Perfil dos alunos da Universidade Federal de Sergipe : uma análise não paramétrica

Abstract

Higher education institutions have emerged in Brazil in the nineteenth century, with globalization the role of the public university is to develop research, knowledge and culture, being directly aimed at the benefit of society. The Federal University of Sergipe (UFS) was officially established on May 15, 1968, with the incorporation of 10 existing higher education in the state. The National Education Plan (PNE) proposing the expansion of public higher education through the internalization of federal universities. The UFS, which was composed of the campuses of São Cristovão and Aracaju, opened campuses: Itabaiana, Laranjeiras, Lagarto and Nossa Senhora of Glória. The increase in student population in higher education in Brazil and its heterogeneity justify studies that describe the profile of the students and the level of knowledge acquired in their training. This work aimed to outline the profile of the UFS students during the period 2015.1 in order to provide subsidies to improve the academic performance of campuses, centers and courses. It was not considered students of the distance mode and entering, as these have Regularity Index (IREG) and General Average weighted (MGP) zero, but also not distinguished between shifts or mode of the courses. The analysis was processed according to the database obtained from the Coordination of Academic Planning and Assessment (COPAC) with reference date the database on 16 October 2015. The data were analyzed using SPSS software for Windows Version 21 and R software for Windows Version 3.2.2. The appropriate statistical technique for analysis were non-parametric statistical tests, since the data analyzed violate the assumptions for the application of parametric statistics. And non-parametric tests are based on ordering (ranks) data rather than on its intrinsic value, is lost in accuracy in exchange for values, but gains in efficiency and ease in understanding the results. The significance level was 5%. In assessing the profile of the students were taken into account several aspects, among them: gender, age, declared race, origin of school system, quotas, national origin, IREG and MGP. The MGP is the average of the subjects in which the student was successful and IREG measures the ratio between the number of credits that the student actually attended and who should attend. We observe, as expected, that the IREG and MGP does not have the same behavior. The MGP is camouflaged by excluding the notes of the subjects disapproved of the student, she can not evaluate their academic performance as well as the IREG. Showing that there are unresolved issues to calibrate these indicators. Campuses, centers and courses were grouped into one of the stations sort of scale, and on several occasions they dramatically reversed position among IREG and MGP. On campuses, São Cristovão presented the worst IREG Lagarto and the best. In the centers, the worst place was the CCET, the best placement was with the CCSA and the CECH. In order to better clarify the causes that make a center or campus being better than the other, proceeded to the analysis by their courses, trying to identify the significant differences between them.