This work studied the indicators of academic performance in the early stage of engineering courses in order to identify patterns of relation between the academic performance obtained in the subjects Physics I and academic performances in other subjects of the first semester of this course, taught both during the day as at night. Multiple Linear Regression Analysis (RLM) and Logistic Regression analysis (RL) were applied. The performances of the students entering both in the first half and in the second half of the year were analyzed separately and their results were compared. The consistency between the results obtained by the RLM and the RL was verified, by selecting the best predictive model for performance in Physics I. The relation between academic performance in distinct subjects and the performance in Physics I was determined. In this context highlighted the importance of the knowledge of vector calculus and analytic geometry as fundamental to the performance in Physics I. As the Physics I subject is offered during the first semester for the daytime course and during the second semester to the night course, this work investigated possible performance gains associated with the relocation of the Physics I subject for the second semester for night course. To this goal, the RLM modem obtained from for the daytime students was taken as a reference and applied to night students. The results obtained were not able to find such performance gains.
Engineering education; Physics education; Mathematics education; curriculum; multivariate analysis
