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dc.contributores-ES
dc.creatorMartins Giraffa, Lucia Maria
dc.creatorMora, Michael da costa
dc.date2016-11-03
dc.identifierhttp://revistas.utp.ac.pa/index.php/clabes/article/view/1168
dc.descriptionIn Brazil, more and more students come to college with deficiencies related to writing and comprehension skills regarding the Portuguese language, logical and mathematical reasoning as well as a lack of researching habits. These deficiencies have been identified as impacting and relating to dropout rates in Algorithms and Programming courses. Brazilian and international studies point out the need to create methodological strategies and extracurricular activities in order to help students overcome their lack of background. However, most studies present the issue from the teacher’s point of view regarding the factors he/she judges to be involved in the dropout process. Usually, these factors are derived from elements related to formal assessment (tests, tasks and exercises). The differential of this study is to analyze student perspectives and see how much this truly connects with reality, considering today’s incoming digital generation of university students. We sought to identify which other motivational and structural factors lead these students to drop out from the courses considered. This study was carried out in two parts. Part one was published in [14] when we presented a case-based qualitative, descriptive analysis using testimonies from undergraduate Computer Science students who dropped out or canceled the course before the end of term during three semesters (2012-2013). We sent the same online questionnaires to another group in 2013, during the second semester, and the results did not change. This research enabled us to reorganize the way we teach these students in a methodological approach. Though these results are related to the Brazilian reality, we believe these resultses-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad Tecnológica de Panamáes-ES
dc.relationhttp://revistas.utp.ac.pa/index.php/clabes/article/view/1168/1190
dc.rightsCopyright (c) 2016 Congresos CLABESes-ES
dc.rightsCopyright (c) 2016 Congresos CLABES
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.sourceCongresos CLABES; 2015: Congreso CLABES V, Talca -Chilees-ES
dc.subjectPrácticas para reducir el abandono: integración a las instituciones e intervenciones curriculareses-ES
dc.subjectDropouts. Teaching Algorithms and Programminges-ES
dc.titleHow to prevent dropouts in introductory programming classes: a study involving factors from student perspectiveses-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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  • Publicaciones del Congreso Internacional CLABES
    Se muestran las publicaciones de la Conferencia Latinoamericana sobre el ABandono de la Educación Superior, cuyo objetivo fundamental ha sido reunir a profesores, gestores de la educación, autoridades educativas y estudiantes de países de América Latina, preocupados por los aspectos relacionados con la calidad general de la enseñanza y, en particular, con el abandono de los estudios. El evento se configura como un punto de encuentro donde analizar los factores asociados al abandono, sus efectos sobre los individuos y la sociedad, así como definir las posibles iniciativas que se pueden adoptar -en todos los niveles de responsabilidad− para la mejora de los índices de permanencia de los estudiantes.

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