Rendimento acadêmico no Ensino Superior: variáveis pessoais e socioculturais do estudante

Casiraghi, Bruna; Almeida, Leandro da Silva; Boruchovitch, Evely; Aragão, Júlio César Soares

doi:10.47385/praxis.v12.n24.3373

Cited by 7 publications

(9 citation statements)

References 14 publications

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“…They have also been examined when analyzing dropout rates (Noriega Biggio et al, 2015) and the satisfaction of students (Tacca Huamán et al, 2019); as well as with self-efficacy in the study process. (Casiraghi et al, 2020;Mohallem Martins & Reyes, V., M., Lujan, V., W., R., Rodríguez, O., F., S., Jiménez, J., R., R., Antepara, D., C., Mendoza, G., R., G., Morales, A., G., S., Bustillos, J., K., L., Farías, W., B., Castro, G., O., Varela, R., E., P. (2023). Angeli Dos Santos, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In the first component, this can be identified or manifested through the applicability and self-reinforcement subscales, which is in support of this author's findings. Motivational aspects have also been highlighted as a necessary safeguard for achieving meaningful learning (Alvarado Guerrero et al, 2019) and self-efficacy (Casiraghi;Mohallem Martins & Angeli Dos Santos, 2019).…”

Section: Factor Extractionmentioning

confidence: 99%

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Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality

Reyes,

Luján,

Rodríguez

et al. 2023

J. of Law and Sust. Develop.

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Objective: The purpose was to determine the factors that best describe the use of learning strategies of Peruvian law students who took research courses using the Flipped Classroom approach. Method: A Questionnaire (LSQ-U α = 0.88) was administered to 160 subjects, consisting of 57 items scored on an ordinal scale; grouped into three macro dimensions with an acceptable reliability: Motivational Strategies (α = 0.82), Cognitive Strategies (α = 0.73) and Metacognitive Strategies (α = 0.81). An Exploratory Factor Analysis [Bartlett (X2 p: <0.01) and KMO (0.836)] was performed. Results: Two factors emerged. Factor 1-Self-Regulated Learning (%σ2: 56.889), reflects the use applicability and self-reinforcement, together with organization, generative elaboration, and anchoring elaboration. Metacognitively, they make use of planning and revision. Factor 2-Motivational (%σ2: 17.270), privileges positive association, gradual approach, and applicability. Conclusion: The Flipped Classroom defines a profile that moves away from memorization, it enhances learning and stimulates the use of metacognition, thus revealing its benefits. The results show that FC is also an appropriate didactic option for virtual classes in the context of pandemic and post-pandemic, whose greatest need is related to a teaching profile and the management of technical computer skills. Practical Implications: The information obtained from this work can be considered in the design and planning of systematic teaching and learning strategies that focus on students' attention, to support them in their search for better performance and academic success as indicators of the quality of the university system.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Factor Extractionmentioning

confidence: 99%

Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality

Reyes,

Luján,

Rodríguez

et al. 2023

J. of Law and Sust. Develop.

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“…A democratização do sucesso e permanência de estudantes adultos, trabalhadores e oriundos dos grupos socioculturais mais desfavorecidos requer uma atenção especial aos estudantes do primeiro ano e à forma como se processa a sua adaptação à universidade (Pather et al, 2017;Riviera-Muñoz et al, 2020;Tinto, 2007). Tendencialmente esses estudantes apresentam algumas dificuldades na sua adaptação acadêmica, associadas às particularidades das suas expectativas, experiência acadêmica prévia, recursos econômicos, competências de estudo e níveis de autonomia para lidarem com os desafios da ES Araújo, 2017;Farias & Almeida, 2020;Soares et al, 2014) (Casiraghi et al, 2021;Gasparotto et al, 2020;Vieira-Santos et al, 2019). Todas estas variáveis pessoais e contextuais assumem particular relevância na explicação da adaptação e do sucesso acadêmico dos estudantes Casanova, Araújo, & Almeida, 2020;, sugerindo que a progressiva heterogeneidade dos estudantes ingressantes na ES, associada à diversidade de instituições e cursos, justifica uma maior atenção às vivências adaptativas e ao sucesso acadêmico dos estudantes do primeiro ano.…”

Section: -75unclassified

Adaptação e sucesso acadêmico em estudantes brasileiros do primeiro ano da educação superior

Farias

Gouveia

Almeida

2022

R Est Inv Psico y Educ

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A compreensão das variáveis que influenciam a adaptação e sucesso dos estudantes da educação superior é fundamental para definição de ações institucionais que favoreçam o sucesso e a permanência acadêmica, em especial dos estudantes de primeiro ano. Neste estudo, analisamos como o coeficiente de rendimento escolar de 715 estudantes do primeiro ano da Educação Superior do Instituto Federal da Paraíba, Brasil, está influenciado por variáveis pessoais, sociais, de adaptação acadêmica, de envolvimento em atividades obrigatórias e em não-obrigatórias dos estudantes. A par das classificações escolares dos estudantes no final do primeiro e do segundo semestre, convertidas no rendimento escolar, e das suas características sociodemográficas, foram aplicadas três escalas ao longo do primeiro ano: escala de satisfação com suporte social, questionário de adaptação ao ensino superior, e escala de envolvimento acadêmico. Os resultados da análise de regressão sugerem que as variáveis quantidade de horas semanais de estudo, sexo, envolvimento do estudante em atividades não-obrigatórias e se trabalha não contribuem de forma estatisticamente significativa para explicar a variância no coeficiente de rendimento dos estudantes. Por outro lado, o fator geral de suporte social, o projeto de carreira, a localização do campus, o envolvimento em atividades obrigatórias e o número de faltas ao longo do ano letivo apresentam um efeito estatisticamente significativo, estando associadas aos níveis de rendimento acadêmico dos estudantes no final do primeiro ano, com variância total explicado do rendimento escolar de 42.6 %.

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“…Some proposals in this direction involve the use of digital information and communication technologies (DICT) (Borba & Penteado, 2019), work with exploratory tasks (Trevisan & Araman, 2021) and collaborative work (Rodrigues et al, 2018). In addition, self-regulation emerges as an alternative for the student to be more active in the teaching and learning process, as it refers to the degree to which the individual acts at the metacognitive, motivational and behavioural level, in relation to their own learning processes and in carrying out school activities (Zimmerman, 1986;Casiraghi et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Conception of Learning Objects with Feedback for Self-Regulation of Learning Mathematical Concepts Necessary for Differential and Integral Calculus

2023

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Background: Due to the high failure rates in engineering courses, it is of fundamental importance to seek alternatives that minimise the difficulties that students entering Brazilian universities have in the disciplines of the area of mathematics. An alternative is to use learning objects (LO) that allow students to be aware of their errors and encourage them to formulate hypotheses and solve problem situations, aspects that are fundamental for the self-regulation of learning. Objectives: To present the conception and evaluation of an LO with feedback that allows the student to self-regulate their learning with regard to the concepts of mathematics necessary for differential and integral calculus. Design: The research is based on the design science research - DSR methodology. In the first stage, detailed in this article, we sought to present the relevance of the problem and the artefact’s design proposal and the first phase of assessing this design. Setting and Participants: The LO was submitted to an online assessment by seven mathematics teachers and two mathematics education researchers. Data collection and analysis: It was carried out through the transcription of the videos recorded during the assessment via Google Meet. Results: The experts pointed out the potentialities of the LO to diagnose and remedy/intervene before possible errors made by higher education newcomers. Conclusions: After the assessment, the artefact was restructured and improved following the specialists’ notes. The following steps of the research will be the implementation of the complete version of the Los, with questions that explore the strata of numerical, algebraic, and functional knowledge. We expect that the educational product of this research will help students with their mathematical difficulties in DIC.

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Rendimento acadêmico no Ensino Superior: variáveis pessoais e socioculturais do estudante

Cited by 7 publications

References 14 publications

Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality

Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality

Adaptação e sucesso acadêmico em estudantes brasileiros do primeiro ano da educação superior

Conception of Learning Objects with Feedback for Self-Regulation of Learning Mathematical Concepts Necessary for Differential and Integral Calculus

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