The Effectiveness Of Competency Based-Approach On French Reading In Chad's Public Primary Schools

The effectiveness of a pedagogical approach lies in its dynamism involving learners to acquire the basic skills including reading.This study is an evaluation of the effectiveness of the Competency Based-Approach(CBA)on French reading in public primary schools in Chad through teacher perception.The primary objective was to check with teachers whether teaching-learning practices-based CBA stimulates the development of reading skills for 3rd and 5th graders.The second specific objective was to estimate the extent to which the characteristics of this approach such as equity,the motivation of students to read are effective by contextualizing teaching-learning content.A questionnaire and a semi-directed interview were administered to a sample of 78 teachers and 8 principals.These two tools were used to measure the effect of the following factors on French Reading skills.These factors include Teaching practices,reading skills,Reading motivation,Reading components,Teaching content,Teaching methods and Oral skills.Item reliability tests were conducted for each of these factors.SPSS software(version 24.0)was used for data analysis.Correlation analyses and linear multiple regression were used as a data processing test.A significant level of 0.05 was used for the interpretation of the results.Results from correlational analyses showed a statistically significant relationship between all factors considered,excepting the teaching method factors with Teaching practices and Reading motivation with teaching content.The findings of the multiple regression analyses resulted in five(5)predictors of the effectiveness of the CBA on French Reading Skills.These factors are classified by their coefficient/statistical values as follows:(1),Reading skills(acquiring basic reading skills by students,i.e.decoding skills,lexical skills,narrative skills and inferential skills),(2),Reading Motivation(students engage in activities such as reading in the absence of the teacher in classroom,react to texts read,make oral representations,show autonomy in learning to read etc.),(3),Reading Components(acquiring reading skills enriched through vocabulary,deciphering text,decoding text and understanding of the text,syllable,and fluency),(4),Oral skills and(5),Teaching Content.This study shows that the effectiveness of the Competency Based Approach on French-language reading skills in primary public schools in Chad is rather linked according to teachers' perceptions,to the possibilities of contextualization of teaching-learning content,but it is also due to the reading interest that this approach could cause among learners.