Analysis of the importance of mastering the mother-tongue at the start of primary school from Madagascar using the ICHC-MGK software
Résumé
In a context where repetition in primary school is still a central problem in Malagasy public schools, it is important to question the contribution of preschool, a solution recommended to fight against repetition, as well as the profiles of these pupils who repeat. Preschoolers have an advantage because they learned the mother tongue as early as preschool and they perform better compared to non-preschoolers. This text presents some elements of the problem of repetition during the first years of primary in public schools. It also explains the results of research on impact of preschool education on pupils educational path and the continuation of their studies. Then, the article presents the results of study of pupils from public primary schools of the first year in the province of Antananarivo. This study aims to identify the profiles of pupils who are most likely to repeat in the first year of primary school. Analysing the data using the ICHC-MGK (Implicative and Cohesive Hierarchical Classification based on MGK) tool point us towards the need to improve the continuity between preschool and primary through the practice of approaches that help the first-year pupil in his learning.