The Academic Performance as a Quality Indicator from the High School Transition to Higher Education

Detalhes bibliográficos
Autor(a) principal: Fagundes, Caterine Vila
Data de Publicação: 2015
Outros Autores: Luce, Maria Beatriz, Espinar, Sebastian Rodriguez
Tipo de documento: Artigo
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/278
Resumo: This study aims to propose a model to evaluate the academic performance of students who pass the Basic Education to Higher Education from the theoretical approach of the transitions. More specifically, we seek to know indicators associated with the success in the transition from the High School to the Higher Education. Thus, this article addresses the analytical perspectives on academic performance as well as their differing definitions or concepts. The methodological research procedures are the type ex post facto, and understand the application of the descriptive method with a predictive approach and longitudinal development. The proposed evaluation model was validated in bachelor degree of Languages, History, Mathematics and Biology at the Federal University of Rio Grande do Sul (UFRGS). In fact, what was found, from descriptive and regression analysis, was that the background of the students of Mathematics and Biology presents significant differences with regard to students of Languages and History, and the education received in the basic level, especially in High School is a fundamental factor in academic performance during the first two semesters of the university studies.
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spelling The Academic Performance as a Quality Indicator from the High School Transition to Higher EducationEl Rendimiento Academico como Indicador de Calidad de la Transicion entre la Enseñanza Secundaria y la Educacion SuperiorO Desempenho Academico como Indicador de Qualidade da Transicao Ensino Medio-Educação SuperiorRendimiento Academico; Educacion Superior; Transicion AcademicaAcademic Performance; Higher Education; Academic TransitionDesempenho Academico; Educação Superior; Transicao AcademicaThis study aims to propose a model to evaluate the academic performance of students who pass the Basic Education to Higher Education from the theoretical approach of the transitions. More specifically, we seek to know indicators associated with the success in the transition from the High School to the Higher Education. Thus, this article addresses the analytical perspectives on academic performance as well as their differing definitions or concepts. The methodological research procedures are the type ex post facto, and understand the application of the descriptive method with a predictive approach and longitudinal development. The proposed evaluation model was validated in bachelor degree of Languages, History, Mathematics and Biology at the Federal University of Rio Grande do Sul (UFRGS). In fact, what was found, from descriptive and regression analysis, was that the background of the students of Mathematics and Biology presents significant differences with regard to students of Languages and History, and the education received in the basic level, especially in High School is a fundamental factor in academic performance during the first two semesters of the university studies.Este artículo deriva de estudio que tuvo por objetivo proponer un modelo de evaluacion del rendimiento academico de los estudiantes que transitan de la Enseñanza Basica para la Educacion Superior a partir del abordaje teorico de las transiciones. Especialmente, se ha buscado conocer los factores asociados al exito en la transicion entre la Enseñanza Secundaria y la Educacion Superior. En este sentido, nuestro artículo se centra en las perspectivas de analisis sobre el rendimiento academico, asi como en sus diversas definiciones o conceptos. Ya los procedimientos metodologicos de la investigación son del tipo ex post fato, y abarcan la aplicacion del metodo descriptivo con un enfoque predictivo y cuyo desarrollo es longitudinal. El modelo de evaluacion propuesto ha sido validado en los cursos de licenciatura de Letras, Historia, Matematicas y Biologia de la Universidad Federal de Rio Grande do Sul (UFRGS). Se ha constatado, a partir de analisis descriptivo y de regresion, que los antecedentes de los alumnos de Matematicas y Biologia presentan diferencias significativas con relacion a los alumnos de Letras e Historia; y que la formacion recibida en la Educacion Basica, principalmente, en la Enseñanza Secundaria, es factor fundamental en el rendimiento academico durante los dos primeros semestres de estudios universitarios.Este artigo deriva de estudo e teve como objetivo propor um modelo de avaliação do desempenho academico dos estudantes que transitam da Educação Basica para a Educação Superior a partir da abordagem teorica das transicoes. Mais especificamente, buscou-se conhecer fatores associados ao exito na transicao Ensino Medio–Educação Superior. Neste sentido, apresentam-se perspectivas de analise acerca do desempenho academico, bem como diversas de suas definicoes ou conceitos. Os procedimentos metodologicos da pesquisa, por sua vez, sao do tipo ex post fato e compreendem uma aplicação descritiva com enfoque preditivo e de desenvolvimento longitudinal. O modelo de avaliação proposto foi validado nos cursos de licenciatura em Letras, Historia, Matematica e Biologia da Universidade Federal do Rio Grande do Sul (UFRGS). Constatou-se, a partir de analise descritiva e de regressao, que os antecedentes dos alunos de Matematica e Biologia apresentam diferencas significativas com relação ao dos alunos de Letras e Historia; e que a formação recebida na educação basica, principalmente no Ensino Medio, e fator fundamental no desempenho academico durante os dois primeiros semestres de estudos universitarios.Fundação CesgranrioFagundes, Caterine VilaLuce, Maria BeatrizEspinar, Sebastian Rodriguez2015-03-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/278Ensaio: Avaliação e Políticas Públicas em Educação; v. 22, n. 84 (2014): Revista Ensaio - Jul./Set.; 635-6701809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; es; enDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-08-14T21:24:12Zoai:ojs.localhost:article/278Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-08-14T21:24:12Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv The Academic Performance as a Quality Indicator from the High School Transition to Higher Education
El Rendimiento Academico como Indicador de Calidad de la Transicion entre la Enseñanza Secundaria y la Educacion Superior
O Desempenho Academico como Indicador de Qualidade da Transicao Ensino Medio-Educação Superior
title The Academic Performance as a Quality Indicator from the High School Transition to Higher Education
spellingShingle The Academic Performance as a Quality Indicator from the High School Transition to Higher Education
Fagundes, Caterine Vila
Rendimiento Academico; Educacion Superior; Transicion Academica
Academic Performance; Higher Education; Academic Transition
Desempenho Academico; Educação Superior; Transicao Academica
title_short The Academic Performance as a Quality Indicator from the High School Transition to Higher Education
title_full The Academic Performance as a Quality Indicator from the High School Transition to Higher Education
title_fullStr The Academic Performance as a Quality Indicator from the High School Transition to Higher Education
title_full_unstemmed The Academic Performance as a Quality Indicator from the High School Transition to Higher Education
title_sort The Academic Performance as a Quality Indicator from the High School Transition to Higher Education
author Fagundes, Caterine Vila
author_facet Fagundes, Caterine Vila
Luce, Maria Beatriz
Espinar, Sebastian Rodriguez
author_role author
author2 Luce, Maria Beatriz
Espinar, Sebastian Rodriguez
author2_role author
author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Fagundes, Caterine Vila
Luce, Maria Beatriz
Espinar, Sebastian Rodriguez
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Rendimiento Academico; Educacion Superior; Transicion Academica
Academic Performance; Higher Education; Academic Transition
Desempenho Academico; Educação Superior; Transicao Academica
topic Rendimiento Academico; Educacion Superior; Transicion Academica
Academic Performance; Higher Education; Academic Transition
Desempenho Academico; Educação Superior; Transicao Academica
description This study aims to propose a model to evaluate the academic performance of students who pass the Basic Education to Higher Education from the theoretical approach of the transitions. More specifically, we seek to know indicators associated with the success in the transition from the High School to the Higher Education. Thus, this article addresses the analytical perspectives on academic performance as well as their differing definitions or concepts. The methodological research procedures are the type ex post facto, and understand the application of the descriptive method with a predictive approach and longitudinal development. The proposed evaluation model was validated in bachelor degree of Languages, History, Mathematics and Biology at the Federal University of Rio Grande do Sul (UFRGS). In fact, what was found, from descriptive and regression analysis, was that the background of the students of Mathematics and Biology presents significant differences with regard to students of Languages and History, and the education received in the basic level, especially in High School is a fundamental factor in academic performance during the first two semesters of the university studies.
publishDate 2015
dc.date.none.fl_str_mv 2015-03-24
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/278
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/278
dc.language.iso.fl_str_mv pt; es; en
language_invalid_str_mv pt; es; en
dc.rights.driver.fl_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 22, n. 84 (2014): Revista Ensaio - Jul./Set.; 635-670
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
instname:Fundação Cesgranrio
instacron:CESGRANRIO-2
instname_str Fundação Cesgranrio
instacron_str CESGRANRIO-2
institution CESGRANRIO-2
reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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