Adjustment of School Rythms and Student Performance

Far from wanting to call into question the previous studies on the relation between the management of school time and student performance, the present investigation attempt to answer the following question: Does the organization of school time have an influence on academic performance Indeed, we notice that the level of students especially in primary education remains low and even in the CEMAC [CEMAC: Communaut Economique et Montaire de lAfrique centrale] sub-region compared to that of learners in countries like: Canada; Finland and England to name only those which have an educational system primarily focused on the needs of students. This calls into question the quality of the Cameroonian system which does not take into account the rythms of the students as recommended by the chronobiologists; which make it difficult for students to assimilate learning to ensure academic success. When we know that the majority of secondary school students have difficulties in receiving lessons in particularly in mathematics and language, it must be said that the problem would be at the level of basic learning at the primary level which has the mission of reducing or even eliminating these difficulties. In order to measure the impact of the adjustment of school rythms on the performance of the students, this experimental type research was carried out on sample of 60 students divided into two equal groups, namely an experimental group and a control group. The results allowed us to conclude that the adjustment of school rhythms has an impact on the performance of students.