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All Journal Journal of Education and Learning (EduLearn)
Chergui, Mohamed
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Humanities Education Library & Information Science Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

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An exploratory study of the difficulties related to the probabilistic modeling process Lakrim, Abdennabi; Chergui, Mohamed; El Wahbi, Bouazza
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22046

Abstract

This study is a contribution to efforts to promote practices for dealing with the difficulties encountered by learners in probabilistic modeling situations. We attempt to elucidate as precisely as possible the types of difficulties that secondary school students face in the process of modeling with probability tools. By referring to a large and extensive literature on the specific difficulties of modeling, we have been able to establish a typology of possible difficulties that may emerge during the implementation of the modeling process by secondary school students. We determined sub-categories for the probabilistic modeling stages. Based on this typology, we constructed a test and we administered it to a random sample of secondary school students. The analysis of the responses via a grid developed for this purpose, we were able to deduce that the sub-categories of difficulties we identified are both positively correlated. With regard to student performance, some particular difficulties were encountered in the implementation of the modeling stages. We also observed that the choice of the appropriate probabilistic model is hampered by a lack of conceptual understanding of the probabilistic situation, while the stage of probabilistic calculations is mainly affected by the failure to choose the correct mathematical methods and techniques.
A systemic analysis of secondary school mathematics teachers' attitudes toward assessment of learning Chafi, Chaimae; Chergui, Mohamed; El Wahbi, Bouazza
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21217

Abstract

Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.
An analysis of the secondary school electricity curriculum via the taxonomy of introductory physics problems Lazaar, Ahmed; Chafi, Chaimae; Riyahi, Jamila; Chergui, Mohamed
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23299

Abstract

One of the factors responsible for difficulties in learning electricity is the lack of relevance in the choice of cognitive activities engaged in teaching activities. Given this situation, we sought to explore cognitive aspects in the secondary school electricity curriculum and its implementation in textbooks. The study uses a mixed-methods approach to examine some cognitive aspects of the official framework texts and their implementation in the activities of final-year secondary school physical science textbooks. The corpus analyzed consists of 36 activities proposed in two officially accredited textbooks, totaling 258 questions covering the various topics in the electricity program. The taxonomy of introductory physics problems, designed for physics problems, is used as a data collection tool. The official texts and each question in textbooks activities are examined using a grid to identify the cognitive levels involved. After quantitative and qualitative data processing, the study revealed that all the cognitive levels of this taxonomy are recommended in the formal electricity curriculum, with a clear advantage for the two cognitive levels: comprehension and analysis. This choice of cognitive levels is relatively respected in the conceptualization activities proposed in the textbooks, with a strong preference for comprehension and analysis. The dependency between the cognitive levels involved in the activities and the topics on electricity has also been confirmed statistically. This dependence is justified by the fact that the degree of involvement of certain cognitive sub-levels of restitution and analysis varies significantly from chapter to chapter. We have also noted that the utilization of knowledge and certain sub-levels of analysis of knowledge are almost neglected.
Co-Authors Chafi, Chaimae El Wahbi, Bouazza Lakrim, Abdennabi Lazaar, Ahmed Riyahi, Jamila