Analyse de l'Opinion des Élèves Concernant l'Enseignement du Français dans les Écoles Secondaires

Abstract

This study examined those characteristics that distinguished students who were satisfied from those who were dissatisfied with their French (mother tongue) instruction. The study was based upon a model derived from Le Moigne's general systems theory. The statistical treatment of the data was accomplished by means of chi-square analyses, contingency coefficients, analyses of variance and multiple regression techniques.

The study yielded two major conclusions. First, dissatisfied students were generally dissatisfied with the courses, the teachers, and the teaching; the study of the French language was a less important source of dissatisfaction. Scholastic success or achievement in the course (as defined by grades) was largely related to prior and present general abilities (elementary grades, secondary grades, school adjustment, learning style, and parents' education). Second, satisfaction or dissatisfaction, generally speaking, could not be attributed to any single cause, but rather to a constellation of interrelated factors.