Does a Scientific Initiation scholarship influence the academic performance of undergraduates?

• Autor(a) principal: Carvalho, Clara Letícia da Costa
• Data de Publicação: 2020
• Outros Autores: Victorelli, Gabriela, Paraguassu, Éber Coelho, Turssi, Cecilia Pedroso, Ambrosano, Glaucia Maria Bovi, Flório, Flávia Martão
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/6346
• topic: Desempenho acadêmico; Apoio à pesquisa como assunto; Avaliação de políticas de pesquisa; Ensino.; Academic performance; Support for research as topic; Research policy evaluation; Teaching.; Rendimiento académico; Apoyo a la investigación como tema; Evaluación de políticas de investigación; Ensenãnza.

Objective: This case-control study aimed to investigate whether there is an association between being a beneficiary of a scientific initiation scholarship and the academic performance of undergraduate students in Dentistry (O) and Medicine (M). Methodology: The case group (GCs) was composed of scholarship students (M = 14; O = 52) and the control group (GCt) by non-scholarship students (M = 58; O = 40), all of whom were part of the Initiation Program Scientific Research (PIC). The performance coefficients (CR) of the participants were calculated, weighted by the workload of the courses taken, considering two times: T0 - grades of the courses taken prior to insertion in the PIC and TPIC grades in the courses taken concurrently / after the 1st participation in the program. Results: After the non-parametric analysis of the data, it was found that in T0 there was no statistically significant difference between scholarship and non-scholarship students regarding CR, regardless of the course. With the admission to the PIC, regardless of having a scholarship or not, there was an increase in the median CR for dentistry students, (GCs: T0 = 7.63b; TPIC = 7.80a / GCt: T0 = 7.51b; TPIC = 7 , 64a; Wilcoxon, p <0.05), and for students with a scholarship, the increase was greater than that seen for students without a scholarship (GCs: 7.80a / GCt: = 7.64b; Mann Whitney, p <0.05). The difference between the CRs of O and M ceased to exist in TPIC for scholarship students (GCs O = 7.80a; GCs M = 7.90a Mann Whitney, p <0.05). Conclusions: Depending on the course, the link to the PIC increased the participants' performance coefficient, especially for scholarship students.