Level of Application of the Situational Approach Among Mathematics Teachers in the Final Cycle of Basic Education. the Case of the Schools of Kisangani, Isiro and Faradje
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study assesses the actual implementation level of the Situation-Based Approach (SBA) among mathematics teachers within the final cycle of basic education in Kisangani, Isiro, and Faradje. We analyzed this implementation by observing a sample of 39 teachers, including 21 in Kisangani, 9 in Faradje, and 9 in Isiro. Data were collected through direct observations of instructional sequences. Based on a maximum score of 5 points, the findings reveal that the overall implementation level of the SBA among these teachers is low, yielding an average of 1.87/5. At the institutional level, Kisangani recorded a mean score of 2.15/5, followed by Isiro with 1.7/5, and Faradje with 1.4/5. Out of all the surveyed schools, Collège Maele in Kisangani was the sole establishment to achieve a sufficient implementation level of the SBA, with an average score of 2.74/5. These results demonstrate that government directives mandating the SBA as the exclusive method for teaching mathematics struggle to be applied in practice. We argue that the choice of a pedagogical framework should not be dogmatically imposed. It is urgent to equip teachers with the necessary knowledge to use this approach effectively, while also rapidly reinforcing in-service teacher training to rescue this curricular transition.
Institution: Université de Kisangani
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7204173875