Perception of the psycho educational relationship as a pillar of learner engagement in Cameroonian elementary school

This article examines the relationship between the perception of the psychopedagogical relationship and the level of engagement of level 3, tier 1 learners in primary school. It stems from the observation that learners at this level do not really do their homework, participate little in the teaching/learning process and partially miss lessons; this leads to an alarming failure rate of around half the class in termly assessments. The survey was conducted among 200 pupils selected using stratified sampling in six primary schools in the Douala V district. A hetero-evaluation questionnaire was used to collect the data, and Spearman's correlation test was used to test the hypotheses. The results suggest that the learner's image of emotional support, the perceived organisation of the classroom and the representation they have of the quality of their teacher's support during learning are linked to their engagement in school activities. Necessary for student empowerment, the quality of the psychopedagogical relationship during learner guidance is decisive during and after cognitive activity.