[ Difficultés de l’enseignement des sciences physiques/chimie en 8e année d’éducation de base dans les écoles de Bunia en République Démocratique du Congo ]
KAMUHANDA BUGASAKI Jacob1, Masandi Milondo Alphonse2, and Buluku Ekwakwa Alain3
1 Chef de Travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, RD Congo
2 Professeur Ordinaire, Faculté de Pédagogie et Didactique des Disciplines, Université Pédagogique Nationale, RD Congo
3 Professeur Emérite, Faculté des sciences, Université Pédagogique Nationale, RD Congo
Original language: French
Copyright © 2026 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
An interview guide was developed and administered to a sample of 16 teachers who teach Physical Sciences/Chemistry in the 8th year of basic education in 30 secondary schools in Bunia city, with the objective of identifying the difficulties encountered by Physical Sciences teachers in teaching the chemistry component at this level. The results of the study revealed that these difficulties are related to the lesson plans preparation based on curriculum matrices, pedagogical resources, teachers’ professional knowledge, classroom management, the pedagogical approach used, and the time allocation of one hour per week provided for this discipline. When these results were analyzed using the Chi-square test, it was found that the observed differences between frequencies were significant for difficulties related to pedagogical resources, teachers’ professional knowledge, and the one-hour-per-week timetable allocated to this subject (with χ2cal > χ2tab at the 5% significance level). Consequently, the study recommends increasing the time allocated to the teaching of Physical Sciences, improving pedagogical resources in schools, and providing regular teacher training to ensure effective implementation of the situation-based approach, which is the pedagogical approach aligned with the curriculum of the Science Learning Domain for the 8th year of basic education.
Author Keywords: Difficulties, Teaching, Physical Sciences/Chemistry, 8th Year, Basic Education.
KAMUHANDA BUGASAKI Jacob1, Masandi Milondo Alphonse2, and Buluku Ekwakwa Alain3
1 Chef de Travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, RD Congo
2 Professeur Ordinaire, Faculté de Pédagogie et Didactique des Disciplines, Université Pédagogique Nationale, RD Congo
3 Professeur Emérite, Faculté des sciences, Université Pédagogique Nationale, RD Congo
Original language: French
Copyright © 2026 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
An interview guide was developed and administered to a sample of 16 teachers who teach Physical Sciences/Chemistry in the 8th year of basic education in 30 secondary schools in Bunia city, with the objective of identifying the difficulties encountered by Physical Sciences teachers in teaching the chemistry component at this level. The results of the study revealed that these difficulties are related to the lesson plans preparation based on curriculum matrices, pedagogical resources, teachers’ professional knowledge, classroom management, the pedagogical approach used, and the time allocation of one hour per week provided for this discipline. When these results were analyzed using the Chi-square test, it was found that the observed differences between frequencies were significant for difficulties related to pedagogical resources, teachers’ professional knowledge, and the one-hour-per-week timetable allocated to this subject (with χ2cal > χ2tab at the 5% significance level). Consequently, the study recommends increasing the time allocated to the teaching of Physical Sciences, improving pedagogical resources in schools, and providing regular teacher training to ensure effective implementation of the situation-based approach, which is the pedagogical approach aligned with the curriculum of the Science Learning Domain for the 8th year of basic education.
Author Keywords: Difficulties, Teaching, Physical Sciences/Chemistry, 8th Year, Basic Education.
Abstract: (french)
Un guide d’interview a été réalisé avec 16 enseignants échantillonnés qui dispensent les sciences physiques/chimie en 8e année d’éducation de base dans 30 écoles secondaires de la ville de Bunia dans le but de relever les difficultés que rencontrent les enseignants des sciences physiques des écoles de Bunia dans l’enseignement de la partie chimie en 8e année d’éducation de base. Les résultats obtenus à la fin de cette recherche ont montré que ces difficultés sont liées à la préparation des fiches d’exploitation des matrices, aux ressources pédagogiques, à la connaissance professionnelle des enseignants, à la gestion des classes, à l’approche pédagogique utilisée et à la grille horaire d’une heure par semaine prévue pour cette discipline. En traitant ces résultats au moyen de test Chi-deux, on constate que la différence observée entre les fréquences est significative pour les difficultés en rapport avec les ressources pédagogiques, la connaissance professionnelle des enseignants et la grille horaire d’une heure par semaine prévue pour cette discipline (avec des Χ2cal ˃ Χ2tab 5%). Par conséquent, une augmentation du temps alloué à l’enseignement des sciences physiques, l’amélioration des ressources pédagogiques dans les écoles, la formation régulière des enseignants pour une bonne mise en œuvre de l’approche par situation qui est l’approche pédagogique qui est conforme au programme éducatif du Domaine d’Apprentissage des Sciences pour la classe de 8e année d’éducation de base.
Author Keywords: Difficultés, Enseignement, Sciences physiques/chimie, 8e année, Education de base.
