Relationship of Variables with Student Performance in Distance Professional Education

Detalhes bibliográficos
Autor(a) principal: Dalcin, Eduardo
Data de Publicação: 2022
Outros Autores: Abegg, Ilse, Ceretta, Paulo Sergio
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1773
Resumo: This research aims to analyze the relationship between interaction, interactivity, student attributions and quality of life, teacher attributions and the performance of EaD/IFFAR students. As a research methodology, action research was used. In the 1st Cycle (Diagnostic Action Research), the studies generated evidence that EaD/IFFAR students are characterized as an adult audience, most of them female, male students have a higher average of digital literacy, while female students have better performance. In the 2nd Cycle (Discipline Intervention), it was observed that in the discipline that received the intervention process, students presented the highest levels of interaction and performance. And, at the end of the 3rd Cycle (Definition of the Structural Model), the research objective was confirmed, which relates the Student Attributions to their school performance. In addition to having a direct and positive relationship, it recorded the highest coefficients of explanation (R²), containing the highest index of the model, being classified as moderate and significant. It is also noteworthy that the relationship between the variable Student Attribution and Performance was the one that registered the greatest effect in the research, being also classified as having a moderate effect. Keywords: Distance professional education. Moodle. Distance education student attributes. Distance Education Student Performance.
id CECIERJ_0a68121daf5b55a69ef1cb73d4cf4002
oai_identifier_str oai:ojs.eademfoco.cecierj.edu.br:article/1773
network_acronym_str CECIERJ
network_name_str EAD em Foco
repository_id_str
spelling Relationship of Variables with Student Performance in Distance Professional EducationRelación de las Variables con el Rendimiento de los Estudiantes en Educación Profesional a DistanciaRelação de Variáveis com o Desempenho de Estudantes na Educação Profissional a DistânciaThis research aims to analyze the relationship between interaction, interactivity, student attributions and quality of life, teacher attributions and the performance of EaD/IFFAR students. As a research methodology, action research was used. In the 1st Cycle (Diagnostic Action Research), the studies generated evidence that EaD/IFFAR students are characterized as an adult audience, most of them female, male students have a higher average of digital literacy, while female students have better performance. In the 2nd Cycle (Discipline Intervention), it was observed that in the discipline that received the intervention process, students presented the highest levels of interaction and performance. And, at the end of the 3rd Cycle (Definition of the Structural Model), the research objective was confirmed, which relates the Student Attributions to their school performance. In addition to having a direct and positive relationship, it recorded the highest coefficients of explanation (R²), containing the highest index of the model, being classified as moderate and significant. It is also noteworthy that the relationship between the variable Student Attribution and Performance was the one that registered the greatest effect in the research, being also classified as having a moderate effect. Keywords: Distance professional education. Moodle. Distance education student attributes. Distance Education Student Performance.Esta investigación tiene como objetivo analizar la relación de las variables con el rendimiento de los estudiantes de EaD/XYZ. Como metodología de investigación se utilizó la investigación acción. A partir de los estudios iniciales, se mapearon las principales variables que formaron parte del estudio. En el 1er Ciclo (Diagnóstico Investigación Acción 2018/2019), se elaboraron gráficos, tablas y medidas descriptivas de las variables que sirvieron de base para los siguientes ciclos de investigación. En el 2º Ciclo (Intervención Disciplinaria 2020), la docente investigadora participó de acciones pedagógicas en Moodle. En el 3er Ciclo (Definición del Modelo Estructural 2020/2021), se elaboró "‹"‹el Modelo Estructural, que ilustró las relaciones de las variables con el rendimiento de los Estudiantes, utilizando la aplicación informática PLS-SEM. Se concluye, la confirmación de la hipótesis de investigación a la cual se relaciona la variable Atribución del Estudiante con su desempeño. Además de tener una relación directa y positiva, registró los mayores coeficientes de explicación, siendo clasificada con mayor efecto y de forma significativa. Los resultados obtenidos contribuyen a la mejora de las prácticas escolares, auxiliando en la gestión de programas masivos, además de facilitar la interpretación de indicadores que permiten aumentar la comprensión de los procesos de aprendizaje. Con el fin de desarrollar iniciativas para conocer mejor al estudiante y reducir las tasas de abandono.Esta pesquisa tem como objetivo analisar a relação da interação, interatividade, atribuições, qualidade de vida do estudante e atribuições do professor com o desempenho de estudantes da EaD/IFFAR. Como metodologia de pesquisa, utilizou-se a pesquisa ação. No 1º Ciclo (Pesquisa-Ação Diagnóstico), os estudos geraram evidências de que os estudantes da EaD/IFFAR se caracterizam como um público adulto, a maioria constituída pelo gênero feminino, estudantes masculinos possuem uma média de alfabetização digital superior, enquanto estudantes femininos possuem um desempenho melhor. No 2º Ciclo (Intervenção Disciplina), observou-se que na disciplina que recebeu o processo de intervenção, os estudantes apresentaram os maiores índices de interação e desempenho. E, finalizando o 3º Ciclo (Definição do Modelo Estrutural), confirmou-se o objetivo de pesquisa ao qual relaciona as Atribuições do Estudante com o seu desempenho escolar. Além de possuir uma relação direta e positiva, registrou os maiores índices de coeficiente de explicação (R²), contendo o índice mais alto do modelo, sendo classificado como moderado e significante. Destaca-se ainda que, a relação entre a variável Atribuição do Estudante e Desempenho, foi a que registrou o maior efeito da pesquisa, sendo também classificada com um efeito moderado. Palavras-chave: Educação profissional a distância. Moodle. Atribuições do estudante EaD. Desempenho do estudante EaD.Fundação Cecierj2022-11-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/177310.18264/eadf.v12i2.1773EaD em Foco; Vol. 12 No. 2 (2022); e1773EaD em Foco; Vol. 12 Núm. 2 (2022); e1773EaD em Foco; v. 12 n. 2 (2022); e17732177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1773/810Copyright (c) 2022 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDalcin, EduardoAbegg, Ilse Ceretta, Paulo Sergio 2023-04-01T03:05:04Zoai:ojs.eademfoco.cecierj.edu.br:article/1773Revistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONGhttp://eademfoco.cecierj.edu.br/index.php/Revista/oai||eademfoco@cecierj.edu.br2177-83102177-8310opendoar:2023-04-01T03:05:04EAD em Foco - Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)false
dc.title.none.fl_str_mv Relationship of Variables with Student Performance in Distance Professional Education
Relación de las Variables con el Rendimiento de los Estudiantes en Educación Profesional a Distancia
Relação de Variáveis com o Desempenho de Estudantes na Educação Profissional a Distância
title Relationship of Variables with Student Performance in Distance Professional Education
spellingShingle Relationship of Variables with Student Performance in Distance Professional Education
Dalcin, Eduardo
title_short Relationship of Variables with Student Performance in Distance Professional Education
title_full Relationship of Variables with Student Performance in Distance Professional Education
title_fullStr Relationship of Variables with Student Performance in Distance Professional Education
title_full_unstemmed Relationship of Variables with Student Performance in Distance Professional Education
title_sort Relationship of Variables with Student Performance in Distance Professional Education
author Dalcin, Eduardo
author_facet Dalcin, Eduardo
Abegg, Ilse
Ceretta, Paulo Sergio
author_role author
author2 Abegg, Ilse
Ceretta, Paulo Sergio
author2_role author
author
dc.contributor.author.fl_str_mv Dalcin, Eduardo
Abegg, Ilse
Ceretta, Paulo Sergio
description This research aims to analyze the relationship between interaction, interactivity, student attributions and quality of life, teacher attributions and the performance of EaD/IFFAR students. As a research methodology, action research was used. In the 1st Cycle (Diagnostic Action Research), the studies generated evidence that EaD/IFFAR students are characterized as an adult audience, most of them female, male students have a higher average of digital literacy, while female students have better performance. In the 2nd Cycle (Discipline Intervention), it was observed that in the discipline that received the intervention process, students presented the highest levels of interaction and performance. And, at the end of the 3rd Cycle (Definition of the Structural Model), the research objective was confirmed, which relates the Student Attributions to their school performance. In addition to having a direct and positive relationship, it recorded the highest coefficients of explanation (R²), containing the highest index of the model, being classified as moderate and significant. It is also noteworthy that the relationship between the variable Student Attribution and Performance was the one that registered the greatest effect in the research, being also classified as having a moderate effect. Keywords: Distance professional education. Moodle. Distance education student attributes. Distance Education Student Performance.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1773
10.18264/eadf.v12i2.1773
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1773
identifier_str_mv 10.18264/eadf.v12i2.1773
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1773/810
dc.rights.driver.fl_str_mv Copyright (c) 2022 EaD em Foco
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 EaD em Foco
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 12 No. 2 (2022); e1773
EaD em Foco; Vol. 12 Núm. 2 (2022); e1773
EaD em Foco; v. 12 n. 2 (2022); e1773
2177-8310
reponame:EAD em Foco
instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
instacron:CECIERJ
instname_str Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
instacron_str CECIERJ
institution CECIERJ
reponame_str EAD em Foco
collection EAD em Foco
repository.name.fl_str_mv EAD em Foco - Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
repository.mail.fl_str_mv ||eademfoco@cecierj.edu.br
_version_ 1798316346029637632

Registros relacionados