The perspective of enrolled undergraduate students on the dropout in a Physics Teaching Degree

Silva, André Coelho da; Cabral, Tairine de Carvalho

doi:10.1590/1980-6248-2020-0046

Brasil

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Articles • Pro-Posições 33 • 2022 • https://doi.org/10.1590/1980-6248-2020-0046EN linkcopy

The perspective of enrolled undergraduate students on the dropout in a Physics Teaching Degree ¹ ² ³ ⁴

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Abstract

We aim to understand what are, in the perspective of undergraduate students in Physics Teaching degree, the causes and possible solutions to combat the dropout rate of the course. For this, we were grounded on the theoretical model of Tinto and literatur considerations on the causes and the possible action strategies against dropout in Higher Education. Thirty-three students participated in the research by answering an open-answer questionnaire. The analyses, done through Content Analysis, indicated that most participants had already thought about dropping out, especially those who entered without or with reduced levels of commitment to the course. Learning difficulties and a greater sensitivity of the teachers and the institution towards them were pointed, respectively, as the main reason for dropping out and the best way to combat it.

Keywords Evasão escolar; Curso de Licenciatura; Física; Aluno matriculado; Ensino Superior

Cause	Study(ies) that mention it
Accumulation of failures on the subjects of the course, especially due to learning difficulties	Mazzetto and Carneiro (2002); Braga et al. (2003); Tontini and Walter (2014); Santana (2016); Gregório et al. (2017); Kussuda (2017); Simões (2018)
Regret of course choice/career (student that changes to another undergraduate degree)	Braga et al. (1997); Mazzetto e Carneiro (2002); Machado et al. (2005); Tontini and Walter (2014); Santana (2016); Kussuda (2017)
Students’ relationship problems with professors	Arruda and Ueno (2003); Daitx et al. (2016); Santana (2016); Kussuda (2017); Simões (2018)
Lack of time to dedicate to the course	Kipnis et al. (1997); Tontini and Walter (2014); Ribeiro (2015); Santana (2016); Simões (2018)
Integration problems with classmates	Daitx et al. (2016); Santana (2016); Kussuda (2017)
Deficient K-12 education (pointed out by professor or students themselves)	Braga et al. (1997); Ribeiro (2005); Kussuda (2017)
Low value/expectation towards the profession associated with the course	Tontini and Walter (2014); Ribeiro (2015); Santana (2016); Kussuda (2017)
Financial difficulties during the course	Machado et al. (2005); Ribeiro (2005); Santana (2016)
Limitations of the professors of the course (no interest for teaching, flawed didactics etc.) according to the students	Ribeiro (2005); Kussuda (2017)
Discontent with institutional infrastructure associated with the course (laboratories, equipment etc.).	Mazzetto and Carneiro (2002); Kussuda (2017)
Family issues during the course	Santana (2016); Kussuda (2017)
Students’ immaturity and adaptation problems to a new phase of life	Bueno (1993); Kussuda (2017)
Lack of support and guidance in the beginning of the course	Daitx et al. 2016); Santana (2016)
Reality experienced in the course was different than the one imagined	Kussuda (2017); Santana (2016)
Students’ dissatisfaction with the curriculum	Daitx et al. (2016)
Lack of dedication by some students, according to the professors.	Kussuda (2017)
Selective dedication of professor towards research activities at the expense of teaching activities	Kussuda (2017)

Action suggested	Study(ies) that mention it
Improvement of actions related to the welcoming and follow-up of undergraduate students	Bueno (1993); Braga et al. (1997); Kipnis et al. (1997); Cunha et al. (2001); Braga et al. (2003); Machado et al. (2005); Ribeiro (2005); Daitx et al. (2016)
Reformulation of the curriculum	Bueno (1993); Braga et al. (1997); Cunha et al. (2001); Mazzetto e Carneiro (2002); Braga et al. (2003); Tontini e Walter (2014); Daitx et al. (2016)
Improvement of the didactic-pedagogical aspects of the course	Mazzetto e Carneiro (2002); Braga et al. (2003); Daitx et al. (2016)
Indication of professor that stand out as teachers for the subjects in the beginning of the course	Braga et al. (1997); Machado et al. (2005); Daitx et al. (2016)
Better management of scholarships and aids	Braga et al. (1997); Machado et al. (2005); Simões (2018)
Offering activities of tutoring	Tontini and Walter (2014); Gregório et al. (2017); Kussuda (2017)
Offering subjects of the course in times that attend students	Braga et al. (1997); Daitx et al. (2016)
Implementation of vocational, professional, and educational guidance	Bueno (1993); Machado et al. (2005)
Incentive for undergraduates to participate in projects and academic activities beyond the subjects of the course	Braga et al. (1997); Simões (2018)
Enlargement of the connections between Higher Education institutions and other societal components (companies, public authorities, schools etc.)	Bueno (1993); Tontini e Walter (2014)
Value the teaching activities of the professors	Bueno (1993)
Raise the awareness of professor on students’ difficulties	Kussuda (2017)
Redefinition of the roles of students and teachers/professors	Daitx et al. (2016)
Implementation of actions that help students build previous knowledge, considered to be necessary for the course	Lima Junior (2013)
Enlargement of cultural and sociability spaces in the institution	Bueno (1993)
Institutional identification of students risking dropping out to take the necessary individualized measures	Tontini and Walter (2014)
Institutional offering of psychological and health guidance for students	Tontini and Walter (2014)

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[1] Source: Created by the authors based on the studies cited on the table.

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Abstract

The perspective of enrolled undergraduate students on the dropout in a Physics Teaching Degree ¹ ² ³ ⁴