Imprécisions dans les questions formulées par les enseignants de chimie de la sous-division kamina I et leur impact sur le rendement des élèves de la section scientifique

Abstract

In this didactic study on the inaccuracies noted in the questions formulated by
chemistry teachers, we sought to highlight these inaccuracies, identify their
sources, indicate their consequences on student performance and reformulate
these imprecise questions.
The analysis of the five questions retained in this research led us to note
that:
•The inaccuracies and their sources differ from each other, from one question to
another;
•The embarrassment of students faced with the diversity of answers, the
subjective evaluation on the part of teachers as well as the failure of students are
the main consequences of these inaccuracies