Thesis (M.S.)--North Carolina State University. / Includes vita. Includes bibliographical references.

Orientador: Elizabeth Nogueira Gomes da Silva Mercury / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-09-11T21:14:55Z (GMT). No. of bitstreams: 1 Scali_DanyelleFreitas_M.pdf: 1236688 bytes, checksum: 5f3e8f32e8bb322735880d8d12b2bdce (MD5) Previous issue date: 2009 / Resumo: Partindo do pressuposto de que diferentes condições e contextos podem estar associados aos determinantes da evasão no ensino superior, a presente pesquisa voltou-se para o estudo da evasão nos cursos que têm sido pouco investigados e assumiu como objetivos: identificar e analisar os motivos de evasão de alunos de cursos superiores de tecnologia a partir da percepção do aluno evadido e analisar o percurso acadêmico do estudante posterior à evasão. A coleta de dados foi realizada através do envio pelo correio de um questionário a 227 alunos que evadiram em 2006 e 2007 de cursos superiores de tecnologia de uma IES pública do estado de São Paulo, dos quais 19,4% responderam. O instrumento solicitava informações sobre o perfil do aluno, a descrição dos motivos da não renovação de matrícula, o tempo de frequência no curso e os dados do percurso acadêmico posterior à evasão. Para a análise dos dados foram utilizados métodos qualitativos (análise de conteúdo) e quantitativos (frequência e porcentagem de ocorrência). A análise de conteúdo das respostas indicou como principais motivos de evasão: definição de curso de ingresso (50,0%), localização da instituição (36,4%), formação e atuação profissional do tecnólogo (25,0%), condições relacionadas ao trabalho (18,2%) e condições financeiras (18,2%). Sobre o percurso acadêmico posterior à evasão, 77,2% dos respondentes já haviam se graduado ou ingressado em outro curso/instituição sendo, em sua grande maioria, em até um ano após a evasão. Quanto ao tipo de curso de graduação, 78,6% dos participantes estavam em cursos de bacharelado e/ou licenciatura, entre os quais 60,7% em outra IES. O trabalho apresenta dados sobre os motivos determinantes da evasão de estudantes de cursos superiores de tecnologia, mostrando que há muitas semelhanças e poucas diferenças no que se refere aos motivos de evasão ocorridos em outros tipos de cursos (licenciaturas e bacharelados). Pode-se dizer que as peculiaridades das condições de evasão dos cursos superiores de tecnologia mostraram-se associadas às características do curso tecnológico, no que tange à natureza da formação e à atuação de seu profissional. Os dados coletados possibilitaram, ainda, considerações acerca do conceito de evasão e de procedimentos utilizados para investigação desse fenômeno. / Abstract: Starting from the principle that different conditions and contexts can be associated to the determinants of the drop out in higher education, this research focused on the study of drop out in courses which have not been much investigated and thus assumed as its objectives: to identify and analyze the reasons for the drop out of the technology higher education courses, from the perspective of the student, as well as his academic path after droping out. Data gathering was made through the mailing of a questionnaire to 227 students who have dropped out in 2006 and 2007 from technology higher education courses in a public institution in the State of São Paulo and, from these, 19,4% answered. The instrument requested information on the profile of student, description of the reasons for not renewing the enrollment, the time of frequency in the course and requested information about the academic path taken after the drop out. For the analysis of the data, qualitative methods (content analysis) and quantitative methods had been used (frequency and percentage of occurrence). The content analysis of the answers indicated as main reasons for drop out: definition of course (50,0%), localization of the institution (36,4%), education and professional activity of the technologists (25,0%), conditions related to the labor market (18,2%) and student financial conditions (18,2%). As about the academic path after the drop out, 77,2% of the respondents had already graduated or entered in another course/institution, and most of them did so within one year after the year they had quit. Regarding the type of course that the student has enrolled after the withdrawn, 78,6% informed that they were registered in courses offering bachelor, major or minor degrees, of which 60,7% in other higher education institutions. The research presents given on the determinative reasons of the drop out of students of superior courses of technology, showing that it has many similarities and few differences as for the occurred reasons of withdrawn in other kinds of graduation courses. It can be said that the peculiarities of the conditions for the drop out of technology higher education courses are associated with the characteristics of the technological courses as to the nature of the education and professional activity of the technologists. Data gathered offered considerations about the concept of drop out and of the proceedings used for the investigation of this phenomenon. / Mestrado / Psicologia Educacional / Mestre em Educação

Thesis (M. Sc. (Statistics)) -- University of Limpopo, 2021 / The ever increasing number of students who drop out of university remains a challenge for Higher Education administrators. In response to this, different studies have been conducted globally in order to identify student retention strategies to fix the problem. However, the challenge continues to prevail year in and year out. Most of the studies conducted in South Africa used statistical methods that ignore the temporal nature of the process of student dropout. This study uses discrete-time survival techniques to model the occurrence and timing of undergraduate engineering student dropout at Tshwane University of Technology (TUT). Discrete-time survival analysis techniques allow for a more appropriate utilisation of the longitudinal nature of institutional data, where the time dependence of the data, time-varying factors and time-invariant factors can all be accommodated in the analysis. The temporal nature of the process of student dropout was analysed for the cohort of students registered in engineering programmes for the first time in 2010 at Tshwane University of Technology using discrete-time survival analysis methods. The cohort was followed for five years from 2010 through 2014, inclusive. Of particular interest was the incidence of dropout, the determinants of dropout, comparison of the single risk discrete-time model with a competing risk discrete-time model, as well as testing for the effects of unobserved heterogeneity. The study used administrative data obtained from the ITS. The logit model was used to estimate the effects of race, gender, Matric performance, performance in Matric Mathematics, residence type, English language status and time on time to dropout with time measured in academic years. A discretetime competing risk model in the form of a multinomial logit model was also estimated to account for the possible correlation between graduation and dropout. A frailty model assuming a Gaussian distribution for the frailty term was also estimated to account for unobserved heterogeneity. The study established that the risk of dropout for nonwhite students is significantly higher than that of white students. Furthermore, it was found that the effects of residence type varied with time. For instance, in the first year students with private based accommodation were more likely to dropout compared to those residing onvi Abstract campus. On the other hand, in the third year students accommodated in private residences were less likely to dropout than those residing on-campus. The findings also indicate that the effect of having English as a first language as opposed to as a second language on the risk of dropout was only significant in the fourth year such that first language English students were more at risk of dropout compared to second language students. The findings also revealed inconsistencies between the estimates from the single risk and the competing risk model. Moreover, the effect of unobserved heterogeneity was found to be insignificant. Recommendations from this study are that discrete-time survival analysis model is more efficient than traditional methods used for analysis of student dropout and should therefore be used for analysis of academic outcomes such as dropout. The model can account for the temporal nature of the process of dropout. Both time-varying and time-invariant explanatory variables can be included in the model.The effects of time-invariant explanatory variables that might have time-varying effects can also be investigated.

Ao iniciar um curso de nível superior, o aluno ingressante se depara, geralmente, com um ambiente diferente daquele vivenciado na educação básica e, em particular, o contato inicial dos calouros do curso de licenciatura em Matemática com a matemática dessa nova etapa pode ser traumático. Para avaliar a transição entre a educação básica e a superior, no que tange a licenciatura em Matemática no Instituto de Matemática e Estatística da Universidade de São Paulo, e propor alternativas para que tal transição seja mais suave e menos traumática foi realizado um levantamento bibliográfico sobre o assunto, além de aplicado um questionário aos ingressantes do ano de 2015 e entrevista com aqueles que tiveram matriculas canceladas (por evasão, transferência, desistência, etc.). Pode-se perceber que existem diversos fatores que contribuem para a dificuldade dessa transição e que portanto vários meios podem ser trabalhados, juntos ou separadamente, para atenuar a dificuldade dos ingressantes, como por exemplo: mudança na grade ideal do curso ou mesmo introdução de disciplinas e/ou projetos de apoio no início do curso; diminuição da carga horária anual pensada para os estudantes trabalhadores, mas desde que acompanhada de tutorias/monitorias que auxiliem-nos no início de sua graduação; escolha pensada e minuciosa dos docentes que ministram aulas para os ingressantes; etc. Mas o que deve ser destacado é o fato de sempre se estar atento as taxas de evasão e reprovação das turmas de ingressantes para poder procurar alternativas cabíveis sempre que estes números começarem a aumentar. Mesmo sabendo que existem meios de minimizar o impacto da transição entre esses dois níveis da educação, deve-se lembrar que gerações mudam, assim como as alternativas que precisam ser repensadas. / When initiating a tertiary education, the entering student faces, in general, a different environment from the one experienced in basic education, and, in particular, the initial contact between the newcomer Mathematics students and the mathematics itself in this new phase can be traumatic. In order to evaluate the transition from secondary to tertiary education, concerning the Mathematics course in the Instituto de Matemática e Estatística at Universidade de São Paulo, and propose alternatives for such transition to be smoother and less traumatic, a bibliographic search was carried out concerning this subject, besides applying a questionnaire to the entering students from the year 2015 and interviews with those who had their enrolments cancelled (due to evasion, transference, dropout, etc.). It is observed that there are several elements which contribute for this transition to be difficult and, therefore, several means can be worked, together or separately, to mitigate the entering students\' difficulty, for instance: changing the course\'s ideal grid or even introducing support disciplines and/or projects at the beginning of the course; decreasing the annual course load thought for working students, as long as associated with tutoring / monitoring which help us at the beginning of their graduations; a well-thought, thorough choice of the lecturers who teach classes to the entering students, etc. But what should be highlighted is the fact that the evasion and reprobation rates of the newcomers\' classes should always be monitored closely, in order to be able to seek suitable alternatives every time these numbers begin to rise. Even knowing that there are means to minimize the impact of the transition between these two levels of education, it must be held in mind that generations change, as well as the alternatives which need to be rethought.