Variables significantly related to the performance of the 5th grade students of public elementary school in the state of Cearà in Portuguese Language test in Prova Brasil/2011

• Autor(a) principal: AntÃnia Bruna da Silva
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFC
• Texto Completo: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15571
• topic: VariÃveis extraescolares; VariÃveis intraescolares; ProficiÃncia em LÃngua Portuguesa; Extra-school variables; Intra-school variables; Proficiency in Portuguese; EDUCACAO

Taking into consideration an analysis perspective of a school performance that considers the influence of intra- and extra-school factors. This study, using the achievement of 5th grade students of public elementary school in the state of Cearà in the fourth edition of Prova Brasil (a Brazilian school evaluation) in Portuguese Language test, has identified the variables of the contextual questionnaires significantly related to these student's performance. Based on that, we have prepared a multiple linear model that incorporated the student, teacher, principal and school's variables to investigate the influence of these variables on Portuguese Language Proficiency. From the object of study â set up by 5th grade students of public elementary Municipal school from Cearà and their Portuguese teachers, principals and schools â we have extracted a random sample of 486 students, 276 teachers, 223 principals and 223 schools. The results have shown 23.3% of the variability in Portuguese Proficiency is due to certain student's characteristics and also due to certain characteristics of the school context. According to the standardized coefficients of multiple linear regression function, the extra-school factors that cause an effect on student's performance are (β): (a) the failure and school dropout (β = - 0.178); (b) the fact that the student works (β = - 0.155); (c) the places that students are use to attending (β = - 0.155); (d) the amount of people living with the student (β = - 0.145); and (e) parents participation in school meetings and the encouragement given to the children (β = 0.136). In relation to the intra-school order of predictor variables, the survey found out that the following variables play positive or negative influence on the outcomes: (a) the lack of criteria to form the 1st to 4th degree groups (β = - 0.134); (b) the fact that the principal has been named by a politician (β = - 0.148); (c) the fact that the manager has graduated in an isolated college (β = 0.145); (d) the conditions of accessibility of the school's external surroundings (β = 0.115); (e) the amount of the expected content developed with students (β = 0.101); (f) the time (in years) that the principal works as a principal (β = 0.100); (g) the time (in years) that the teacher teaches the 5th grade (β = 0.100); and (h) the principal's major level â Specialization grade post-graduation in educational realm (β = 0.087). Among the results, it became clear that the student's cognitive performance in Portuguese proficiency is a consequence of multiple orders variables acting with a combined effect on it. Therefore, it cannot be assigned to only one agent or to a single point.