Influence of Socio-Cultural and Family Factors on Educational Difficulties for Primary School Pupils in Conakry

Abstract

The purpose of this case study on educational difficulties (DS) was to highlight the different types of educational difficulties among repeaters and to identify the various factors, especially the socio-cultural and family factors involved.

This is a six-month control case study conducted from January 1, to June 30, 2018, covering 100 cases of school difficulties and 100 control cases. We collected the data from class attendance books, school report books and a questionnaire of 22 people divided into two public: the 1^st public explored the pupil / school parameter and the 2^nd public explored the family. Included in this study were cases and control students with school report books and whose parents accepted the interview.

School delay was the most encountered type of school difficulty (84%). The majority of children in difficulty did not attend kindergarten (52% versus 33% of the control group) and if they did kindergarten it was irregular (15% versus 5%). The majority of mothers in the case group was not educated (41%) or had the primary level (41%). 56% of the children in the case group did not live with the biological parents versus 33% in the control group.

In the family of 84% of the children in the case group, it was the national or local language that was commonly spoken versus 8% of the control group. The national or local language and French were commonly spoken in the family of 14% of the case group against 25% of the control group (p = 0.0000). The School difficulties should no longer be considered as the schoolboy's only fault; its analysis must necessarily take into account the factors that are: the child, the school and the family in order to assess their mutual interaction. They can be considered as a real public health problem.