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Article • Educ. rev. 34 • 2018 • https://doi.org/10.1590/0102-4698172839   copy

INSTITUTIONAL PROGRAM OF TEACHING INITIATION (PIBID): PERFORMANCE OF FELLOWS VERSUS NON-FELLOWS 1 1 Founded research by the National Council for Scientific and Technological Development (CNPq), through the grant of a scholarship of Productivity in Research (Process number 300.878/2013-3 - PQ 1D) for the second author. Partial results of this study were presented in the XVI International Colloquium of University Management (CIGU), held in November of 2016, in Arequipa, Peru. The authors express their gratitude to the servers of Pro-Rectory of Graduation (PROGRAD) of the Federal University of Ceará (UFC) - Brazil, for the extreme goodwill and availability to provide the data used in the present research.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract:

We report the results of a study with the objective of comparing the academic performance of fellows from the Institutional Program of Teaching Initiation (PIBID) with non-fellows, considering (a) the concept of the courses in the National Student Performance Examination (ENADE) and (b) the turn of operation of these courses. The studied population consisted of 2,193 graduates of the Federal University of Ceará (UFC), referring to the period 2009.2 to 2015.1, of which 1,924 were not PIBID holders (87.7%) and 209 were PIBID scholarship holders (12.3 %). It was verified that the higher averages of academic performance were associated to the alumni graduates of PIBID, regardless of the concept of the course in the ENADE, as well as the turn of operation of this. The results demonstrated the relevance of the PIBID to the training of university students, since substantial differences were identified in the quality of the alumni’s learning, expressed by the higher performance averages, compared to the graduates who were not PIBID scholars.

Keywords:
Educational Assessment; Higher Education; Program Evaluation.

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