Stress en évaluation et échec académique dans les instituts d’enseignement supérieur au Burkina Faso

Abstrak / Ringkasan

As is the case with many other countries, the stress related to assessments and academic failure is a common problem in higher education institutions in Burkina Faso. As a matter of fact, evaluation, an integral part of the teaching/learning process, plays an essential role in the search for the quality of teaching (Gerard, 2001). It allows the teacher to pilot his lesson, promotes learning in the student and facilitates the control and certification of learners' achievements. This is why students face many pressures and expectations leading to high levels of stress and anxiety. However, stress can cause errors of attention, memory loss, trauma that can negatively affect school performance. To succeed in the evaluative approach in education, university systems have put in place modality assessment that take into account teaching and student supervision methods, assessment styles and interuniversity student mobility. However, it must be recognized that the realities of evaluation in higher education institutes sometimes seem to contrast with the rules of evaluation in LMD (Bouba, 2014). This study highlighted irregularities in the governance of evaluations in higher education and came out with suggestions for improving teaching/learning and assessment methods in these structures. The descriptive methodology used is part of a quantitative and qualitative approach. Our target audience consists of 3 teachers and 174 students from the Department of Modern Letters, in Level 2 of Bachelor in the Norbert Zongo University of Koudougou.

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