Análise do desempenho em Matemática associado a fatores de contexto e linguísticos no ENCCEJA 2019

Abstract

In recent years, educational assessment has favored the understanding of the reality of education, not only in terms of performance, but also with regard to the factors which may have an influence on this result. Young and adult students, who make up an educational group have lived in a socioeconomic context usually unfavorable, as noticed historically. This aspect is thought to be relevant when it comes to the results found in large-scale assessments. As described in Bourdieu and Passeron’s theory (1992), the socioeconomic context is decisive in the educational path. On the other hand, linguistic factors may also interfere in their performance, whereas the student/participant needs interpret the questions statements in order to use the specific knowledge of that curricular component. This interdependence between Math and mother tongue is explained by Machado (2011) and was also fundamental for this study. This study aimed to analyze the participants’ results in Math at the National Exam for Certification of Competences of Youngsters and Adults (ENCCEJA) in 2019, considering the context factors and language skills identified in the writing test. Microdata about Encceja were also used, provided by the National Institute of Educational Studies and Research Anísio Teixeira (INEP). This study is descriptive with a quantitative nature. The sample consisted of 3,496 participants, who had taken the Encceja Math test, related to Elementary School. For the analysis, the Math grade considered was made up by 30 items and the Writing grade was composed by 04 Skills. For this purpose, Simple Linear Regression Analysis and Multiple Linear Regression Analysis were used, with the aid of the statistical software Jamovi 1.1.9. and the SPSS 20.0 statistical software. The regression assumptions (Linearity, Homoscedasticity, Independence, Normality, non-multicollinearity and Influential points) were tested and met as well. The highest participation in the test was by male individuals, with an average age of 19.3 years. As a result, the resulting model was statistically significant [F (5, 2787 ) = 28.788; p<0.001; R² = 0.49] for variables such as age, number of people living in the same house, gender, mother's educational level, monthly family income; and it was also statistically significant regarding the simple linear regression between the Math grade and the Writing grade [F(1, 3036) = 107.271, p<0.001; R² = 0.034]. Thus, these variables were presented as predictors on their performance in the Encceja Mathematics test.