What are the factors that influence the academic results of a student in the orientation cycle? Geneva researchers looked at the performance of 11th grade teenagers in mathematics and French. The three sections are concerned: literary-scientific (LS); modern languages and communication (LC) and communication and technology (CT). First observation: the organization by sector has a perverse effect. Expectations of students are thus higher in LS (7.3 on a scale of 1 to 9) than in CT (5 out of 9). In short, less is asked of students in so-called “weak” streams.
For the researchers, “this sector effect results largely from differences in education”. Even if the effective teacher everywhere and at all times does not exist, the role of the teacher is essential. Depending on the discipline and the sector, the student’s performance varies between 5.6% and 15.1%. There is therefore a class effect and a master effect. In other words: there are good teachers and bad teachers. “It’s not that simple. I am aware that the situation is not easy. There is teaching that works with certain students and less with others,” says Anne Hiltpold, State Councilor in charge of Public Education (DIP).
If the conclusions of the study “are not a big surprise” in the eyes of the PLR magistrate, “now that the master effect has been demonstrated, we can work to improve things and think about ways of teaching”. The study recommends in particular looking at “the professional development of teachers as a lever for action”, by promoting the updating of teaching practices.
For the State Councilor, it is a question of using the conclusions of researchers within the framework of the reform of the cycle, one of the major challenges of her mandate. “We have been discussing the structure of the cycle for years, but we see that it is not the only parameter,” continues Anne Hiltpold. It is not a question of throwing stones at teachers, but of working on pedagogy. If we question these practices, it is above all for the good of the students.”
Everything was presented to the teachers. The latter must make their proposals. On January 8, a cantonal study day will be held to transform reflections into concrete action plans.
“We have to change the whole ship!”
According to Michaël Savoy, member of the board of the Federation of Associations of Masters of the Orientation Cycle, the study shows that we need to “change structures. The stream system put in place to help students in difficulty has backfired. This has created sidings that break up students.” What about the master effect? “Far be it from me to minimize it. This is in line with what we continue to defend. We must give teachers time to prepare their lessons, interact with their peers, and provide continuing education.” He welcomes the participatory approach launched by the DIP: “We call for these changes as our wishes. It’s a whole! It’s not about changing one nut, but the whole ship!”
