The survey examines the influence of the variables of the school environment, the variable indivuduelles and those of the domestic environment on the performances in mathematics of the schoolchildren of 5th year of Bunia and Kisangani (RDC). To this effect, the data have been collected in 2014 on 48 primary schools of the two aforementioned agglomerations, did 4131 schoolchildren answer a reliable test (α =0,78) math and has a questionnaire of information been exploited to this end. The results showed a meaningful regression coefficient between 7 variables of three categories and the performances of the schoolchildren in mathematics. The contribution of all these variables combined to the total variance of the performances of the schoolchildren rise to 4,1%.
The survey scrutinizes the effect of the well-being feeling in the school on the scores in mathematics of the schoolchildren. This well-being to the school covers some personal features (behavioral, emotional, cognitive) of the pupil, but as sometimes social (relations with the equals or the adults of the school community) and contextual (ambiance, rules, discipline, school requirements, ...).
To collect the data, a reliable math test (ɑ=78) and has a questionnaire of well-being to the school been managed to the schoolchildren (2703) of 5th in 48 schools selected by the uncertain sampling technique, stratified and weighted.
After descriptive, correlative and regressive analysis, the scores of the schoolchildren appeared very dissatisfactory. The well-being contributes non meaningful manner (0,8%) to the total variance of the scores of the schoolchildren. What shows the very mediocre quality of life in the Congolese schools.
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