FACTORS ASSOCIATED WITH RETENTION AND DROPOUT IN THE ELECTRICAL ENGINEERING PROGRAM AT UFC

Abstract

This scientific article investigated factors associated with retention and dropout in the Electrical Engineering undergraduate program at the Federal University of Ceará (UFC), employing Educometrics. The analysis of the curriculum structure revealed a complex network of prerequisites among courses, highlighting the need to construct a Graph for an intelligible visualization of this dependency. Results indicated that first-year prerequisite courses significantly impact academic trajectories, showcasing an unfavorable distribution of these courses throughout the undergraduate program. The COVID-19 pandemic emerged as a disruptive element, significantly altering students' progression patterns. The absence of prerequisites seen in the 8th-semester courses suggests the possibility of redistribution to alleviate the initial workload on students. Critical academic pathways were delineated, highlighting areas of potential retention and dropout. Final considerations emphasized the need for social, psychological, and pedagogical support for students, especially newcomers. In summary, research unveiled complex nuances in the curriculum structure of the Electrical Engineering undergraduate program at UFC, providing valuable ideas for academic managers and outlining areas for intervention to enhance students' progression and retention throughout the program. The study suggests future works such as: investigations, including the joint analysis of matrices and exploration of the impact of remote teaching and inequalities in internet access.