Etude de cohérence entre aspect relationnel et satisfaction des apprenants à travers la pédagogie différenciée

Abstract

The differentiated pedagogy offers students the opportunity to develop local interactions within their groups and also within the class group. In order to achieve the objectives for which the teacher adopts a method based on this pedagogy, he must prepare the prerequisites for his success. In our research, we were interested in the relational aspect that can exist between the members of each group in order to create a motivating and an ambitious environment. To highlight the importance of the relational criterion for a given partition of a class, we have modeled this aspect by a function called global relational function on the whole class whose restriction on any group is called local relational function. To prove the impact of the relational aspect on the effectiveness of the learning operation, we have also highlighted another function that characterizes the students’ satisfaction in the class, called overall satisfaction function over the whole class whose restriction on any group is called local satisfaction function. We have studied some properties of these two functions and then we have highlighted the correlation that exists between the relational and the performance of learners in the group-class.