Quota system and academic performance: sectional study in a brazilian public university

• Autor(a) principal: Costa Chene, Ana Rafaela
• Data de Publicação: 2023
• Outros Autores: Idelfonso Cardoso, Maria Sidiane, Luz Miranda, Mayara Sabrina, Costa Pinheiro, Helder Henrique, Silva da Silveira, Ana Daniela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ciência Plural
• Texto Completo: https://periodicos.ufrn.br/rcp/article/view/29265

Introduction: The quota law (nº 12.711/2012) was created with the objective of providing opportunities for students from public schools to enter federal universities. Since then, additional measures have been taken to ensure not only the access, but the permanence of these students in universities. Objectives: This study aimed to assess the academic performance of quota students (QS) and non-quota students (NQS) at the Faculty of Dentistry of the Federal University of Pará. Methods: Data were collected from students enrolled in the years 2020 and 2021 through an online questionnaire and the academic history of the volunteers was analyzed. Data analysis was performed with Jamovi software version 1.6.23, using the chi-square test, Student's t test for independent samples, and multivariate linear regression analysis. In all analyses, a significance level of 0.05 was adopted. Results: With a response rate of 39.92% (n=200), the results showed a better academic performance for the QS with regard to the GPC- General Performance Coefficient (p=0.001). In addition, QS face more difficulties when compared to NQS students (p<0.0001). In the multiple analysis, it was found that the admission modality (QS or NQS), facing difficulties, receiving aid, and activities outside the University explained together almost 10% of the GPC variable (R² = 0.098). Conclusion: The complexity of the comparison suggests the possibility of multiple causes, including the socioeconomic factor and other difficulties experienced. Understanding and acting on these causes is of fundamental importance for the construction of a quality inclusive university.