This work is achieved within the framework of research into didactic of chemistry. It highlights the impact of the teaching of chemistry, as it is currently practiced over the performance of the students at the university in DR Congo. Two Congolese universities were chosen: the "Université Pédagogique Nationale" (UPN) and the "Université de Kinshasa" (UNIKIN). The teaching-learning approach is considered as an experimental method with three independent variables namely modeling, the conceptualization and the theorization. The observations made one the process of teaching-training show that the student is not in the center of the process. The results of the test which followed these observations show that both modeling and the theorization are the most influential factors on the process of teaching-training in the two universities, while the conceptualization is an influential Factor only at UPN. The success frequencies are of 59.7% at UPN and 63.9 % at UNIKIN for students of the both universities, who are able to identify the symbolic level while responding the test. It is however a representing level of concepts, the one of creation of lower taxonomic level concepts of Bloom. Students then succeed more when recognition and understanding questions are given to them. The students’ success frequencies that are able to identify the macroscopic and microscopic while answering questions are of 5.6 % at UPN and 11.3 % at UNIKIN. It can be concluded that the macroscopic, microscopic and symbolic levels of knowledge in Chemistry are not reached by the UPN’s and UNIKIN’s students while learning notions of molecular mechanics. The teaching of molecular mechanics notions as applied nowadays at the higher education level does not facilitate the learning and the deep understanding in Chemistry.