Undergraduate chemistry students’ dropout and retention at the IFG, Itumbiara Campus

• Autor(a) principal: Alves Oliveira, Yuri
• Data de Publicação: 2021
• Outros Autores: Pacheco Rodrigues, Rogério, Gomes Cardoso, Andrea, Victorino Santos, João Paulo, Machado Goulart, Simone
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Multi-Science Journal
• Texto Completo: https://periodicos.ifgoiano.edu.br/multiscience/article/view/1357
• topic: Initial formation; Higher education; School Dropout; School Retention; Licenciatura em Química; IFG-Itumbiara; Evasão; Retenção

Higher education courses have high dropout and retention rates across the country, mostly undergraduate courses, especially those related to exact-science areas, such as chemistry. Given this scenario, this study aimed to present and analyze the panorama about the reasons and causes of dropout and retention of students in the Chemistry Degree Course, Federal Institute of Education, Science and Technology of Goiás - Itumbiara Campus, from 2008/2 to 2012/1. For data collection, a questionnaire was used, which was delivered and answered by heads of department, staff, professors, dropout and retained students. Information from the Academic Management System (SGA) was also used to outline the profile of dropout and retained students, looking for factors that may influenced dropout and retention. Thus, for the organization of the data, the methodology of qualitative analysis of textual information from Textual Discursive Analysis (TDA) was used. Students' motivations and demotivation were analyzed and it was found that the affinity for the course was the most cited factor as a motivator. The highest failure rates are in subjects from the initial periods of the course, and this difficulty may be related to the lack of basic knowledge. However, proposals and ideas were collected to minimize the problems identified during the execution of the research and the main suggestions mentioned were the application of leveling mini-courses and the need for some professors to rethink their teaching didactics.