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Today, despite the reform of the education system in the Democratic Republic of Congo, with basic education for all, and especially with free education at elementary school level, we are witnessing a reduction in the quality of teaching. At secondary school, learning conditions do not guarantee the acquisition of knowledge and skills at the level of basic education. The shortage of teaching materials and the time allotted to each lesson mean that there are learning difficulties in the situation-based approach (SBA). Thanks to the mixed method, the results prove that APS develops critical thinking, facilitates self-learning, and the construction of knowledge and skills. The classroom environment factor fosters learning (r= 0.238_, P=0.025<0.05). Analysis of the Kolmogorov-Sminirov Normality Test demonstrates the existence of a gap in the presence of MADI within schools. For APS to be successful, schools need to be strengthened in terms of infrastructure and MADI, remediation of pupils in difficulty, improving teachers' living and working conditions, increasing the length of a lesson, etc.