Contributing Factors to the Performance of Graduate Students in the Written Comprehensive Examinations

Roldan Cabiles

doi:10.48017/dj.v11i4.4182

Autores

Roldan Cabiles Bicol University. Legazpi City, Albay, Filipinas https://orcid.org/0009-0008-9415-599X

DOI:

https://doi.org/10.48017/dj.v11i4.4182

Palavras-chave:

Desempenho no Exame Abrangente Escrito, Manual de Operações dos Programas de Pós-Graduação, Fatores Contribuintes, Análise Longitudinal, Fatores Contribuintes, Análise Longitudinal, Variações Específicas por Programa

Resumo

A implementação da política revisada da Bicol University Graduate School (BUGS), ou Manual de Operações dos Programas de Pós-Graduação (Graduate Program Manual of Operations – GPMO), referente aos exames abrangentes escritos, alinhada à Ordem Memorando nº 15, série de 2019, da Comissão de Ensino Superior (Commission on Higher Education – CHED), tem como objetivo fortalecer a garantia da qualidade na educação de pós-graduação. No entanto, um número significativo de estudantes de pós-graduação continua enfrentando dificuldades para obter aprovação no exame. Este estudo investigou os fatores que influenciam o desempenho dos estudantes de pós-graduação nos exames abrangentes escritos realizados desde a implementação da política revisada no ano letivo de 2022–2023. Especificamente, buscou identificar os fatores que afetam o desempenho no exame e fornecer recomendações baseadas em evidências para ampliar o sucesso dos estudantes. Empregando um delineamento descritivo de métodos mistos, o estudo utilizou análise documental de registros institucionais e entrevistas semiestruturadas com estudantes de pós-graduação de diversos programas acadêmicos. Os dados quantitativos foram analisados por meio de estatística descritiva, enquanto as respostas qualitativas foram examinadas por meio de análise temática. Os resultados revelaram sete fatores principais que influenciam o desempenho no exame: preparação e revisão inadequadas; intervalos prolongados entre a conclusão dos requisitos acadêmicos e a realização do exame; percepção de dificuldade e tecnicidade das questões; preocupações relacionadas à saúde e ao bem-estar; responsabilidades acadêmicas, profissionais e pessoais concorrentes; habilidades insuficientes de escrita e ansiedade em relação ao exame; e baixa qualidade das respostas e práticas inadequadas de realização de provas. Esses achados demonstram que o desempenho dos estudantes de pós-graduação é influenciado por uma interação complexa de fatores institucionais, instrucionais e pessoais. O estudo recomenda a implementação de critérios rigorosos de admissão na pós-graduação, programas estruturados de revisão, cursos de nivelamento e atualização, iniciativas de aprimoramento da escrita acadêmica, serviços de bem-estar e aconselhamento, e o fortalecimento da orientação e mentoria acadêmicas. Espera-se que essas intervenções melhorem a preparação dos estudantes, aumentem as taxas de aprovação nos exames abrangentes escritos e reforcem ainda mais as iniciativas de garantia da qualidade da Bicol University Graduate School.

Biografia do Autor

Roldan Cabiles, Bicol University. Legazpi City, Albay, Filipinas

0009-0008-9415-599X; Bicol University. Legazpi City, Albay, Filipinas. Autor correspondente: E-mail: rccabiles@bicol-u.edu.ph

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