Desempenho acadêmico e características discentes: uma análise dos acadêmicos dos cursos da área de negócios

Abstract

The growth of educational institutions (EIs) in recent years in Brazil is remarkable. In this context, teaching quality is a key factor that has been measured by the methods of assessment of students, such as Enade used by the Ministry of Education, and other specific methods that are used internally by EIs. In this context it is important a further identification about the causes that interfere the students performance. With that being said, based on the analysis of data obtained from the students enrolled in the second, third and fourth year of the courses of Administration and Accounting, offered by UTFPR campus Pato Branco - PR, this study sought to identify the existence of socioeconomic factors and the characterization of respondent, who may have interference in the performance of surveyed academics. The data collection was conducted through a questionnaire administered to people. It generated 149 valid responses. The data analysis was performed by using techniques of univariate statistical data as well as usage of nonparametric tests of average comparison. Through these analyzes, the main results obtained show with 95% of sure that that the education level of the students outside the EIs interfere with academic performance the same manner as the amount of hours per week that the academic is dedicated to studying, the ENEM score to enter the EI and the ease that the student have in mathematics, are factors that affect positively in a good academic performance. The educational level of parents, even if hypothetically tends to be an influencer in the academic performance of the children did not show any statistically significant relationship associated with this, just as the family income of the student and the fact that student comes from public or private school, did not indicate any interference, intensifying the dedication of the student himself is a determining factor in his performance within the EIs. These results can be used by EIs as a strategic tool, which through development activities may allow the leveling of academics at the beginning of the graduation course.