Contexto universitário, professores e alunos: vínculos e sucesso acadêmico
DOI:
https://doi.org/10.35362/rie8814733Palavras-chave:
sucesso acadêmico; contexto universitário; análise educacional; técnicas de visualizaçãoResumo
A promoção da educação de qualidade nas instituições de ensino superior promove a autoeficácia. O objetivo do trabalho foi direcionado para a análise das características do corpo docente e do sucesso acadêmico dos alunos ao final do primeiro ano no contexto universitário. A população estudada foi de 6.690 alunos(as) e 256 professores(as), o conjunto de dados contou com 15 variáveis entre numéricas e categóricas. Foram utilizadas estatística descritiva, métricas desenhadas para avaliar dados significativos e técnicas avançadas de visualização. Os resultados revelaram o perfil essencial de professores experientes e maduros, tanto na docência quanto nas faixas etárias. Os professores experientes que participaram da docência em percentual superior a 66%, influenciaram com 72% de certeza no sucesso acadêmico dos alunos. No curto prazo, os professores iniciantes, cuja taxa de participação foi de 33%, mostraram um efeito positivo. No longo prazo, os alunos(as) mudaram (8%) ou abandonaram (59%) o curso universitário. A utilidade desses resultados oferece sugestões para um ensino significativo e oportuno, desde que a distribuição de professores experientes e maduros corresponda a dois ou três terços do total de professores do primeiro ano do curso universitário.
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