10.21474/ijar01/18174.
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Introduction : Hemoglobinosis are hereditary conditions prevalent throughout the world. In Ivory Coast, according to the work of Cabannes (CABANE, 1979), the prevalence of hemoglobins S and C is 12%. These conditions frequently associated with anemia constitute a public health problem.Most data on hemoglobinosis still come from hospital information systems, and not from community settings. It is in this context that our study takes place, the general objective of which is to characterize anemia and hemoglobinosis S and C in schools. Methodology: This was a cross-sectional study. It was carried out with students registered for the 2020-2021 academic year in three primary schools in the Abengourou department (eastern Ivory Coast). For each participant, a venous blood sample was used to carry out biological examinations, namely the hemogram, the rapid diagnostic orientation test (HemoTypeSCTM) and the electrophoresis of hemoglobin on cellulose acetate at alkaline pH. Results: We identified 298 children aged on average 9 ± 2 years (5 to 15 years) and a sex ratio of 1.1.The average hemoglobin level was 10.99 ±1.08 g/dL with extremes from 5.60 g/dl to 13.70 g/dl. The prevalence of anemia was 73.49%. It was mainly a moderate anemia of the normochromic normocytic type.The prevalence of hemoglobinosis was 15.77% with a prevalence of 7.72% and 8.05% respectively for Hb S and Hb C. There were 1.68% for major sickle cell syndromes, 6.04% of AS trait and 7.05% of AC trait. Conclusion: The prevalence of hemoglobinosis in schools in the Abengourou region was high with 16% of hemoglobinosis. We identified 13% of healthy AC and AS carriers. The continuation of this work in the community environment and throughout the Ivorian territory will allow the updating of data and advocacy for the mobilization of resources with a view to better management of hemoglobinopathies.
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Agoh, Charly Fernand, Mahaman Bachir Saley, Tacra Thierry Lekadou, Saraka Didier Martial Yao, Pierre-Marie Janvier Coffi, N’klo François Hala, and Bi Tié Albert Goula. "Impacts of climate variability on the production of Dwarf x Tall and Tall x Tall coconut (Cocos nucifera L.) palm hybrids planted on the coast in Côte d'Ivoire." International Journal of Biological and Chemical Sciences 17, no. 2 (May 31, 2023): 451–74. http://dx.doi.org/10.4314/ijbcs.v17i2.14.
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The Ivorian coast is the main coconut production area where agriculture is mainly rainfed. However, in this area, climate variability poses a great threat to the growth and sustainable development of agriculture. This study aimed at highlighting the impacts of climate variability on the production of the most popular Dwarf x Tall and Tall x Tall coconut palm hybrids in the world. It is based on the evaluation of the production of the hybrids from statistical tests (ANOVA, STUDENT's T-test at 5%) and the results of the standardized precipitation and evapotranspiration indices (SPEI) during the period of 2009 to 2018 of the study area. The results obtained revealed that the NJM×GOA+ hybrid was significantly differentiated by its good production potential of bunches (10 bunches), fruits (151 nuts) and copra (3.69 t). The maximum fruit production per year was observed in the Dwarf × Tall hybrids (101 nuts). The highest mass productions of copra per tree and copra per hectare were recorded in the Tall × Tall hybrids. The maximum productions of the ten hybrids were observed in 2012, 2015 and 2018 and the lowest in 2014 and 2017. Productions gradually increase or remain stable for consecutive wet years (2009 to 2011) prior to harvest. The onset of drought in one year (2012, 2013, 2015, 2016) and pronounced for two consecutive dry years (2012 to 2013 and 2015 to 2016) prior to harvest significantly decrease the level of production. These cumulative effects of drought are most pronounced in NRC×GRL+, NRM×GTN, NJM×GD001, NJM×GD002, and NJM×GD003 hybrids. NJM×GOA+, GVT×GTN, GSL×GTN, NRM×GVT, and NVS×GVT hybrids are developing abilities to express themselves better under this climate variability. They could be taken into account in the crop improvement program and proposed to growers to improve the yield of coconut trees under rainfed conditions.
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YOBOUA, Jean-Jaurès. "Living Conditions, Resilience and Academic Performance of Ivorian Students Girls in the Third Year." International Journal of Innovative Research in Multidisciplinary Education 03, no. 08 (August 20, 2024). http://dx.doi.org/10.58806/ijirme.2024.v3i8n05.
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The present study aims to study the relationship between living conditions, resilience and academic performance among students in the 3rd grade of the “Collège des Jeunes Filles de Bouaké”. A sample of 132 students from the 3rd grade, all female and between the ages of 13 and 16, completed a questionnaire, the Inventory for the Measurement of Forms of Resilience by Békaert et al. (2011), and an interview guide. The results of the survey show, on the one hand, that students living in difficult conditions tend to achieve poor academic performance, unlike their classmates who live in better conditions. On the other hand, the results reveal that more resilient students perform better academically than their non-resilient peers.
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Aghi Auguste Bahi. "TIC, pratiques de recherche d’information et production du savoir des enseignants-chercheurs universitaires ivoiriens." Africa Media Review 15, no. 1-2 (February 6, 2007). http://dx.doi.org/10.57054/amr.v15i1-2.5188.
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Information and Communications Technologies (ICT) challenge academia and sets in place the making of the “knowledge society”. Higher education must face the challenge to stimulate greater competition among university systems. Yet one thing should be underscored in Ivorian universities: there is no automated documention, no library network system; no Ivorian scientific journal has an electronic version or even an e-mail address. The only production of scientific literature remains the “papyrocentrée.” Within such a socio-ethnic framework, what is the place of ICTs in the professional activity of scholars? This question is all the more important today since the dynamism and competitiveness of a university or a research institute, tend to be measured on the basis of its computerization and even its presence on the Internet. This paper presents the primary results of an exploratory study, which focuses on a small sample of actors (scholars, technical and administrative personnel, doctoral students) at Cocody University in Abidjan. With emphasis on individual interviews, the paper assesses their experiences and their logics in view of issues raised by the integration of ICTs and the threat of marginalization of their university space in a globalized scientific environment.
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Boateng, Francis D., Nabi Youla Doumbia, Bassey Kooffreh, and Charlotte Omane Kwakye-Nuako. "Relationship Between Date Rape Attitudes, Rape Myths and Experiences with Sexual Violence Among Ivorian College Students." Journal of School Violence, February 23, 2023, 1–16. http://dx.doi.org/10.1080/15388220.2023.2180747.
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Sacco, Steven J. "Creating a bilingual campus at a polytechnic institute in French West Africa: Interdisciplinary issues, challenges and recommendations." Global Business Languages 20 (2020). http://dx.doi.org/10.4079/gbl.v20.10.
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This paper presents the efforts to help create a bilingual (French-English) campus at the Institut national polytechnique Félix Houphouët-Boigny (INP-HB) in Yamoussoukro, Ivory Coast. During a four-month stint on campus, the author conducted a needs assessment that included 1) the current state of the institute; 2) the needs and recommendations of multinational corporations that employ institute graduates; 3) the current levels of English of faculty and students; 4) the discussion of pedagogical strategies; and 5) recommendations for future action. Many significant challenges face the 3,000 students and 500 faculty and staff at INP-HB: an isolated location, a curriculum taught only in French, weak English skills, the presence of few native English-speaking faculty on campus, the prohibitive cost of study abroad in the United States or the United Kingdom, and the outdated methods used to teach English in Ivorian secondary schools and higher education institutions. This project represents a classic challenge to strengthen interdisciplinary connections between English for Special Purposes faculty and faculty representing INP-HB’s professional schools.
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"Understanding Cybercrime and the Phenomenon of "Broutage" (Grazing) For a Media Education of Pupils and Students in Côte d'Ivoire." International Journal of Multidisciplinary Research and Analysis 05, no. 07 (July 23, 2022). http://dx.doi.org/10.47191/ijmra/v5-i7-23.
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This article analyzes some understanding outlines of cybercrime considering its complexity and its practice by the youth population in Côte d'Ivoire for media education. On the basis of conventions, guides and scientific publications on the phenomenon, a thematic content analysis was conducted in order to identify the axes that structure the study in response to the research objective. This problematic is based on the socio-ecological model of Sallis and Owen (1998). According to the Preamble of the Council of Europe's Convention on Cybercrime, known as the "Budapest Convention" of November 23, 2001, which entered into force on July 1, 2004, cybercrime is crime in cyberspace. In the absence of a legal definition of the phenomenon, there is confusion between crimes germane to cybercrime and cybercrime itself. The Internet, a channel of cyberspace, is presented as a web, a mesh on a planetary scale that limits the control mechanisms and reveals the difficulties of quantifying the phenomenon. Through a vicarious learning among young people in Côte d'Ivoire, cybercrime colloquially called “broutage” (grazing) is a social malaise, despite the response of the Ivorian state. The use of ICTs requires education to make each user responsible for understanding, using, defending and enjoying them, because the media world is experiencing an unprecedented shock.
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Meledje, Jean-Claude. "The Ongoing Crisis in Côte d’Ivoire: The Historic Responsibility of Félix Houphouët-Boigny." Journal of the Institute for African Studies, June 10, 2019, 100–114. http://dx.doi.org/10.31132/2412-5717-2019-47-2-100-114.
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This article argues that the root causes of the conflict can be traced back to the leadership of Félix Houphouët-Boigny, the first President of the independent, post-colonial nation. Houphouët-Boigny failed to successfully manage a leadership transition from his generation to the next. During his three decades of rule, there were no plans made for his succession. When he ultimately died in office, the result was political, economic, and social instability. Consequently, the country was plunged into ongoing crises and conflicts. President Houphouët-Boigny had been the dominant political force of Côte d’Ivoire. His political skills made the country one of the most stable in the continent. Despite the rise of opposition from students, teachers, trade unionists and northern ethnic groups – all of whom were resentful of the southerner’s dominance of government, Houphouët-Boigny was able to restore calm through political dialogue. In 1987, Houphouët-Boigny’s advanced age – he was at least 81- contributed to the succession issue’s centrality in Ivorian politics. However, Houphouët-Boigny manipulated the Constitution. This caused frustration and set the stage for Houphouet-Boigny to remain in his role for the remainder of his life, despite a massive demonstration in Abidjan on May 31st, 1991, where 20,000 protesters chanted for ‘Houphouët-Boigny to resign.’ Consequently, a public leadership contest after Houphouët-Boigny’s passing reopened old wounds among interest groups which sought more economic and political power. This triggered the country’s ongoing crisis.
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Grégoire, Gala Bi Tra, Tra Bi Tra Isidore, and Franck Gustave Koffi. "EFFET DE L’APPRENTISSAGE PAR LE JEU ET DES STRATÉGIES DE RÉGULATION DES ÉMOTIONS SUR L’ENGAGEMENT AFFECTIF CHEZ DES ÉLÈVES IVOIRIENS LORS DE LA PÉRIODE POST-TRANSITION PRIMAIRE-SECONDAIRE / EFFECT OF LEARNING THROUGH GAME AND EMOTION REGULATION STRATEGIES ON AFFECTIVE ENGAGEMENT AMONG IVORIAN STUDENTS DURING THE POST-PRIMARY-SECONDARY TRANSITION PERIOD." European Journal of Social Sciences Studies 9, no. 4 (February 16, 2024). http://dx.doi.org/10.46827/ejsss.v9i4.1647.
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<p>L’étude a pour objectif d’examiner l’effet de l’apprentissage par le jeu et les stratégies de régulation des émotions sur l’engagement affectif chez des élèves ivoiriens lors de la période post-transition primaire-secondaire. 40 élèves de milieu défavorisé ayant participé à une activité de soutien à la transition scolaire ont été soumis à deux reprises (avant et après l’intervention) à l’échelle d’engagement affectif d’Archambault et al., (2009). Les stratégies qu’ils utilisent préférentiellement pour réguler leurs émotions dans diverses activités scolaires ont été répertoriées et classées fonctionnelles ou dysfonctionnelles selon leur fonctionnalité adaptative. Les résultats obtenus à l’aide du stata 16 indiquent que la participation aux activités d’apprentissage par le jeu crée un accroissement de l’engagement affectif chez les sujets qui utilisent les stratégies fonctionnelles et permet de ralentir le désengagement affectif chez les élèves qui utilisent les stratégies dysfonctionnelles pour réguler leurs émotions. Ces informations pourraient être exploitées par les intervenants dans le cadre de la prévention du décrochage scolaire en milieu défavorisé.</p><p>The aim of the study was to examine the effect of play-based learning and emotion regulation strategies on affective engagement in Ivorian students during the primary-secondary post-transition period. 40 students from disadvantaged backgrounds who had participated in a school transition support activity were tested twice (before and after the intervention) using the affective engagement scale of Archambault et al. (2009). The strategies they prefer to use to regulate their emotions in various school activities were listed and classified as functional or dysfunctional according to their adaptive functionality. The results obtained using the stata 16 indicate that participation in play-based learning activities creates an increase in affective engagement in subjects using functional strategies and slows down affective disengagement in students using dysfunctional emotion regulation strategies. This information could be used by practitioners to prevent school dropout in disadvantaged areas. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>
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Binate, Dosso Namode Alice Spouse. "Competency-Based Approach (CBA) and School Results in Physical Education and Sports in Secondary Schools in Côte D’ivoire." RA JOURNAL OF APPLIED RESEARCH 08, no. 02 (February 14, 2022). http://dx.doi.org/10.47191/rajar/v8i2.08.
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As part of the reflection on the Ivorian educational system, this work aims at analysing the relationship between the Competency-Based Approach (CBA) and school results in Abobo's secondary schools in Physical and Sports Education (PSE). In fact, through the CBA, young people acquire various skills (knowledge and know-how) but also social skills (interpersonal skills) that give them value in social life. On the methodological level, a questionnaire was submitted to 79 (seventy-nine) teachers, including forty (40) public and thirty-nine (39) private teachers in the commune of Abobo. In addition, four (4) and two (2) resource persons were interviewed, including the head of the Pedagogy and Continuing Education Office (PCEO) in Abidjan. A mixed approach was used through the quantitative and qualitative method. The data collected was processed with MS EXCEL software, which was also used for the input and production of tables and graphs. The results of this study revealed that CBA is practised in Abobo secondary schools by about 50.60% of the teachers selected. More than 72% of the teachers interviewed have at least five (5) years of experience in teaching Physical and Sports Education (PSE). Most of them have therefore practised the OBA (objective-based approach) since the CBA, in its evolution through the teaching levels, entered the second cycle from 2015. The survey still reveals that these teachers have the required level of pedagogical skills or sufficient subject knowledge to teach effectively with this approach. Only 02.53% of the teachers surveyed may not have the recommended skills. However, it appears that CBA does improve students' academic performance in terms of knowledge, skills and also social or life skills, which are by nature skills for autonomy and conformity to social rules. Hence the use of the reference theory of social control, by Maurice Cusson (2015). It makes the school a situational and developmental prevention, effective in curbing deviance, delinquency and even criminality in young people.
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Rung, Andrea C., Jing Sun, and Roy George. "Dental students' ability to judge the quality of composite restorations' exemplars depicted in photographs and their impact on preclinical skills." European Journal of Dental Education, November 21, 2023. http://dx.doi.org/10.1111/eje.12971.
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AbstractIntroductionAssessing exemplars as a formative activity is thought to promote students' learning. This study aimed to investigate dental students' ability to judge the quality of composite restorations' exemplars depicted in photographs and their impact on students' preclinical skills.Materials and MethodsIn a non‐randomised controlled crossover trial with two intervention arms, 92 undergraduates in their first preclinical course self‐enrolled in into the intervention group (A1‐INT) or control group (B1‐CT). The intervention group assessed photographic images of composite restorations before restoring an ivorine premolar with composite while the control group restored the same tooth without assessing the photographic exemplars. Intervention and control groups were swapped 3 days later in a second iteration (B2‐INT, A2‐CT). Data were analysed in SPSS® version 27 using nonparametric tests.ResultsStudents who did not complete all activities in the study were excluded. Therefore, 57 out of the 92 student participants were included in the study analysis. No significant differences were observed between intervention and control groups' ability to assess quality of photographic exemplars or restoring a tooth in both iterations.ConclusionStudents were able to identify the quality of composite restorations in photographic exemplars. It appears that assessing photographic exemplars did not have an immediate impact on students' ability to restore a tooth with composite.
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Hassan, Ali Abdel-Halim Abdel-Azim, Abdulelah Sameer Sindi, Abeer Mohamed Atout, Mohamed SM Morsy, Khurshid A. Mattoo, Vishnu Teja Obulareddy, Ankita Mathur, and Vini Mehta. "Assessment of Microhardness of Bulk-Fill Class II Resin Composite Restorations Performed by Preclinical Students: An In Vitro Study." European Journal of General Dentistry, February 2, 2024. http://dx.doi.org/10.1055/s-0043-1778675.
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Abstract Objectives A comparable performance between bulk-fill composites (BFCs) and progressively inserted conventional resin composite (CRC) has been observed in previous studies. However, a significant number of dental institutions in India continue to employ incremental techniques for RC restorations during preclinical studies. But as BFCs are gaining popularity, they may soon be a part of the curriculum for dental students. The aim of this study was to assess the microhardness and the polymerization efficiency of bulk-fill composites versus CRC in class II slot preparations restored by second-year dental students on ivorine mandibular first molar teeth with high-intensity (HI) and low-intensity (LI) light-curing units using the standard mesial slot preparation technique. Material and Methods Fifty preclinical dental students of second year of a dental college were recruited for the study on a voluntary basis. During their preclinical instructions, all participants were taught and made to practice the handling and curing techniques for two-surface RC restorations for 4 months. Each student was asked to perform four RC restorations: CRC-HI, CRC-LI, BFC-HI, and BFC LI. Assessment of microhardness was done using the Vickers microhardness (VMH) test. Statistical analysis One-way and multivariate analysis of variance and Bonferroni 's post hoc test tests were used for data analysis. Results The results showed a significant decrease in the VMH readings in the horizontal axis, progressing from the uppermost to the lowermost positions (p > 0.05). In all the examined groups, the VMH values at the deepest reading locations were found to be higher than 80% of the values observed at the occlusal surface reading locations. Statistically significant associations were seen between the RC type and the light source used in the VMH readings conducted (p > 0.05). However, no significant correlation was identified between the type of light source and the vertical VMH readings (p > 0.05). Conclusion Instructing dental students to place RC restorations using CRC or BFC materials together with both HI and LI light-curing protocols is safe and can be considered for preclinical studies.