Preprint / Version 1

Student attrition in mathematics, physics, and chemistry degree programs: an analysis of the reality at the State University of Londrina

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Kauane Nogueira da Silva Londrina State University https://orcid.org/0000-0003-1949-4410
- Conceptualization
- Data Curation
- Formal Analysis
- Funding Acquisition
- Investigation
- Methodology
- Writing – Original Draft Preparation
Gisele Masson State University of Maringá https://orcid.org/0000-0002-9799-5950
- Methodology
- Writing – Review & Editing
- Validation
- Supervision
- Visualization
- Project Administration

DOI:

https://doi.org/10.1590/SciELOPreprints.17291

Keywords:

Educational Policy, Attrition in Teacher Education, Attrition in Mathematics Degree, Attrition in Physics Degree, Attrition in Chemistry Degree, State University of Londrina

Abstract

ABSTRACT: This article addresses student attrition in the degree programs in Mathematics, Physics, and Chemistry at the State University of Londrina (UEL). Affiliated with the Graduate Program in Education at UEL, the research was grounded in the method of historical-dialectical materialism to answer the following question: What are the multiple determinative factors causing attrition in the teacher education programs in Mathematics, Physics, and Chemistry at the State University of Londrina? To this end, a three-stage methodological study was conducted: a literature review (2014–2024) to establish the state of the art; a documentary analysis of microdata from the Higher Education Census (2023) and institutional data requested from the Dean's Office for Undergraduate Studies (PROGRAD/UEL); and the administration of a semi-structured questionnaire to 794 dropped-out students between 2014 and 2024. The results reveal that the highest dropout rate occurs in Chemistry, followed by Physics and Mathematics, with over 50% of dropouts concentrated in the first two years. Among the main determinative factors are the difficulty of balancing work and study, academic barriers in specific subjects (Calculus, Physics, and Chemistry), lack of identification with the teaching profession, and personal or health-related issues.

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Author Biographies

Kauane Nogueira da Silva, Londrina State University

Mestra em Educação pela Universidade Estadual de Londrina (UEL). Licenciada em Química pela Universidade Paulista (UNIP). Atua como Professora de Química na Educação Básica vinculada à Secretaria Estadual de Educação do Paraná (SEED-PR). É membro do Grupo de Pesquisa em Políticas Educacionais: relações entre capital, trabalho e estado (UEL) e do Grupo de Estudos e do Grupo de Pesquisa em Política Educacional: mediações entre trabalho, capital e Estado (UEM). Desenvolve pesquisas com foco na interface entre Estado, políticas educacionais e as relações de trabalho, investigando especificamente os determinantes da evasão na formação inicial de professores.

ORCID: https://orcid.org/0000-0003-1949-4410

Gisele Masson, State University of Maringá

Pós-Doutora em Educação pela Universidade Federal de Santa Catarina. Possui graduação em Pedagogia pela Universidade Estadual de Ponta Grossa (1996), Mestrado em Educação pela Universidade Estadual de Ponta Grossa (2003) e doutorado em Educação pela Universidade Federal de Santa Catarina (2009). É professora Associada do Departamento de Teoria e Prática da Educação e do Programa de Pós-Graduação em Educação da Universidade Estadual de Maringá e do Programa de Pós-Graduação em Educação da Universidade Estadual de Londrina. Coordena o Grupo de Pesquisa Políticas Educacionais: relações entre capital, trabalho e Estado. ORCID: https://orcid.org/0000-0002-9799-5950

PDF (Portuguese)

Submitted

08/04/2026

Posted

08/05/2026

How to Cite

Student attrition in mathematics, physics, and chemistry degree programs: an analysis of the reality at the State University of Londrina. (2026). In SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.17291