scholarly journals An assessment of the Federal University of Minas Gerais's socioracial bonus on student academic performance

2018 ◽  
Author(s):  
André Braz Golgher ◽  
Ernesto F. L. Amaral ◽  
Alan Vítor Coelho Neves
Keyword(s):  
Academic Performance ◽  
Social Inclusion ◽  
Minas Gerais ◽  
Performance Information ◽  
Entrance Exam ◽  
Student Academic Performance ◽  
Global Performance ◽  
The University ◽  
Social Demographic ◽  
The Impact

Title in Portuguese: Avaliação de impacto do bônus sociorracial da UFMG no desempenho acadêmico dos estudantesAbstract: The objective of this article is to assess whether academic performance at the Federal University of Minas Gerais (Universidade Federal de Minas Gerais - UFMG) varies depending on whether students received socioracial bonuses on the institution’s entrance exam. The study analyzes the impact of different categories of this social inclusion policy. The database contains socioeconomic and academic performance information for students in their 1st, 2nd, 3rd and 4th semesters at UFMG in 2009 and 2010. A series of models were estimated to analyze differences in Semiannual Global Performance (Rendimento Semestral Global - RSG). The results suggest that RSG results for students who received and did not receive the bonus are similar, controlling for social, demographic and economic variables. This study suggests that UFMG’s socioracial bonus policy had the desired effect of including less-favored groups at the university without diminishing educational quality.Resumo: O objetivo deste artigo é avaliar se o desempenho acadêmico na Universidade Federal de Minas Gerais (UFMG) é diferenciado entre estudantes que receberam e que não receberam o bônus sociorracial no vestibular da instituição. O estudo analisa o impacto de diferentes categorias desta política de inclusão social. O banco de dados possui informações socioeconômicas e de desempenho acadêmico sobre alunos que estavam cursando os 1ºs, 2ºs, 3ºs e 4ºs semestres na UFMG nos anos de 2009 e 2010. Uma série de modelos foram estimados para analisar diferenças no Rendimento Semestral Global (RSG). Os resultados sugerem que o RSG é similar entre bonistas e não bonistas, controlando por variáveis sociais, demográficas e econômicas. Este estudo sugere que a política de bônus sociorracial da UFMG ocasionou o efeito desejado de inclusão de grupos menos favorecidos na universidade, sem diminuir a qualidade de ensino.

scholarly journals Academic performance of students at the Federal University of Minas Gerais: An analysis of the socio-racial bonus policy

2018 ◽  
Author(s):  
André B. Golgher ◽  
Ernesto F. L. Amaral ◽  
Alan Vítor Coelho Neves
Keyword(s):  
Academic Performance ◽  
Affirmative Action ◽  
Federal Government ◽  
Social Inclusion ◽  
Minas Gerais ◽  
Academic Excellence ◽  
Review Committee ◽  
Affirmative Action Policy ◽  
Entrance Exam ◽  
Academic Control

Title in Portuguese: Desempenho acadêmico dos estudantes da UFMG: Uma análise da política de bônus sociorracialAbstract: This paper analyzes the academic performance of students of the Federal University of Minas Gerais (UFMG), Brazil, in order to observe differences in academic performance between students who received and who did not receive the socio-racial bonus at the entrance exam of the institution. The database with students’ socioeconomic information comes from the admission exam’s permanent review committee (“Comissão Permanente do Vestibular” – COPEVE) at UFMG. The database with information about academic performance of students was provided by the department of registry and academic control (Departamento de Registro e Controle Acadêmico – DRCA). These data were aggregated for this study. The results suggest that the academic performance is similar between students who received and who did not receive the socio-racial bonus in most comparisons. That is, this affirmative action policy seems to ban an effective one in order to promote social inclusion with academic excellence. This is an important analysis to be developed at this moment of implementation of the 2012 quota law by the Federal Government (Law #12,711).Resumo: Este trabalho faz uma análise do desempenho acadêmico de estudantes da Universidade Federal de Minas Gerais (UFMG) com o objetivo principal de verificar se há diferenças de desempenho significativas entre estudantes que receberam e não receberam o bônus sociorracial no vestibular da instituição em 2009 e 2010. O banco de dados com informações socioeconômicas dos estudantes é proveniente da Comissão Permanente do Vestibular (COPEVE) da UFMG. O banco de dados com informações sobre desempenho acadêmico dos estudantes foi disponibilizado pelo Departamento de Registro e Controle Acadêmico (DRCA) da universidade. Estes dados foram agregados para a realização deste estudo. Os resultados sugerem que o desempenho escolar entre bonistas e não bonistas é similar na grande maioria das comparações. Ou seja, a política de bônus sociorracial, implementada durante alguns anos na UFMG, não promoveu a entrada de estudantes com baixo potencial acadêmico, sendo, portanto, uma política eficaz de inclusão social sem danos para a excelência acadêmica da universidade. Esta análise é importante de ser realizada neste momento de implementação da lei de cotas de 2012 do Governo Federal (Lei nº 12.711).

scholarly journals Associations Between Performance on the Entrance Exam and Subsequent Academic Performance at the Federal University of Minas Gerais

2020 ◽  
Vol 8 (18) ◽  
Author(s):  
André Braz Golgher
Keyword(s):  
Academic Performance ◽  
Predictive Power ◽  
Selection Process ◽  
Minas Gerais ◽  
Entrance Exam ◽  
Entrance Exams ◽  
Second Stage ◽  
Predicting Gpa ◽  
The University ◽  
Mathematics And Science

This paper analyses associations between performance on the entrance exams and subsequent academic performance at the Federal University of Minas Gerais (UFMG). Results clearly indicate that minority students catch up with other students while attending the university. For those who entered this institution in 2009, when the first stage of the selection process was UFMG´s own exam, the Portuguese, Mathematics, and Science exams had a larger predictive power, while the humanities and foreign language exams showed non-significant results or played smaller roles in predicting GPA outcomes. For those who were selected in the entrance exam of 2012, when the National Exam of the Secondary Level (ENEM) was used as the first stage of the selection process, all four exams (Language, Mathematics, Humanities, and Science) showed positive and significant results. In addition, the second stage of UFMG´s exam had a greater predictive power when ENEM was used as the first stage of the selection process.

Impact of Social Networking Sites on Student Academic Performance

2016 ◽  
Vol 18 (2) ◽  
pp. 35-50 ◽  
Author(s):  
Youssef Harrath ◽  
Hadeel Alobaidy
Keyword(s):  
Social Sciences ◽  
Academic Performance ◽  
Social Networking ◽  
Social Networking Sites ◽  
Online Survey ◽  
Teaching Methodology ◽  
Student Academic Performance ◽  
Negative Impacts ◽  
University Of Bahrain ◽  
The Impact

The purpose of this research is to study the impact of Social Networking Sites on student academic performance. An online survey was conducted and 628 students of University of Bahrain replied. This research studies and explores the relationships between the use of SNS and students' academic performance. The survey questions (21) were grouped into 8 variables that identify the interest that the students draw from SNS. Furthermore, these variables aim to show the effects of SNS on students' academic performance and the futuristic online and offline paradigms that can enhance teaching methodology. The Statistical Package for Social Sciences (SPSS) was used to analyse the collected data and find correlations between SNS and the students' academic performance. From this research it was found that the SNS have positive and negative impacts on student academic performance. At the end, the authors came up with fruitful recommendations on how to get benefit from the SNS to improve the learning process.

scholarly journals The impact of classroom seating location and computer use on student academic performance

PLoS ONE ◽  
2020 ◽  
Vol 15 (8) ◽  
pp. e0236131
Author(s):  
Paris Will ◽  
Walter F. Bischof ◽  
Alan Kingstone
Keyword(s):  
Academic Performance ◽  
Computer Use ◽  
Student Academic Performance ◽  
Seating Location ◽  
The Impact ◽  
Classroom Seating

scholarly journals Perception and Causality of Academic Performance and Professional Exercise of Graduates in Accounting and Auditing

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Irene Buele Nugra ◽  
Dagmar Maldonado ◽  
Fabián Cuesta
Keyword(s):  
Academic Performance ◽  
Marital Status ◽  
Professional Practice ◽  
Family Environment ◽  
Banking Sector ◽  
Student Life ◽  
Telephone Surveys ◽  
Student Academic Performance ◽  
Work Area ◽  
The University

Universities play an important role in society. Through them professionalization is achieved in different areas that, in one way or another, contribute to the development of a nation. The professional life of a graduate depends in part on the effectiveness, efficacy and efficiency of the university processes and the performance presented during their student life. This study analyzes the variables that characterize student academic performance as they contribute to an adequate professional practice of a graduate in Accounting and Auditing. Through a quantitative and qualitative analysis, graduates in the Accounting and Auditing major from 2007 to 2017 from the Politécnica Salesiana University, an Ecuadorian university, are analyzed. Variables such as: autonomy, marital status, province of origin, family environment, salary, experience and work area, among others are studied. The information collected was obtained through the application of telephone surveys and data extracted from the university computer system; subsequently, this information is evaluated through contingency tables or crosstabs and the case-control study method. Among the main results, it is observed that most graduates do work in their profession, but with a modest remuneration, except for those who work in the banking sector. It is also observed that the quality of the professional practice of a graduate has a direct relationship with their student academic performance and that this academic performance has a relationship with the economic conditions, time availability, study days and marital status that they maintained during their student life. Most graduates do work in the area related to their profession.

scholarly journals Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Karla Lobos Peña ◽  
Claudio Bustos-Navarrete ◽  
Rubia Cobo-Rendón ◽  
Carolyn Fernández Branada ◽  
Carola Bruna Jofré ◽  
...  
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Online Courses ◽  
Longitudinal Design ◽  
First Semester ◽  
Student Academic Performance ◽  
Academic Information ◽  
University Performance ◽  
Prospective Longitudinal ◽  
The Impact

Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.

scholarly journals Infrastructural Facility and the Students’ Academic Performance - A Critique

2017 ◽  
Vol 49 (1) ◽  
pp. 11 ◽  
Author(s):  
Adejompo Stephen Fagbohunka
Keyword(s):  
Academic Performance ◽  
Sampling Technique ◽  
Statistical Technique ◽  
Systematic Sampling ◽  
The Internet ◽  
Chi Square ◽  
Transportation Sector ◽  
The Government ◽  
The University ◽  
The Impact

Abstract: The paper underscores the infrastructural facility and the student’s academic performance in Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria. Thirty questionnaires were administered through a systematic sampling technique in each of the six faculties making a total of 180 questionnaires. The paper has found out a positive relationship between the student’s academic performance, power supply and health facilities. However, the internet facilities and transportation facilities were not adequate, whereas water supply was adequate. A test of the impact of infrastructural facility on the student’s academic performance, using a Chi Square statistical technique revealed a significant value of 177.1 at 0.05 % level. The paper recommends that the existing facilities should be upgraded and significantly improved by the government; urgent attention should be given to the development of the internet facilities and transportation sector of the University. Also, private partnership should be encouraged in the infrastructural development of the University.

scholarly journals How far is too far? An analysis of students’ perceptions of the impact of distance between university and family home on academic performance

2017 ◽  
Vol 10 (15) ◽  
pp. 28-40
Author(s):  
Rosalina Pisco Costa ◽  
Carlos Vieira ◽  
Isabel Vieira
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Online Survey ◽  
Negative Impact ◽  
Two Dimensions ◽  
Family Home ◽  
Socially Relevant ◽  
The University ◽  
Work Done ◽  
The Impact

AbstractTransition to university is a challenging phase in youngsters’ lives. The literature indicates that geographical distance separating the places of study and of family residence adds to the difficulties of transition and adjustment to university. Recent evidence suggests that it also negatively impacts students’ grades. Despite important work done by economists, geographers and psychologists, sociology has devoted scarce interest in understanding this topic. This article seeks to bridge this gap, specifically exploring the reasons justifying the largely ignored effect of distance between the university and family home in academic performance. The study draws on data on undergraduate students of a Portuguese public university, collected through an online survey. Two dimensions, one more related to practical life occupations and another more linked to personal feelings and activities, are examined. It is argued that the negative impact of distance is mainly due to homesickness and to the time spent traveling home. Results from such analysis are twofold socially relevant: of the utmost importance for families, academics and students’ support services, deserve to be seriously considered by policy makers deciding on the territorial distribution of higher-education institutions.

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