Análise da eficácia escolar e do efeito-escola nos cursos de administração de empresas no Brasil
Carregando...
Arquivos
Data
2006-08-04
Autores
Orientador(res)
Aranha Filho, Francisco José Espósito
Métricas
Título da Revista
ISSN da Revista
Título de Volume
Resumo
This thesis is about something of fundamental importance to modern society: educational management. The objective of this research is to provide the educational manager with scientifically sound strategies to improve his or her students’ performance in curriculum based standardized tests such as the National Course Examination, also know as Provão. Based on an extensive research of student performance models, a conceptual model, estimable through the statistical technique of Hierarchical Linear Models, was developed. The statistical model was fit using the student data from the Provão in Business Administration of 2003. Next, strategies and actions in agreement with the results were developed, in order to fulfill the two main objectives of this thesis: (1) identify variables that help explain the performance of Business bachelors in standardized tests and (2) provide school deans with a feasible course of action to actively manage those variables. Three variables proved to be especially important in explaining performance: fluency in English, frequent use of computers and the perception of the array of different competences to which the students became familiar during the program. However, it should be noted that two measurement shortcomings must be considered when interpreting these results. In first place, fluency in English and use of computers measure the effects of latent variables not considered in this study, in addition to their own effect. Secondly, one must keep in mind that the evaluation of competences is based on the each student’s perception, not on some intrinsically valid measure of competences. Therefore, it is assumed that, on average, students perceive correctly the competences that their program helped them develop. Three limitations to this study deserve special care. Firstly comes the assumed unidimensionality of school effectiveness. In addition, school effectiveness was not measured on a value added basis, rather raw test scores were used. Finally, it was not possible to be completely precise as to the roots of the effects associated with fluency in English and use of computers. Finally, future research opportunities revolve around four broad areas: (1) studies comparing results for Business Administration with other undergraduate programs, (2) longitudinal studies, (3) enrichment of the school effectiveness construct, and (4) construction of new indicators and measurement scales.