Diagnóstico da qualidade do ensino-aprendizagem e satisfação dos alunos nas disciplinas de estatística da UFSM

Abstract

The search for education quality has emerged so growing in recent years. It has noticed a major concern before the current educational picture by the society, government, professors and students. This study searched to evaluate the satisfaction of the students of the Department of Statistics of the Federal University of Santa Maria about the professors perfomance, the infrastructure offered to the discipline of Statistics, it is also evalvate the degree of importance assigned by the student to these aspects. The development of the work is based on literature research and field, with qualitative approach. The data collection was conducted through a closed questionnaire, based on the Likert scale, with responses ranging into five levels of satisfaction/importance. For the data analysis, was used the tools of multivariate analysis, including cluster analysis (which has summarized the information in profiles of some groups formed by courses that had a similar behavior) and factor analysis (which enabled the validation of a research tool). It was used even the descriptive statistics for characterization of the courses and analysis of variance that allowed verify the difference among the answers to the questions by each group of courses. During the evaluation about the satisfaction with the work of the professor, the infrastructure and the discipline, could be observed that the issues presented the group 4, with Zootechnics, Archivist and Electrical Engineering courses, with a higher level of satisfaction. In the opposite, it has been the group 2, formed by Psychology and Odontology with the lowest levels of satisfaction. In some variables, the group 3, formed by Economics, Social Sciences, Geography, Chemical Engineering, Agriculture, Pharmacy, Medicine, Administration and Veterinary Medicine, showed up statistically equal to the group 4. For the other issues, the group 1, formed by Forestry Engineering, Civil Engineering, Physical Education and Computer Science and group 3 had an intermediary degree of satisfaction. In evaluating the importance of variables, could be noticed a good degree of importance gave to these variables by all groups of courses. The validation of the questionnaire of satisfaction suggested the elimination of two variables that had little relevance. The twenty-one other variables in the instrument were grouped into four distinct groups of variables: didactic-pedagogic capacity of the professor; organization/ responsibility presented by the professor; infrastructure offered, and discipline of Statistics, providing greater uniformity among the variables within each group.