3.5. Knowledge of the Examination S

3.5. Knowledge of the Examination System and KnowledgeControl Procedures at the Start of the Semester The responses relating to the students’ opinions on knowledge of the examination system and knowledge control methods at the start of the semester revealed 32.2% (n = 29) of affirmative responses and 67.8% (n = 61) of responses negative, the difference between the two percentages being significant (p < 0.05).3.6. Supervision of StudentsThe opinions of the students at the level of the organization of the tests, the planning, the rhythm of the courses, the material conditions and the hourly volume of the lessons are contained in Table 5.regarding satisfaction with the organization of the test, the responses of 40.1% of the students converged on “completely agree” (p > 0.05). However, the responses of 64.4% of the students (p < 0.01) converged towards “completely agree” in terms of satisfaction with the schedule and the pace of the lessons. For the hourly volume allocated to lessons, 71.1% were “in agreement” (p < 0.01). In addition, 68.9% of the students (p < 0.01) were satisfied with the material conditions.4. DiscussionThis study of which the goal was to assess the quality of theoretical teaching in PE by students from Congo Brazzaville, mainly allowed master students of physical education to know where they were with the lessons received and the skills developed, which should make it possible to give meaning to the teacher’s behavior.4.1. Course Plan and ContentThe results obtained from this study carried out in Congo show first of all that the opinions of the students on the clear definition of the objectives of the teachings by the teachers, converged towards “agree” significantly (68.74% of the responses; p < 0.01, Table 1). These results can be explained by the contract between the trainer and learners. Teachers working in master’s programs thus clearly define the objectives. For Cros (2012), an educational objective is what the learner will be able to do after the training. In the same sense, the same author stipulates that the pedagogical objectives designate the behaviors that the learner must be able to perform after learning. The latter is used to develop a skill that can be expressed in terms of ability. However, 65.5% of the students (p< 0.05) leaned towards “strongly disagree” regarding the respect of the objectives stated in the teachings. This contrast in responses, attributable to the vague formation of the objectives stated by the teachers, gives rise to multiple interpretations, or even misguided. In this regard, Amade-Escot (1991) states that teachers must build all their activity on clear objectives, but they must also make these, without ambiguity or mystery, known to their students. It therefore seems inconceivable that a teacher knowing what he wants to teach, does not choose from the start his teaching method. However, we believe that there are teachers who are aware of the goal, but too lazy or too lacking to deploy the necessary strategies. Regarding the achievement of the objectives, 68.9% of the students said, “strongly disagree” with a highly significant difference in percentages (p