The quality of higher and university education is currently, in DR Congo and in several countries of the world, a theme addressed in the various educational policies. Due to the attention given to this question by practitioners of education and other partners who are interested in examining and evaluating the efficiency of higher and university education, we have evaluated the impact of the organization and the planning, the delivery, and the evaluation of teaching inputs on the learners’ performances by using a pre-experimental approach. To this end, we used the multiple regression on the results of 2022 students in ten learning form levels. We show here the possibility of predicting students’ performance by globally appreciating the contribution of three dimensions (planning and organization, delivery, and evaluation of learning inputs) in the total variation in the students’ performance. The results obtained for the different level forms show that the multiple regression coefficients found are not significant, since the associated probabilities are ≥ 0.01. Thus, planning and organization, delivery and evaluation are not good predictors of students’ performance regardless of the learners’ promotion. Their contribution to improving students’ performance is minimal.

Improving the quality of higher education in D.R. Congo and in Several countries in the world is currently the priority objective fixed in different educative policies. Due to attention given to this question by those who seek effectiveness of higher education, we have evaluated the quality of teaching thanks to achieved performances of students by resorting to experimental approach. In this regard, we have compared the results of two thousand and twenty two (2022) students in ten promotions who have been submitted to pre-test and post-test. Considering students performances during pre-test and post-test, all the promotions are superior to 0,15. Nevertheless, students’ performances during post-test are superior to those of pre-test.