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Abstract(s)
A problemática deste estudo consiste em identificar alguns dos fatores que
determinam os resultados escolares dos alunos (medidos através das classificações
obtidas em exame nacional) e perceber se as escolas, enquanto organizações, também
podem contribuir para o sucesso dos seus alunos. Assim, partindo do pressuposto de que
há fatores extrínsecos e intrínsecos aos alunos e às escolas que podem “mascarar”
(diminuindo ou potenciando) o valor que cada escola acrescenta aos seus alunos,
pretendeu-se identificar e correlacionar esses fatores, verificando o impacto de cada um
nos resultados escolares dos alunos. Esta análise foi feita para as disciplinas de
Português e de Matemática, no 9º e 12º anos de escolaridade, respetivamente, numa
amostra de escolas que integram o programa AVES da Fundação Manuel Leão.
A vasta literatura relativa aos determinantes do sucesso dos alunos é analisada
com algum detalhe. Dessa revisão bibliográfica foi construído um modelo teórico que
considera quatro dimensões (contexto educativo, escola, sala de aula e aluno), os fatores
intrínsecos e extrínsecos a cada uma delas e a relação entre eles. Daqui, emergiram um
conjunto de fatores relevantes para o sucesso dos alunos, que depois foram
operacionalizados no nosso estudo em dois níveis: fatores ao nível do aluno (tais como
conforto cultural e material, o histórico (percurso escolar prévio), género, frequência e
intensidade de explicações, competências de raciocínio), fatores ao nível da escola
(variáveis médias de contexto socioeconómico da escola e das caraterísticas médias dos
seus alunos). Usando essencialmente fatores ao nível do aluno, foi, numa primeira fase,
construído um modelo de regressão onde se pretendia analisar o impacto de cada fator
nos resultados escolares dos alunos. Os resultados sugerem que a variável “histórico”,
ao nível do aluno, é o fator que mais determina os resultados escolares dos alunos, tanto
na disciplina de Português como na disciplina de Matemática e nos dois ciclos de ensino
considerados (3º ciclo e secundário). Numa segunda fase, procedeu-se a uma análise de
regressão multinível, tendo-se em consideração a estrutura hierárquica dos dados,
através da qual se estimou a magnitude do “efeito escola”. Os resultados sugerem que a
importância relativa de cada variável interna ao aluno é semelhante à importância
encontrada na análise de regressão, mas identifica a existência de um efeito significativo
da escola em todas as análises efetuadas, exceto na disciplina de Matemática, no 12º
ano. Tal facto parece ser justificado, pelo menos parcialmente, pela elevada frequência
de explicações dos alunos, neste ano escolar, a esta disciplina.
The aim of this study is to identify some of the factors that determine students’ results (measured by the grades obtained in the national exams), and understand if schools, as organizations, can also contribute to the success of their students. Thus, assuming that there are external and internal factors to students and schools that can "mask" (decreasing or enhancing) the value each school adds to its students, we identify and correlate those factors, assessing the impact of each of them in the students’ school results. This analysis was done for the subjects of Mathematics and Portuguese in the 9th and 12th grades, respectively, in a sample of schools that belong to the AVES programme (Evaluation in Secondary Schools) of Manuel Leão Foundation. The literature on the determinants of student success is vast, and in this study it is analyzed in some detail. From that literature review a theoretical model has been constructed which considers four dimensions (educational context, school, classroom and student), the intrinsic and extrinsic factors to each of them and the relationship between them. Hence, a set of relevant factors to the success of students have emerged, which were then operationalized in our study on two levels: student level factors (such as cultural and material comfort, history of the student (prior schooling), gender, frequency and intensity of private tutoring, reasoning skills), school-level factors (mean variables of socio-economic school context and the average characteristics of students). Using essentially the factors at student level, a regression model was initially created to analyze the impact of each factor in students' school results. The results suggest that the variable "history of the student” is the factor that most determines the student results in both subjects (Portuguese and Mathematics) and in the two educational cycles considered (3rd cycle and secondary education). In a second stage, it has been used a multilevel regression analysis, taking into account the hierarchical structure of the data, through which we estimated the magnitude of the "school effect". The results suggest that the relative importance of each internal variable to the student is similar to the one found in the regression analysis, but it identifies the existence of a significant effect of the school in all the analyses undertaken except in Mathematics in the 12th grade. This fact seems to be justified, at least partially, by the high frequency of private tutoring sessions of the students in this grade, at this subject.
The aim of this study is to identify some of the factors that determine students’ results (measured by the grades obtained in the national exams), and understand if schools, as organizations, can also contribute to the success of their students. Thus, assuming that there are external and internal factors to students and schools that can "mask" (decreasing or enhancing) the value each school adds to its students, we identify and correlate those factors, assessing the impact of each of them in the students’ school results. This analysis was done for the subjects of Mathematics and Portuguese in the 9th and 12th grades, respectively, in a sample of schools that belong to the AVES programme (Evaluation in Secondary Schools) of Manuel Leão Foundation. The literature on the determinants of student success is vast, and in this study it is analyzed in some detail. From that literature review a theoretical model has been constructed which considers four dimensions (educational context, school, classroom and student), the intrinsic and extrinsic factors to each of them and the relationship between them. Hence, a set of relevant factors to the success of students have emerged, which were then operationalized in our study on two levels: student level factors (such as cultural and material comfort, history of the student (prior schooling), gender, frequency and intensity of private tutoring, reasoning skills), school-level factors (mean variables of socio-economic school context and the average characteristics of students). Using essentially the factors at student level, a regression model was initially created to analyze the impact of each factor in students' school results. The results suggest that the variable "history of the student” is the factor that most determines the student results in both subjects (Portuguese and Mathematics) and in the two educational cycles considered (3rd cycle and secondary education). In a second stage, it has been used a multilevel regression analysis, taking into account the hierarchical structure of the data, through which we estimated the magnitude of the "school effect". The results suggest that the relative importance of each internal variable to the student is similar to the one found in the regression analysis, but it identifies the existence of a significant effect of the school in all the analyses undertaken except in Mathematics in the 12th grade. This fact seems to be justified, at least partially, by the high frequency of private tutoring sessions of the students in this grade, at this subject.
Description
Keywords
Dimensões do insucesso Resultados nos exames Matemática Português Estatuto socioeconómico e cultural Género Histórico do aluno Explicações Competências de raciocínio Efeito escola School failure dimensions School results Mathematics Portuguese Socioeconomic status Gender Student prior schooling Tutoring sessions Reasoning skills School effect