# Environmental education: comparative study of the performance of two training methods in sahelian farming environments

Alexis Dzokom, Jules Balna, Félix Watang Zieba, Roger Djouldé Darnan

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Alexis Dzokom, Jules Balna, Félix Watang Zieba, Roger Djouldé Darnan. Environmental education: comparative study of the performance of two training methods in sahelian farming environments. SAHARA-J: Journal of Social Aspects of HIV/AIDS, In press. hal-04678277

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Submitted on 26 Aug 2024

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ENVIRONMENTAL EDUCATION: COMPARATIVE STUDY OF THE
PERFORMANCE OF TWO TRAINING METHODS IN SAHELIAN
FARMING ENVIRONMENTS

Alexis DZOKOM <fnref n="1" />, Jules BALNA <fnref n="2" />, Félix WATANG ZIEBA <fnref n="2" />, Roger DJOULDE DARMAN <fnref n="3" />

Abstract

The acceptance of messages related to the preservation and conservation of the environment within populations
depends in part on the training methods used in the Sahel zone. The objective in this article is to measure the
achievement of the training goals via educational and andragogical methods by analyzing the perception that the
participants have of their training achievements. 300 trainers in plant resource management education in the Sahel
region were invited to the survey carried out using a questionnaire and training session evaluation sheets. Data
analysis made it possible to determine that 97.57% of the trained people surveyed were satisfied and 95.87% could
reproduce the knowledge related to good environmental practices. The practical method of andragogy made it
possible to transmit knowledge better than the practical method of pedagogy

Keywords: Environmental education, training, learning, management of plant resources, Sahelian zones

Introduction

Despite sporadic initiatives, a certain dissonance is
currently perceptible between the interests of target
populations, the possible positive environmental
and socio-economic impacts arising from
environmental education and the acceptance of
certain types of training in preservation and
conservation. of the environment within the
populations of current Sahelian zones.
Environmental pedagogy, used during training in
good environmental practices, must provide
learners with a certain knowledge, at the same time
as it is responsible for encouraging them to acquire
a set of attitudes and habits supported and
enlivened by a few specific skills (Giolitto, 1982).
Environmental pedagogy can only be judged
effective if it is based on appropriate teacher
training, if it opens up to the extra-curricular
environment, if it is based on ongoing educational
research likely to shed light on its purposes and
methods (Giolitto, 1993).

"Andragogy is part of Educational Sciences. But the concept is much less used than that of pedagogy and the term pedagogical which is easily found in speeches on andragogy." (Akouéte, 2021, p. 25).

Environmental education can take different forms;
formal, non-formal and informal (Ayotte, 2020).

"Induced in particular by this contact with nature,
the development of a passion, or at least of a
motivation towards the protection of the
environment is also of great importance in the
process" (R. Dallaire, 2023, p 4).

Adults, young and old, are increasingly interested in
activities that offer environmental learning
(Villemagne and Sauvé, 2021). For the development
of children, interaction with their environment is

essential to establish their relationship with the
world and promote their understanding of it.

The objective of this article is to measure the
achievement of the training goals and to analyze the
perception of the participants after the training
acquired in order to propose a better
methodological program for training sessions on
good environmental practices in the Sahelian zone.
More specifically, it is a question of determining the
levels of achievement of the objectives of
environmental education via andragogical methods
on the one hand and the levels of achievement of
the objectives of environmental education via
pedagogical methods on the other hand. . The
comparison of these two types of methodological
approaches makes it possible to determine a
typology of approach to adopt during training in
good environmental practices..

1- MATERIALS AND METHOD

1-1 Study sites

The study sites were identified in the Far North and
North Cameroon regions, Sahelian zone, in ten
localities. These are the localities of Mokolo,
Maroua, Mora, Garoua, Guider (for the Sahelian
semi-arid zone) and Waza, Makari, Lagdo, Yagoua
and Maga (for the Sahelian humid zone). These
localities were chosen because they are part of the
humid zone and/or the Sahelian semi-arid zone:

<footnote n="1">¹Department of Environmental Sciences, National Advanced School of Engineering, University of Maroua, Cameroon</footnote>

<footnote n="2">²Department of Geography, Faculty of Arts Letters and Social Sciences, University of Maroua, Cameroon</footnote>

<footnote n="3">³Department of Agriculture Animal Husbandry and By-Products, National Advanced School of Engineering, University of Maroua, Cameroon
Adresse électronique de l'auteur principal: dzokomalexis@gmail.com</footnote>
<figure><img src="image_2.png" /><figcaption>**Figure 1:** Coordinates of the chosen localities Three localities in the Northern region were chosen for the study while the other seven localities belong to the Far North region.</figcaption></figure>

## 1-1 Data collection method

The Active Method of Research and Participation Planning (MARPP) used as part of this work consisted of more or less structured interviews (Dzokom, 2021). This socio-economic data collection tool aims to obtain information in person, individually or in small groups, through a series of questions asked (Dzokom, 2021). The information collected is recorded in a sheet serving as a conversation guide with the possibility of readjusting the questions during the interview. This data collection method was mainly carried out before, during and after the training sessions, with a view to determining the perception of people trained in good environmental practices in the Sahel region.

In total, 300 people trained in education in the management of plant resources in the Sahelian zones including: 100 investigators, 100 resource conservationists and 100 producers of bioenergy resources who all agreed to participate in the survey, i.e. 30±02 people trained by locality. The people surveyed were chosen randomly from the directory of workers trained within the Non-Governmental Organization SAHEL NATURE CONSULTING FOR COMMUNITY between 2021-2023. Overall, the questionnaire used included 9 sections:

* Identification of the person trained: name, gender, age, level of education and experience in the professional environment;

* The targets of the trained person;

<table><caption>**Table no. 1:** Distribution of trained people surveyed</caption><thead><tr><th rowspan="2">Sites</th><th colspan="2">Host people (indigenous)</th><th colspan="2">People displaced by insecurity</th><th colspan="2">Environmentally displaced people</th><th colspan="2">People displaced for other reasons</th><th colspan="2">Total</th></tr><tr><th>H</th><th>F</th><th>H</th><th>F</th><th>H</th><th>F</th><th>H</th><th>F</th><th>H</th><th>F</th></tr></thead><tbody><tr><td>Waza</td><td>10</td><td>09</td><td>02</td><td>04</td><td>01</td><td>02</td><td>02</td><td>-</td><td>15</td><td>15</td></tr><tr><td>Makari</td><td>13</td><td>06</td><td>02</td><td>03</td><td>01</td><td>03</td><td>01</td><td>01</td><td>17</td><td>13</td></tr><tr><td>Lagdo</td><td>15</td><td>07</td><td>01</td><td>02</td><td>02</td><td>02</td><td>-</td><td>01</td><td>18</td><td>12</td></tr><tr><td>Yagoua</td><td>08</td><td>09</td><td>04</td><td>04</td><td>01</td><td>02</td><td>02</td><td>-</td><td>15</td><td>15</td></tr><tr><td>Maga</td><td>14</td><td>09</td><td>03</td><td>03</td><td>-</td><td>01</td><td>-</td><td>-</td><td>17</td><td>13</td></tr><tr><td>Mokolo</td><td>12</td><td>09</td><td>04</td><td>04</td><td>-</td><td>01</td><td>-</td><td>-</td><td>16</td><td>14</td></tr><tr><td>Maroua</td><td>11</td><td>09</td><td>02</td><td>04</td><td>01</td><td>01</td><td>01</td><td>01</td><td>15</td><td>15</td></tr><tr><td>Mora</td><td>09</td><td>09</td><td>02</td><td>04</td><td>01</td><td>02</td><td>03</td><td>-</td><td>15</td><td>15</td></tr><tr><td>Garoua</td><td>10</td><td>09</td><td>03</td><td>01</td><td>04</td><td>01</td><td>02</td><td>-</td><td>19</td><td>11</td></tr></tbody></table>

* The description of the training activity carried out linked to the person trained: targets, production levels, optimal production periods, means of production;

* The means for implementing the training acquired: availability, capacity, type of energy used, cost, area covered by the activity, method of improving the means used;

* The professional productivity system adopted;

* The perception of the training acquired;

* The levels of returns on training acquired.

## 1-1 Data analysis

The raw data are collected from each questionnaire, entered and formatted with Microsoft Office Excel software and imported in the form of text files (separator: tabulation) into R and SPSS software for subsequent statistical analyses, namely: analysis descriptive and the correlation test. The descriptive analysis consisted of calculations of proportions (percentages), means and standard deviations. Graphs and tables were constructed. The sperman correlation test made it possible to make a typology of the training methods investigated on the basis of the types of perception of the people trained. Given that the study sample was made up equally of men and women, the variables “age” and “level of education” linked to the people trained were also retained for this typology:

- The “age” variable has three modalities: the “Young” (YOUNG) modality for trained people whose age is < 45 years old, the “Aged” (AG) modality for trained people whose age is between 45 years and 60 years and the “Very elderly” (TAG) modality for trained people whose age is > 60 years;

- The variable “education level” has three modalities: “trained person without formal level of education” (ANALF), trained people who have reached the primary level of formal education (PRIM) and trained people who have reached the secondary level (SEC) and more.

## 2- Results

### 2-1 Characteristics of the trained people surveyed

The trained people surveyed consist of 179 people displaced for various reasons and 121 host people (indigenous). They were distributed as follows:
<table><tr><td>Guider</td><td>12</td><td>11</td><td>02</td><td>01</td><td>01</td><td>01</td><td>-</td><td>02</td><td>15</td><td>15</td></tr></table>

During our study, the sample of trained people surveyed is made up of host populations (67%), people displaced due to insecurity (18.33%), people displaced due to the degraded environment (9.33%) and people displaced for other reasons (5.33%).

The variables linked to the trained people surveyed are essentially of six orders. These are the variables sex, age, level of education and the number of years of experience in environmental activities which were recorded in Table 1.

<table><caption>**Table no. 2:** Characteristics of the trained people surveyed: gender, average age, level of education and number of years of professional experience</caption><thead><tr><th rowspan="2">Sites</th><th colspan="2">Sexe</th><th rowspan="2">Average age</th><th colspan="3">Educational level (%)</th><th rowspan="2">Number of years of professional experience</th></tr><tr><th>M</th><th>F</th><th>Level of Preschool Instruction</th><th>Primary Education Level</th><th>Secondary Education Level</th></tr></thead><tbody><tr><td>Waza</td><td>15</td><td>15</td><td>41.37±2.94</td><td>71.71±2.30</td><td>16.54±1.72</td><td>11.11±0.85</td><td>03.54±0.11</td></tr><tr><td>Makari</td><td>17</td><td>13</td><td>40.51±1.31</td><td>73.39±1.38</td><td>15.05±3.32</td><td>11.75±0.26</td><td>01.53±0.93</td></tr><tr><td>Lagdo</td><td>18</td><td>12</td><td>41.32±5.12</td><td>70.99±3.32</td><td>17.06±0.91</td><td>11.56±0.37</td><td>02.12±0.22</td></tr><tr><td>Yagoua</td><td>15</td><td>15</td><td>46.51±6.41</td><td>72.47±1.08</td><td>15.60±2.84</td><td>11.95±0.28</td><td>02.39±0.84</td></tr><tr><td>Maga</td><td>17</td><td>13</td><td>45.28±5.74</td><td>71.51±1.43</td><td>17.38±1.61</td><td>12.48±0.93</td><td>02.51±0.28</td></tr><tr><td>Mokolo</td><td>16</td><td>14</td><td>41.05±4.47</td><td>71.93±0.27</td><td>17.59±2.34</td><td>11.93±2.94</td><td>01.53±0.48</td></tr><tr><td>Maroua</td><td>15</td><td>15</td><td>45.12±3.43</td><td>70.11±2.31</td><td>18.58±1.87</td><td>11.02±0.19</td><td>01.17±0.29</td></tr><tr><td>Mora</td><td>15</td><td>15</td><td>40.11±5.09</td><td>70.72±1.73</td><td>18.57±1.02</td><td>10.91±0.20</td><td>02.32±0.83</td></tr><tr><td>Garoua</td><td>19</td><td>11</td><td>41.28±3.51</td><td>71.39±1.23</td><td>20.06±1.05</td><td>11.32±0.92</td><td>03.54±0.49</td></tr><tr><td>Guider</td><td>15</td><td>15</td><td>42.34±2.73</td><td>70.51±2.12</td><td>15.59±0.32</td><td>9.22±0.22</td><td>01.11±0.72</td></tr></tbody></table>

The distribution of the trained people surveyed in the study sample by gender shows that these trained people surveyed are made up of men (M) at 16.2±1.47 and women (F) at 13.8±1, 47. Their average age is 42.49±2.28 years. The majority of trained people surveyed have a level of pre-school education, i.e. 71.47±0.97%, those with a level of primary education are at 17.20±1.57% while we observe than those with a secondary education level at 11.32±0.89%. The trained people surveyed have on average 02.17±0.87 years of experience in environmental activities.

During training sessions using the theoretical andragogy method, the participation rate of people displaced by the environment or for other reasons, who were trained and surveyed, is 100% among both men and women. The average participation rate of people displaced due to insecurity is 92±25.29% among women and 91±28.46% among men. People from the host population were poorly participatory with an average participation rate of 85.8±11.49% among women and 36.6±28.96% among men.

## 2-2 Training objectives via the theoretical andragogy method

<table><caption>**Table n° 4:** Average participation rate for theoretical training sessions with the andragogy method</caption><thead><tr><th rowspan="2">Sites</th><th colspan="2">Host people (%)</th><th colspan="2">People displaced due to insecurity (%)</th><th colspan="2">Environmentally displaced people (%)</th><th colspan="2">People displaced for other reasons (%)</th></tr><tr><th>M</th><th>F</th><th>M</th><th>F</th><th>M</th><th>F</th><th>M</th><th>F</th></tr></thead><tbody><tr><td>Waza</td><td>10</td><td>90</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Makari</td><td>31</td><td>60</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td></tr><tr><td>Lagdo</td><td>51</td><td>70</td><td>10</td><td>20</td><td>100</td><td>100</td><td>-</td><td>100</td></tr><tr><td>Yagoua</td><td>80</td><td>90</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Maga</td><td>41</td><td>90</td><td>100</td><td>100</td><td>-</td><td>100</td><td>-</td><td>-</td></tr><tr><td>Mokolo</td><td>21</td><td>90</td><td>100</td><td>100</td><td>-</td><td>100</td><td>-</td><td>-</td></tr><tr><td>Maroua</td><td>11</td><td>90</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td></tr><tr><td>Mora</td><td>90</td><td>90</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Garoua</td><td>10</td><td>90</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Guider</td><td>21</td><td>98</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td><td>100</td></tr></tbody></table>

Table 5 describes the level of satisfaction expressed by the trained people surveyed for the modules taught via the theoretical andragogy method.

<table><caption>**Table no. 5:** Level of satisfaction of those trained with the progress of the different theoretical training modules via the andragogy method</caption><thead><tr><th>Level of satisfaction with the different training modules carried out</th><th>Completely satisfied (%)</th><th>Partly satisfied (%)</th><th>Insufficiently satisfied (%)</th><th>Not at all satisfied (%)</th></tr></thead><tbody><tr><td>Module 1: Training in bioenergy production (ecological coal and biogas)</td><td>16.06</td><td>10.00</td><td>57</td><td>12</td></tr><tr><td>Module 2: Training in organic fertilizer production</td><td>09.85</td><td>01.09</td><td>43</td><td>41</td></tr></tbody></table>
<table><tr><td>Module 3: Training in plant production and intelligent reforestation</td><td>09.78</td><td>04.07</td><td>41</td><td>41</td></tr><tr><td>Module 4: Training in the restoration of eroded soils</td><td>9.83</td><td>08.03</td><td>22</td><td>54</td></tr></table>

The level of satisfaction of the people trained with the progress of the different theoretical training modules via the andragogy method reveals that the people surveyed are mainly Insufficiently satisfied (40.75±14.38%) and not at all satisfied acquired knowledge (37±17.76%). Those who were completely satisfied (11.38±3.12%) and partly satisfied (5.79±3.99%) are poorly represented.

## 2-3 Training objectives via the practical andragogy method

<table><caption>Table 6: Average participation rate for practical training sessions with the andragogy method</caption><thead><tr><th rowspan="2">Sites</th><th colspan="2">Host people (%)</th><th colspan="2">People displaced due to insecurity (%)</th><th colspan="2">Environmentally displaced people (%)</th><th colspan="2">People displaced for other reasons (%)</th></tr><tr><th>M</th><th>F</th><th>M</th><th>F</th><th>M</th><th>F</th><th>M</th><th>F</th></tr></thead><tbody><tr><td>Waza</td><td>90</td><td>99</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Makari</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td></tr><tr><td>Lagdo</td><td>94</td><td>100</td><td>70</td><td>87</td><td>100</td><td>100</td><td>-</td><td>100</td></tr><tr><td>Yagoua</td><td>98</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Maga</td><td>96</td><td>98</td><td>100</td><td>100</td><td>-</td><td>100</td><td>-</td><td>-</td></tr><tr><td>Mokolo</td><td>98</td><td>100</td><td>100</td><td>100</td><td>-</td><td>100</td><td>-</td><td>-</td></tr><tr><td>Maroua</td><td>97</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td></tr><tr><td>Mora</td><td>96</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Garoua</td><td>99</td><td>98</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Guider</td><td>94</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td><td>100</td></tr></tbody></table>

Table 7 describes the level of satisfaction expressed by the trained people surveyed for the modules taught via the practical andragogy method.

<table><caption>Table 7: Level of satisfaction of people trained during the different practical training modules via the andragogy method</caption><thead><tr><th>Level of satisfaction with the different training modules carried out</th><th>Completely satisfied (%)</th><th>Partly satisfied (%)</th><th>Insufficiently satisfied (%)</th><th>Not at all satisfied (%)</th></tr></thead><tbody><tr><td>Module 1: Training in bioenergy production (ecological coal and biogas)</td><td>100</td><td>-</td><td>-</td><td>-</td></tr><tr><td>Module 2: Training in organic fertilizer production</td><td>98.05</td><td>01.93</td><td>-</td><td>-</td></tr><tr><td>Module 3: Training in plant production and intelligent reforestation</td><td>99.07</td><td>00.81</td><td>-</td><td>-</td></tr><tr><td>Module 4: Training in the restoration of eroded soils</td><td>100</td><td>-</td><td>-</td><td>-</td></tr></tbody></table>

The level of satisfaction of the people trained with the progress of the various practical training modules via the andragogy method reveals that the people surveyed are mostly completely satisfied (99.28±0.93%) and very few are in part satisfied with the knowledge acquired (0.81%).

## 2-4 Training objectives via the theoretical teaching method

During training sessions for young people whose ages vary between [7-30] years, via the theoretical pedagogy

<table><caption>Table 8: Average participation rate for theoretical training sessions with the teaching method</caption><thead><tr><th rowspan="2">Sites</th><th colspan="2">Host people (%)</th><th colspan="2">People displaced due to insecurity (%)</th><th colspan="2">Environmentally displaced people (%)</th><th colspan="2">People displaced for other reasons (%)</th></tr><tr><th>M</th><th>F</th><th>M</th><th>F</th><th>M</th><th>F</th><th>M</th><th>F</th></tr></thead></table>

During training sessions using the practical andragogy method, the participation rate of people displaced by the environment or for other reasons, who were trained and surveyed, is 100% among both men and women. The average participation rate of people displaced due to insecurity is 98.7±4.11% among women and 97±9.48% among men. People from the host population were poorly participatory with an average participation rate of 99.5±0.85% among women and 96.2±2.94% among men.

method, the participation rate of people displaced due to the environment or for other reasons, who have been trained and surveyed is 100% among both young men and young women. The average participation rate of people displaced by insecurity is 97.6±7.58% among women and 98.9±3.48% among men. People from the host population were poorly participatory with an average participation rate of 75.7±4.08% among women and 36.6±4.20% among men.
<table><tr><td>Waza</td><td>57</td><td>76</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Makari</td><td>54</td><td>74</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td></tr><tr><td>Lagdo</td><td>65</td><td>72</td><td>89</td><td>76</td><td>100</td><td>100</td><td>-</td><td>100</td></tr><tr><td>Yagoua</td><td>59</td><td>78</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Maga</td><td>49</td><td>73</td><td>100</td><td>100</td><td>-</td><td>100</td><td>-</td><td>-</td></tr><tr><td>Mokolo</td><td>53</td><td>75</td><td>100</td><td>100</td><td>-</td><td>100</td><td>-</td><td>-</td></tr><tr><td>Maroua</td><td>55</td><td>86</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td></tr><tr><td>Mora</td><td>54</td><td>75</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Garoua</td><td>56</td><td>72</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Guider</td><td>57</td><td>76</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td><td>100</td></tr></table>

Table 9 describes the level of satisfaction expressed by the trained people surveyed for the modules taught via the theoretical teaching method.

<table><caption>Table 9: Level of satisfaction of those trained with the progress of the different theoretical training modules via the teaching method</caption><thead><tr><th>Level of satisfaction with the different training modules carried out</th><th>Completely satisfied (%)</th><th>Partly satisfied (%)</th><th>Insufficiently satisfied (%)</th><th>Not at all satisfied (%)</th></tr></thead><tbody><tr><td>Module 1: Training in bioenergy production (ecological coal and biogas)</td><td>34.55</td><td>09.57</td><td>55.65</td><td>12</td></tr><tr><td>Module 2: Training in organic fertilizer production</td><td>43.43</td><td>07.78</td><td>38.43</td><td>10.36</td></tr><tr><td>Module 3: Training in plant production and intelligent reforestation</td><td>36.58</td><td>04.67</td><td>41.98</td><td>16.77</td></tr><tr><td>Module 4: Training in the restoration of eroded soils</td><td>45.38</td><td>06.45</td><td>22.78</td><td>25.39</td></tr></tbody></table>

The level of satisfaction of the people trained with the progress of the different theoretical training modules via the teaching method reveals that the majority of the people surveyed are completely satisfied (39.98±5.23%) and insufficiently satisfied (39.71±13.51%). Those who were not at all satisfied with the knowledge acquired (16.13±6.74%) and partly satisfied (7.11±2.07%) are low.

## 2-5 Training objectives via the practical teaching method

<table><caption>Table 6: Average participation rate for practical training sessions with the teaching method</caption><thead><tr><th rowspan="2">Sites</th><th colspan="2">Host people (%)</th><th colspan="2">People displaced due to insecurity (%)</th><th colspan="2">Environmentally displaced people (%)</th><th colspan="2">People displaced for other reasons (%)</th></tr><tr><th>M</th><th>F</th><th>M</th><th>F</th><th>M</th><th>F</th><th>M</th><th>F</th></tr></thead><tbody><tr><td>Waza</td><td>97</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Makari</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td></tr><tr><td>Lagdo</td><td>98</td><td>100</td><td>70</td><td>87</td><td>100</td><td>100</td><td>-</td><td>100</td></tr><tr><td>Yagoua</td><td>99</td><td>99</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Maga</td><td>98</td><td>99</td><td>100</td><td>100</td><td>-</td><td>100</td><td>-</td><td>-</td></tr><tr><td>Mokolo</td><td>99</td><td>100</td><td>100</td><td>100</td><td>-</td><td>100</td><td>-</td><td>-</td></tr><tr><td>Maroua</td><td>98</td><td>99</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td></tr><tr><td>Mora</td><td>98</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Garoua</td><td>100</td><td>99</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td></tr><tr><td>Guider</td><td>98</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>-</td><td>100</td></tr></tbody></table>

Table 7 describes the level of satisfaction expressed by the trained people surveyed for the modules taught via the practical teaching method

<table><caption>Table 7: Level of satisfaction of people trained during the different practical training modules via the teaching method</caption><thead><tr><th>Level of satisfaction with the different training modules carried out</th><th>Completely satisfied (%)</th><th>Partly satisfied (%)</th><th>Insufficiently satisfied (%)</th><th>Not at all satisfied (%)</th></tr></thead><tbody><tr><td>Module 1: Training in bioenergy production (ecological coal and biogas)</td><td>94.67</td><td>-</td><td>04.54</td><td>0.79</td></tr><tr><td>Module 2: Training in organic fertilizer production</td><td>98.05</td><td>01.93</td><td>-</td><td>0.02</td></tr><tr><td>Module 3: Training in plant production and intelligent reforestation</td><td>99.07</td><td>0.81</td><td>-</td><td>0.12</td></tr><tr><td>Module 4: Training in the restoration of eroded soils</td><td>92.26</td><td>6.93</td><td>0.81</td><td>-</td></tr></tbody></table>
The level of satisfaction of the people trained with the progress of the various practical training modules via the teaching method reveals that the people surveyed are mostly completely satisfied (96.01±3.13%), very few are insufficiently satisfied (e) (2.81%) and partly satisfied (02.14±1.88%) with the knowledge acquired. However, 00.84±0.09% of those trained are not at all satisfied.

## 3- Analysis

### 3-1 Average participation rate in training sessions

During training sessions using the andragogy method, the participation rate during the practical and

theoretical sessions, of people displaced due to the environment or for other reasons, who were trained and surveyed is 100% as long as in men than in women (Graph 1).

The average participation rate during practical sessions using the andragogy method for people displaced due to insecurity is 98.7±4.11% among women and 97±9.48% among men while the average participation rate during theoretical sessions using the andragogy method for people displaced due to insecurity is 92±25.29% among women and 91±28.46% among men (Graph 1).

<figure><img src="image_3.png" /><figcaption>**Graph 1:** *Average participation rate in theoretical and practical training sessions with the andragogy method*</figcaption></figure>

People from the host population were poorly participatory during the practical sessions via the andragogy method with an average participation rate of 99.5±0.85% among women and 96.2±2.94% among men. while people from the host population were weakly participatory during the theoretical sessions via the andragogy method with an average participation rate of 85.8±11.49% among women and 36.6±28.96% among men (Graph 1).

During training sessions for young people whose ages vary between [7-30] years, via the method of theoretical and practical pedagogy, the participation

rate of people displaced due to the environment or for other reasons, who have been trained and surveyed is 100% among both young men and young women (Graph 2).

The average participation rate during practical sessions using the pedagogy method for people displaced due to insecurity is 97.6±7.58% among women and 98.9±3.48% among men while the average participation rate during theoretical sessions using the pedagogy method for people displaced due to insecurity is 98.7±4.11% among women and 97±9.48% among men (Graph 2).

<figure><img src="image_4.png" /><figcaption>**Graph 2:** *Average participation rate in theoretical and practical training sessions with the teaching method*</figcaption></figure>

People from the host population were poorly participatory during the practical sessions via the teaching method with an average participation rate of 75.7±4.08% among women and 36.6±4.20% among men while that people from the host population were poorly participatory on average during the theoretical sessions via the teaching method with an average participation rate of 99.6±0.51% among women and 98.5±0.97% among men (Graph 2).

From the first analysis, it appears that the participation rates during the practical phases were much better than during the theoretical phases (Graph 3).

The comparison of the practical phases makes it possible to determine that the participation rate during the practical training sessions via andragogy and pedagogy methods, people displaced due to the environment or for other reasons were present at 100% as long as in men than in women.
The average participation rate during practical sessions using the andragogy method for people displaced due to insecurity is 98.7±4.11% among women and 97±9.48% among men while the average participation rate during practical sessions using the teaching method for people displaced by insecurity is

97.6±7.58% among women and 98.9±3.48% among men (Graph 3). It is clear that the practical andragogy method was more captivating for women while the practical pedagogy method was more captivating for men during the environmental education sessions than for people displaced by the insecurity (Graph 3).

<figure><img src="image_5.png" /><figcaption>**Graph 3: Average participation rate in practical training sessions**</figcaption></figure>

People from the host population were poorly participatory during the practical sessions via the andragogy method with an average participation rate of 99.5±0.85% among women and 96.2±2.94% among men. While people from the host population were poorly participatory during the practical sessions via the teaching method with an average participation rate of 75.7±4.08% among women and 36.6±4.20% in men. It is clear that the practical andragogy method was more captivating during the environmental education sessions than the practical pedagogy method for the host populations (Graph 3).

## 3-2 Level of satisfaction of those trained

Overall, the satisfaction levels of people trained during the different practical training modules are higher than

the satisfaction levels of people trained during the different theoretical training modules.

The observation of the satisfaction levels of the people trained during the different practical training modules via the pedagogy method is lower (with 96.01±3.13% of participants who are completely satisfied) than the people trained during the various practical training modules via the andragogy method (with 99.28±0.93% of participants who are completely satisfied).

It is clear that the practical andragogy method made it possible to better transmit practical and reproducible knowledge by the participants during the environmental education sessions than the practical pedagogy method (Graph 4).

<figure><img src="image_6.png" /><figcaption>**Graph 4: Average satisfaction levels of people trained in good environmental practices**</figcaption></figure>

Among the youngest (17-30 years), the theoretical method of pedagogy made it possible to better transmit practical and reproducible knowledge by the participants during environmental education sessions than the theoretical method of andragogy (Graph 4).
<figure><img src="image_7.png" /><figcaption>**Graph 5: Average satisfaction levels of people trained in good environmental practices by andragogy method training modules**</figcaption></figure>

The teaching of the training modules in bioenergy production and soil restoration were more satisfactory (100%) than the training modules in intelligent reforestation (99.07%) and the production of organic fertilizers (at 98.05%) via the practical andragogy method (Graph 5). The theoretical method of andragogy was not satisfactory enough for the participants.

Furthermore, when using the educational method, the teaching of the training modules in intelligent reforestation (99.07%) and the production of organic fertilizers (98.05%) were more satisfactory than the modules training in bioenergy production (94.67%) and soil restoration (92.26%) via the practical teaching method (Graph 6). The theoretical method of teaching therefore did not satisfy the participants.

<figure><img src="image_8.png" /><figcaption>**Graph 6: Average satisfaction levels of people trained in good environmental practices by training modules with the educational method**</figcaption></figure>

Overall, the observation of the satisfaction levels of people trained during the different practical training modules via the pedagogy method is lower than that of people trained during the different practical training modules via the andragogy method.

The teaching of the training modules in bioenergy production and soil restoration were more satisfactory (100%) than the training modules in intelligent reforestation (99.07%) and the production of organic

fertilizers (100%). (98.05%) when using the practical andragogy method (Graph 5) while when using the practical educational method, the teaching of intelligent reforestation training modules (99.07%) and the production of organic fertilizers (98.05%) were more satisfactory than during the training modules on bioenergy production (94.67%) and soil restoration (92.26%) (Graph 6).

<figure><img src="image_9.png" /><figcaption>**Graph 7: Average satisfaction levels of people trained in good environmental practices by training module**</figcaption></figure>
It is clear that the practical andragogy method made it
possible to better transmit practical and reproducible
knowledge by the participants during the
environmental education sessions than the practical
pedagogy method (Graph 4).

Discussion

The results obtained show that more than 95.87% of
the people trained and surveyed can perfectly
reproduce the demonstration sessions of good
environmental practices and are able to better use the
knowledge in their daily lives in their household, by
adult learners. This result obtained is close to those
obtained by Akouété (2021, p. 34) which indicates that:
> *"80% of participants believe they are capable of applying the training acquired in their professional position."*

In the opinion of the people trained and surveyed, it
appears that the competence of the trainers, the quality
of the training modules, and the schedules for which
the training took place were favorable elements that
enabled them to agree to be trained on the one hand
and to better understand the deep meaning of the
training on the other hand.

"The andragogical animation, the profiles of the trainers and the educational resources made available promoted a healthy learning climate. » Akouété (2021, p. 34).

The environmental conditions of the organization's
location, taking into account the thermal and hygienic
comfort of training locations, the establishment of a
system of audibility of sounds and speech, the
elimination of annoying olfactory and increased
ventilation of training areas, installation of visual safety
indicators and permanent lighting in the training
location and/or in the training room, meals, snacks
and per diems representing costs transportation of the
participants allowed them to feel the level of serenity
linked to the training and to follow the proposed
modules sparingly.

However, 4.13% of those trained and surveyed are not
completely satisfied. This observation allows us to
consider continuous improvement of training modules
because, according to Schwartz (1968) cited by
Akouété (2021, p 34):

"We must instead establish an educational and training system that takes into account the particular needs of adults who are more difficult to satisfy."

Adult learning is strongly linked to their desire to learn
in order to be able to find a solution to a problem that
confronts them. It is in this sense that adults often
voluntarily, consentingly and actively participate in a
process of acceptance of learning depending on their
immediate environmental and socio-economic needs.
As the Chinese proverb of Confucius says: Tell me and
I will forget it, Show me and maybe I will remember,
Involve me and I will understand. During the
theoretical phases of learning via the two methods
(pedagogical and andragogical) the learners did not
perceive the immediate link of the theoretical

presentations with their daily experience because what
was presented to them was experienced elsewhere and
did not necessarily reflect their own reality. The
theoretical phase of all learning is essential to lay the
foundations for complete adult training. But to be
effective, environmental education must be based on
the valorization of existing environmental elements
(saying words that encourage and motivate the learner
while leading them to understand the multitude of
possibilities existing in their surroundings).
Furthermore, it is important to note that adults learn
better in the presence of certain facilities which allow
them to easily decode the message transmitted to them
and which give them the opportunity to express
themselves. Facilitation would then consist of
preserving the motivation and enthusiasm of the
people trained around the questions that it wishes to
address. It is in this sense that Lebrun, (2007, p. 128)
cited by Imad (2021, p. 112):

"proposes a model based on active methods anchored in a meaningful context, offering varied resources, relying on interaction between partners to achieve production that mobilizes high-level skills: "Learning through problem solving, [...] cooperative learning, [...] Project or project-based pedagogy ».

Taking all these elements into account, and if it had been fully taken into account by the trainers during the theoretical phase, the people trained would have all been completely satisfied. Considering that trained people do not all learn in the same way, and that learning styles are numerous and varied, whatever the learning style, the most important thing is the involvement of the learner in their learning. Without this involvement, it is not possible to obtain a result.

Conclusion

The objective in this article is to measure the
achievement of the training goals via educational and
andragogical methods by analyzing the perception that
the participants have of their training achievements.
The levels of satisfaction obtained with the
pedagogical and andragogical training methods
sufficiently show that the methodological principles of
pedagogy and andragogy have been well respected in
practice. The results obtained show that more than
95.87% of the people trained and surveyed can
perfectly reproduce the demonstration sessions of
good environmental practices and are able to better
use the knowledge in their daily lives in their
household, by adult learners.

The teaching of the training modules in bioenergy
production and soil restoration were more satisfactory
(100%) than the training modules in intelligent
reforestation (99.07%) and the production of organic
fertilizers (100%). 98.05%) when using the practical
andragogy method while when using the practical
teaching method, teaching training modules for
intelligent reforestation (99.07%) and production
organic fertilizers (98.05%) were more satisfactory
than during the training modules on bioenergy
production (94.67%) and soil restoration (92.26%).
People from the host population were poorly
participatory during the practical sessions via the
andragogy method with an average participation rate
of 99.5±0.85% among women and 96.2±2.94%
among men. men while people from the host
population were poorly participatory during the
practical sessions via the teaching method with an
average participation rate of 75.7±4.08% among
women and 36.6±4.20% in men.

The average participation rate during practical sessions using the andragogy method for people displaced due to insecurity is 98.7±4.11% among women and 97±9.48% among men while the average participation rate during practical sessions via the teaching method for people displaced due to insecurity is 97.6±7.58% among women and 98.9±3.48% among men

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