Student Retention Management in the UFRR Distance Learning Mathematics Degree Course

Abstract

The shortage of faculty, especially in the Mathematics undergraduate program, makes distance learning essential to meeting the educational needs of municipalities farther from the capital. However, student attrition represents a significant challenge, requiring strategic action by academic management. This study aims to analyze the actions taken by the UFRR Mathematics undergraduate program (Distance Learning) administration to mitigate student attrition and contribute to teacher training in the region. The research is exploratory, with a qualitative approach, incorporating descriptive and explanatory elements. It uses documentary research and adopts Content Analysis as a method for interpreting data collected from institutional documents and student and tutor reports between 2012 and 2025. The findings demonstrate that integrated action between course coordinators, tutors, and support center teams has been crucial to minimizing attrition. Initiatives such as support in question forums, synchronous chats, asynchronous tutorials, systematic dissemination of supplementary materials, research incentives, and psychopedagogical support have brought students closer to the institution and reduced feelings of isolation. Individualized support provided by tutors fosters greater understanding of the content and offers personalized guidance, essential elements for student retention and course completion. By identifying the factors that impact student retention and mapping effective student support practices, the results offer theoretical and practical support for the formulation of public policies aimed at strengthening distance learning, especially in peripheral regions with limited educational infrastructure, such as the state of Roraima.