Previsão de desempenho de alunos baseado em construtos de autorregulação da aprendizagem
Resumo
O presente artigo investiga a aplicabilidade do modelo de Regressão Logística para a previsão de desempenho de alunos, pertencentes de cursos de EAD, a partir das variáveis do instrumento de coleta OSLQ. Foi realizada uma pesquisa com 408 participantes de cursos na modalidade EAD. A coleta dos dados foi realizada através de uma abordagem híbrida entre questionário e variáveis de desempenho acadêmico extraídas da plataforma Moodle, com o objetivo de verificar se o instrumento era suficiente para prever o desempenho de alunos com taxas satisfatórias de acurácia. Como resultado, foi obtido um valor de acurácia de 85,3% de previsão correta, 84,8 de precisão e 92% de curva ROC. Estes resultados demonstraram que existe uma relação possível de ser modelada entre as habilidades de autorregulação da aprendizagem com o desempenho acadêmico dos alunos.
Palavras-chave:
autorregulação da aprendizagem, desempenho acadêmico, EAD, Regressão Logística, OSLQ
Referências
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Carson, A. D. (2011). Predicting student success from the LASSI for learning online (LLO). Journal of Educational Computing Research, pp. 399–414.
Chang, M. M. (2010). Effects of self-monitoring on web-based language learner's performance and motivation. CALICO Journal, pp. 298–310.
ChanLin, L. J. (2012). Learning strategies in web-supported collaborative project. Innovations in Education and Teaching International, pp. 319–331.
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Garrison, D. R. (2003). Self-directed learning and distance education. Handbook of distance education, 161-168.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados. Bookman Editora.
Hartley, K., & Bendixen, L. D. (2001). Educational research in the Internet age: Examining the role of individual characteristics. Educational Researcher, 22-26.
Hodges, C. B., & Kim, C. (2010). Email, self-regulation, self-efficacy, and achievement in a college online mathematics course. Journal of Educational Computing Research, pp. 207–223.
Johnson, R. D., Gueutal, H., & Falbe, C. M. (2009). Technology, trainees, metacognitive activity and e-learning effectiveness. Journal of Managerial Psychology, pp. 545–566.
Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction: Learning control, self-regulation, and continuing motivation. Educational Technology Research and Development, 5-21.
Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, pp. 295–310.
Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, pp. 243–252.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, pp. 385–407.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance. A systematic review and meta-analysis. Psychological Bulletin, pp. 353–387.
Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford Press.
Stone, M. (1974). Cross-validatory choise and assessment of statistical predictions. Journal of the Royal Statistical Society, 111-148.
Van den Boom, G., Paas, F., & van Merriënboer, J. J. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, pp. 532–548.
Wang, C. H., Shannon, D., & Ross, M. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, pp. 302–323.
Zimmerman, B. J. (2008). Investigation self-regulation and motivation: historical back- ground, methodological developments, and future prospects. American Educational Research Journal, pp. 166–183.
Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 199-209.
Barnard, L., Lan, W. Y., Crooks, S. M., & Paton, V. O., V. O. (2008). The relationship of epistemological beliefs with self-regulatory skills in the online course environment. Journal of Online and Learning Teaching.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education.
Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on self-regulated learning.
Bolfarine, H., & Bussab, O. H. (2005). Elementos de amostragem. São Paulo: Edgard Blücher.
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, pp. 1-13.
Carson, A. D. (2011). Predicting student success from the LASSI for learning online (LLO). Journal of Educational Computing Research, pp. 399–414.
Chang, M. M. (2010). Effects of self-monitoring on web-based language learner's performance and motivation. CALICO Journal, pp. 298–310.
ChanLin, L. J. (2012). Learning strategies in web-supported collaborative project. Innovations in Education and Teaching International, pp. 319–331.
Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, pp. 290–301.
Dabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered web-based learning environments. International Journal on E-learning, 40-47.
Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 513-540.
Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, pp. 231–264.
Garrison, D. R. (2003). Self-directed learning and distance education. Handbook of distance education, 161-168.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados. Bookman Editora.
Hartley, K., & Bendixen, L. D. (2001). Educational research in the Internet age: Examining the role of individual characteristics. Educational Researcher, 22-26.
Hodges, C. B., & Kim, C. (2010). Email, self-regulation, self-efficacy, and achievement in a college online mathematics course. Journal of Educational Computing Research, pp. 207–223.
Johnson, R. D., Gueutal, H., & Falbe, C. M. (2009). Technology, trainees, metacognitive activity and e-learning effectiveness. Journal of Managerial Psychology, pp. 545–566.
Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction: Learning control, self-regulation, and continuing motivation. Educational Technology Research and Development, 5-21.
Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, pp. 295–310.
Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, pp. 243–252.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, pp. 385–407.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance. A systematic review and meta-analysis. Psychological Bulletin, pp. 353–387.
Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford Press.
Stone, M. (1974). Cross-validatory choise and assessment of statistical predictions. Journal of the Royal Statistical Society, 111-148.
Van den Boom, G., Paas, F., & van Merriënboer, J. J. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, pp. 532–548.
Wang, C. H., Shannon, D., & Ross, M. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, pp. 302–323.
Zimmerman, B. J. (2008). Investigation self-regulation and motivation: historical back- ground, methodological developments, and future prospects. American Educational Research Journal, pp. 166–183.
Publicado
30/10/2017
Como Citar
RODRIGUES, Rodrigo Lins; RAMOS, Jorge L. C.; SILVA, João C. Sedraz; ARAÚJO, Thiago S.; SOUZA, Hugo V. L.; DE SOUZA, Fernando da F.; ZAMBOM, Erik de G.; GOMES, Alex S..
Previsão de desempenho de alunos baseado em construtos de autorregulação da aprendizagem. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 28. , 2017, Recife/PE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2017
.
p. 1207-1216.
DOI: https://doi.org/10.5753/cbie.sbie.2017.1207.
