Os determinantes do desempenho escolar em países seleccionados do Médio Oriente e do Norte de África
qual o papel das características do sistema educativo?
DOI:
https://doi.org/10.23882/rmd.24178Palavras-chave:
Educação, desempenho escolar, TIMSS-MENA, modelos multinívelResumo
Com base nos dados do inquérito internacional TIMSS 2011 sobre o 2.º ano do ensino secundário para onze países do MENA (Médio Oriente e do Norte de África), este estudo tem como objetivo identificar as características do sistema educativo que influenciam o desempenho matemático dos alunos nos países da amostra, destacando o caso de Marrocos. A estimação de um modelo de vácuo de três níveis para explicar a probabilidade de os alunos alcançarem uma pontuação de 400 pontos ou mais em matemática revelou que uma proporção significativa e não negligenciável (8,04%) da variância total se deve a diferenças entre as características dos países.
Os resultados deste estudo mostraram que, nomeadamente em Marrocos, o desempenho académico dos alunos poderia ser melhorado concedendo autonomia às escolas na escolha dos programas, tornando o ensino pré-escolar obrigatório e aumentando o tempo consagrado ao ensino da matemática.
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Direitos de Autor (c) 2023 Mounia BETTAH, Abdelilah ABBAIA
Este trabalho encontra-se publicado com a Creative Commons Atribuição-NãoComercial 4.0.
