Abordagens de estudo e percepções do ambiente de ensino e aprendizagem em uma instituição de ensino superior brasileira

Wanderson Dutra Gresele; Regina Sayuri Obana; Wanderley Batista de Santi

doi:10.18593/race.23190

Authors

Wanderson Dutra Gresele Universidade Estadual do Oeste do Paraná
Regina Sayuri Obana Centro Técnico-Educacional Superior do Oeste Paranaense https://orcid.org/0000-0002-3943-6093
Wanderley Batista de Santi Centro Técnico-Educacional Superior do Oeste Paranaense

DOI:

https://doi.org/10.18593/race.23190

Keywords:

Approaches to Studying, Teaching Environment, Learning Preferences, Motivation, Higher Education

Abstract

The search for a quality of learning has ignored relevant aspects in the process. This study aimed to analyze the study approaches, perceptions of the academic environment, motivation and learning preferences in a higher education institution located in the western region of the State of Paraná. As for the method, a survey, quantitative approach, descriptive in nature and sources of data in questionnaires, presented in Ullah et al. (2011) were used, which deals with the perception of the academic environment, preferences for different types of courses, teaching and assessment, academic motivation and the learning approach. The analysis process was performed through descriptive statistics, internal consistency, factorial analysis, normality tests, correlation analyzes, cluster analysis and comparative tests of means. Regarding the results, it was verified that the perceived quality has a stronger relationship with the deep approach, a preference for courses that have support characteristics of understanding and, also, that the variables skills, quality of teaching and physical resources, which the academic environment, relate positively to perceived quality.

Downloads

Download data is not yet available.

References

Barbosa, L. M., & Marques, K. C. M. (2018). Estilos de Aprendizagem e Desempenho de Estagiários em Contabilidade. Revista de Educação e Pesquisa em Contabilidade, 12(4), 504-526. DOI: https://doi.org/10.17524/repec.v12i4.1854

Biggs, J. B. (1999). Teaching for quality learning at university. Buckingham: SRHE and Open University Press.

Carvalho, L. M. C., Pereira, J. M. F., Dias, R. M. T. S., & Noronha, A. B. (2020). Estilos de Aprendizagem dos Alunos de Administração: Um Estudo Empírico Aplicado em Instituições de Ensino Superior Portuguesas. Administração: Ensino e Pesquisa, 21(3), 348-384.

Cordeiro, R. A., & Silva, A. B. (2012). Os estilos de aprendizagem influenciam o desempenho acadêmico dos estudantes de finanças? Revista de Administração da UFSM, 5(2), 243-261. DOI: https://doi.org/10.5902/198346594541

Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and application. Journal of Applied Psychology, 78, 98-104. DOI: https://doi.org/10.1037/0021-9010.78.1.98

Dancey, C. P., & Reidy, J. (2013). Estatística sem matemática para psicologia. Porto Alegre: Artmed.

Entwistle, N. J. (1988). Approaches to learning and forms of understanding. In B. Dart, & G. Boulton-Lewis. Teaching and Learning in Higher Education: From Theory to Practice. Melbourne: Australian Council for Educational Research.

Entwistle, N. J. (1987). Motivation to learn: Conceptualizations and practicalities. British Journal of Educational Studies, 35(2), 129-148. DOI: https://doi.org/10.1080/00071005.1987.9973757

Entwistle, N. J., & Entwistle, A. (1997). Revision and the experience of understanding. In Marton, F., Hounsell, J. & Entwistle, N. J., The Experience of Learning. 2nd ed., Edinburgh: Scottish Academic Press.

Entwistle, N., & McCune, V. (2004). The Conceptual Bases of Study Strategy Inventories. Educational Psychology Review, 16, 325. DOI: https://doi.org/10.1007/s10648-004-0003-0

Entwistle, N. J., McCune, V., & Hounsell, J. (2002). Investigating ways of enhancing university teaching–learning environments. In E. Corte, L. Verschaffel, N. J. Entwistle, & J. Merriënboer. Powerful learning environments: Unravelling basic components and dimensions, Oxford: Pergamon. pp. 89-107.

Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.

Entwistle, N. J., & Smith, C. A. (2002). Personal understanding and target understanding: mapping influences on the outcomes of learning. British Journal of Educational Psychology, 72(Pt 3): 321-42. DOI: https://doi.org/10.1348/000709902320634528

Entwistle, N. J., & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19, pp. 169-194. DOI: https://doi.org/10.1007/BF00137106

Entwistle, N., Tait, H., & McCune, V. (2000). Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of Psychology of Education, 15, 33-48. DOI: https://doi.org/10.1007/BF03173165

Felicetti, V. L. (2011). Comprometimento do estudante: um elo entre aprendizagem e inclusão social na qualidade da educação superior. [Tese de Doutorado, Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, Brasil].

Field, A. (2009). Descobrindo a Estatística usando o SPSS. São Paulo: Artmed.

Gomes, A. R. V., Ferreira, R. M., Lima, S. L. L., & Walter, S. A. (2020). Satisfação dos acadêmicos de Ciências Contábeis: um estudo com equações estruturais. RACE – Revista De Administração, Contabilidade E Economia, 19(1), 75-98. https://doi.org/10.18593/race.20220 DOI: https://doi.org/10.18593/race.20220

Hair, J. F., & Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados. (6ª ed.). Porto Alegre: Bookman.

Kleinhans, K. A., Chakradhar, K., & Muller, S. (2015). Multigenerational perceptions of the academic work environment in higher education in the United States. High Educ, 70, 89-103. https://doi.org/10.1007/s10734-014-9825-y DOI: https://doi.org/10.1007/s10734-014-9825-y

Malhotra, N. (2001). Pesquisa de marketing. (3ª ed.). Porto Alegre: Bookman.

Maroco, J., & Garcia-Marques, T. (2006). Qual a fiabilidade do alfa de Cronbach? Questões antigas e soluções modernas? Laboratório Psicologia, 4, 65-90. DOI: https://doi.org/10.14417/lp.763

Marton, F., Hounsell, J., & Entwistle, N. J. (1997). The experience of learning (2ª ed.). Edinburgh: Scottish Academic Press.

Marton, F., & Saljo, R. (1976). On qualitative differences in learning: outcome and process. British Journal of Educational Psychology, 46, 4-11. DOI: https://doi.org/10.1111/j.2044-8279.1976.tb02980.x

Marton, F., & Saljo, R. (1997). Approaches to learning. In F. Marton, J. Hounsell, & N. J. Entwistle. The experience of learning. (2ª ed.). Edinburgh: Scottish Academic Press.

McInnis, C., Griffin, P., James, R., & Coates, H. (2001). Development of the Course Experience Questionnaire (CEQ). Canberra: Department of Education, Training and Youth Affairs.

Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8(4), 411-427. DOI: https://doi.org/10.1007/BF01680529

Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The course experience questionnaire. Studies in Higher Education, 16(2), 129-150. DOI: https://doi.org/10.1080/03075079112331382944

Ramsden, P. (1997). The context of learning in academic departments. In F. Marton, J. Hounsell, & N. J. Entwistle. The experience of learning. (2ª ed.). Edinburgh: Scottish Academic Press.

Ramsden, P., & Entwistle, N. J. (1981). Effects of academic departments on students approaches to studying. British Journal of Educational Psychology, 51, 368-383. DOI: https://doi.org/10.1111/j.2044-8279.1981.tb02493.x

Reis, L. G. D., Paton, C., & Nogueira, D. R. (2012). Estilos de aprendizagem: uma análise dos alunos do curso de ciências contábeis pelo método Kolb. Enfoque Reflexão Contábil, 31(1), 53-66. DOI: https://doi.org/10.4025/enfoque.v31i1.13853

Richardson, J. T. (2005). Students’ perceptions of academic quality and approaches to studying in distance education. British Educational Research Journal, 31, 7-27. DOI: https://doi.org/10.1080/0141192052000310001

Rocha Neto, I. V., & Leal, E. A. (2020). Metodologias ativas e a aprendizagem significativa: um estudo com alunos da disciplina de análise de custos. Revista Universo Contábil, 16(4), 50-69. DOI: https://doi.org/10.4270/ruc.2020423

Simões, M. P. A., Melo, L. S. A., Batista, F. F., & Cirne, G. M. P. (2018). Análise Relacional entre Estilos de Aprendizagem e Métodos de Ensino em um Curso de Ciências Contábeis. Revista Evidenciação Contábil & Finanças, 6(3), 75-95. DOI: https://doi.org/10.22478/ufpb.2318-1001.2018v6n3.37337

Souza, G. H. S., Costa, A. C. S., Lima, N. C., Coelho, J. A. P. M., Santos, P. C. F. D., & Pontes Junior, J. F. V. (2013). Estilos de aprendizagem dos alunos versus métodos de ensino dos professores do curso de administração. RACE: Revista de Administração, Contabilidade e Economia, 12(3), 9-44.

Stormon, N., Ford, P., & Eley, D. (2019). DREEM-ing of dentistry: Students’ perception of the academic learning environment in Australia. Eur J Dent Educ., 23, 35-41. https://doi.org/10.1111/eje.12384 DOI: https://doi.org/10.1111/eje.12384

Sun, H., & Richardson, J. T. E. (2016) Students’ perceptions of the academic environment and approaches to studying in British postgraduate business education. Assessment & Evaluation in Higher Education, 41(3), 384-399. DOI: https://doi.org/10.1080/02602938.2015.1017755

Ullah, R., Iftikhar, I. H., & Yasmeen, B. N. (2014). Approaches to Learning, Perceptions of Educational Environment, Academic Motivation and Learning Preferences: Analysis of Two Universities in Pakistan. Bulletin of Education and Research, 36(2), 69-84.

Ullah, R., Richardson, J. T. E., & Hafeez, M. (2011). Approaches to studying and perceptions of the academic environment among university students in Pakistan, Compare: A Journal of Comparative and International Education, 41(1), 113-127. DOI: https://doi.org/10.1080/03057921003647065

Ullah, R., & Yasmeen, B. (2017). Environment, motivation and learning preferences: A study of higher education students in Pakistan. Paradigms, 11(1). DOI: https://doi.org/10.24312/paradigms110119

Valencia, E., & Johnson, V. (2006). Latino Students in North Carolina. Hispanic Journal of Behavioral Sciences, 28(3), 350-367. DOI: https://doi.org/10.1177/0739986306290727

Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The Development, validation and application of the course experience questionnaire. Studies in Higher Education, 22(1), 33-53. DOI: https://doi.org/10.1080/03075079712331381121