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The Central African Republic is one of the Central African countries in which students' level of understanding of economics remains relatively low. This research aims to assess the impact of learnercentered teaching strategies on students’ understanding of economic concepts. To achieve this objective, an experimental study was conducted among three hundred and eighty-four (384) learners attending the second "B" class. Propensity score double difference analysis was used to estimate the impact of these teaching strategies. The results show that the average score of learners who were taught with these strategies was higher than that of learners who were not taught with these strategies (10.81 versus 5.86). The difference of 4.95 points is significant at the 10% threshold. These results confirm that the development of learnercentered teaching strategies in a teaching program leads to better results.

The Impact of Teaching Strategies on the Understanding of Economic Concepts by Students in General Secondary Schools in Bangui (Car)