Fatores que influenciam o desempenho discente no curso de Ciências Contábeis do CCJS/UFCG.

Abstract

Faced with the new demands presented by society, universities are seen as complex organizations that have gone through a process of adaptation and restructuring to overcome the various challenges that arise for this environment. In recent years, the number of places in higher education courses has increased significantly, so that the quality of technical scientific knowledge of the graduates of higher education institutions is questioned. Thus, in addition to the factors intrinsic to the faculty (structure and organization of the institution, classrooms, faculty, bibliographic collection), there are factors peculiar to students that are capable of compromising their academic performance, such as socioeconomic, political and cultural characteristics . In this perspective, the present study allows understanding the dynamics of factors that are related to student performance in order to provide bases for the implementation of public policies that encourage the presence and permanence of subjects in higher education institutions. Thus, the objective of this is: to investigate which factors are related to the performance of the student of the Course of Accounting Sciences of the UFCG / CCJS. In order to reach the objectives of the study, a study of exploratory-descriptive nature, with a quantitative approach, was carried out with students of the course of Accounting Sciences of the CCJS / UFCG. The sample was calculated using a probabilistic method, establishing a confidence level of 90% and a margin of error of 10%. Included in the study were students who had completed at least 50% of the total course workload. The data collection was based on previous researches that studied the academic performance, allowing to construct a questionnaire. The results were organized and presented in tables, as well as cross - referenced to the students' academic performance, using the contingency coefficients as a resource, in order to measure associations among the studied variables. Nevertheless, the independence test presented by Anderson et al. (2007), who appropriates the sample data to discover, through the chi-square distribution, the degree of dependence of the result with its variable, accepting or rejecting the hypotheses of non-dependence (H1) or dependency (H1). The result indicated by the independence test was then compared with pre-established values in the chi-square table. The results showed that only the variables Color / Race, Marital Status and the relationship with higher affinity had influenced the performance of students. Thus, most of the variables are not related to academic performance such as: sex, age, children, occupation, professional experience, area of work experience, city where they reside, with whom they reside, basic education training network, entry form In the course, opinion about the quality of the course, preferred technique of study, method of evaluation preferred, planning for the future, received family education, responsible for the creation and political orientation. It is worth noting that some variables when related show direct influence in the case of academic performance, it is a case of non-traditional students (age, color / race, marital status, work and children). In view of the above, the idea remains that universities should understand the variables relating to performance during the course, to better intervene in their strategies of teaching learning.