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Les groupes de travail font partie des principaux animateurs informels de la vie scolaire au Sénégal. Alors qu’ils sont au cœur des activités de sociabilité scolaire observées dans l’enseignement secondaire, ils n’ont fait l’objet d’aucune analyse sociologique. Force est pourtant de reconnaître qu' ils sont devenus des espaces concurrents et alternatifs à la transmission officielle des contenus d’enseignement face à l’incapacité croissante de l’école à assurer cette mission essentielle d’encadrement des élèves. Les enquêtes qualitative et quantitative effectuées auprès de 110 groupes de travail montrent que ces derniers sont un espace d’activation des pratiques sexuées. Deux modèles de socialisation introverti et extraverti régulent les activités sociales et les projets scolaires et professionnels des élèves. Le modèle introverti pousse les filles à faire un usage limité des activités de sociabilité scolaire et à privilégier leur projet matrimonial et les formations de courte durée ; tout le contraire du modèle extraverti qui incline les garçons à construire un projet scolaire et professionnel solide. Cette thèse interroge les transformations en cours, dans les modes de sociabilité sénégalaise, s’expliquant en partie par l’accès des femmes aux secteurs modernes de l’emploi. Cette présence féminine sur le marché de l’emploi n’a pas forcément entraîné une renégociation des rapports parentaux. L’étude du rôle des groupes de travail dans la réussite scolaire des élèves montre que les groupes sociaux défavorisés tirent un grand bénéfice des activités de sociabilité scolaire, par l’accès à un espace social favorable à la création de vocations scolaire et professionnelle. / Work groups are part of the main informal school life-stirring factors in Senegal. Though they are at the core of socializing activities in high school education, they have never been studied on a sociological basis. Nevertheless, one has to admit that in the past years, they have become simultaneous and alternative to official and regular transmission of education contents due to the ever growing incapacity of school to take on this essential mission of students’ supervision. Qualitative and quantitative surveys carried towards 110 work groups show that these groups are where gender-related practices start off. Two socializing models, introverted and extroverted, regulate social activities and school and professional projects. The model we shall call “introverted” lead girls, one the one hand, to a limited use of school sociability activities in order to favor their matrimonial project and short-term trainings. On the other hand, boys in this model are encouraged to build on a strong school and professional project. This thesis study questions the on-going transformations in the Senegalese socializing trends, that can be partly explained by the access of women to modern employment sectors. This feminine presence on the employment market doesn’t trigger necessarily a negotiation in parental terms. The study of the work groups’ role in school success show that disadvantaged social groups benefit a lot from socializing activities through access to a social space prone to school and professional vocations.

The Theses deals with applications of mathematical knowledge in teaching biology and it is divided into four chapters. Each chapter is dedicated to another application: 1. Application of conditional probability in medical diagnostics, 2. Application of exponential function in population ecology, 3. Application of logic functions in mathematical modelation of neuron and 4. Aplication of binomial theorem and binomial distribution in genetics. Each application contains solved problems, a worksheet for students and a solution for each worksheet. Two application (1. and 2.) have been tested in teaching and as an assessment of my lessons students filled questionnaires. Results of these questionnaires are processed in the end of these chapters. This Thesis can be used in teaching or self-studying.

Computer technology has been used in education for years, and the government budgets large amounts of money to foster technology. However, it is still a debated whether computer technology makes a difference in students' learning outcomes. The purpose of this study is to find if any relationship exists between computer use by teachers and students and the students' academic achievement in math and reading for both traditional populations and English language learner (ELL) tenth graders. Computer use in this study included the computer activities by students and teachers, in terms of the time, frequency, activities types, the places students use computers, teachers' computer activities, and the training teachers received. This study used data gathered from tenth grade students from the dataset Education Longitudinal Study of 2002 (ELS:2002) of the National Center for Education Statistics (NCES). Fifteen thousand, three hundred and sixty-two students were randomly selected to represent all U.S. tenth-graders attending schools in 2002. The findings showed diverse relationships consistent with the literature. Based on the findings, some suggestions were made to teachers and parents about the quality of school work and computer use by students and teachers.