Relationship of Variables with Student Performance in Distance Professional Education
DOI:
https://doi.org/10.18264/eadf.v12i2.1773Abstract
This research aims to analyze the relationship between interaction, interactivity, student attributions and quality of life, teacher attributions and the performance of EaD/IFFAR students. As a research methodology, action research was used. In the 1st Cycle (Diagnostic Action Research), the studies generated evidence that EaD/IFFAR students are characterized as an adult audience, most of them female, male students have a higher average of digital literacy, while female students have better performance. In the 2nd Cycle (Discipline Intervention), it was observed that in the discipline that received the intervention process, students presented the highest levels of interaction and performance. And, at the end of the 3rd Cycle (Definition of the Structural Model), the research objective was confirmed, which relates the Student Attributions to their school performance. In addition to having a direct and positive relationship, it recorded the highest coefficients of explanation (R²), containing the highest index of the model, being classified as moderate and significant. It is also noteworthy that the relationship between the variable Student Attribution and Performance was the one that registered the greatest effect in the research, being also classified as having a moderate effect.
Keywords: Distance professional education. Moodle. Distance education student attributes. Distance Education Student Performance.
Downloads
References
BELLONI, M. L. 2003. Educação a Distância. Campinas, SP: Autores Associados.
BEZERRA, A. A. Predição de desempenho de estudantes em ambientes virtuais de aprendizagem. 2017. 74 f. Dissertação (Mestrado em Engenharia Elétrica e da Computação) - Campus de Sobral, Universidade Federal do Ceará, Sobral, 2017.
BRANDíO, J. O. da S. Uma abordagem com learning analytics e séries temporais na análise de dados educacionais. 2018. 97 f. Dissertação (Programa de Pós-Graduação em Informática Aplicada) - Universidade Federal Rural de Pernambuco, Recife.
BRASIL, MINISTÉRIO DE EDUCAÇíO. 2007. Referenciais para Elaboração de Material Didático para EaD no Ensino Profissional e Tecnológico. Secretaria de Educação Profissional e Tecnológica e Secretaria de Educação a Distância Brasília/DF.
CAEN/PROEN/IFFAR. (2015, 2016). Instituto Federal de Ciência e Tecnologia Farroupilha. Pesquisa do Perfil do Estudante do IFFAR– EaD.
COHEN, J. 1988. Statistical Power Analysis for the Behavioral Sciences. 2. ed. New York:Psychology Press.
COSTA, V. M. F. 2020. Analysis of Well-Being and Anxiety among University Students. Int. J. Environ. Res. Public Health. v. 17, n. 3874, p. 1-23.
FARRA, R. A. D; LOPES, P. T. C. 2013. Métodos mistos de pesquisa em educação: pressupostos teóricos. Revista Nuances: estudos sobre Educação, Presidente Prudente-SP, v. 24, n. 3, p. 67-80.
GARRISON, D. R., & ANDERSON, T. 2003. E-Learning in the 21st century: A framework for research and practice London: Routledge/Falmer.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 EaD em Foco
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in Revista EaD em Foco receive the license
Creative Commons - Atribuição 4.0 Internacional (CC BY 4.0).
All subsequent publications, complete or partial, must be made with the acknowledgment, in citations, of the Revista EaD em Foco as the original editor of the article.
