School dropout in higher education: A qualitative study by the mapping of undergraduate courses

Abstract

A qualitative investigation was carried out on the dropout of (presential) undergraduate degree courses in Physics, Mathematics and Chemistry of the Federal University of Goiás (UFG). A student who leaves (or) / gives up of the course in which is enrolled before completing it is considered dropout. The main objective of this study was to measure and understand the reality of dropout in UFG presential undergraduate courses. The dropout calculations were consolidated for the period 2014 to 2016, from two formulas: the first being proposed by the Special Committee on Dropout Studies; and the second one used by the Pro-Rectors for Forum of Pro-Rectors for Planning and Administration. In order to obtain data, four questionnaires (validated data collection instruments) were applied, with open and closed questions. Among the main reasons that led the students to leave the course are: teachers, coordination, teaching and classes. It is concluded that the academic trajectory is defined from a social (pressure) point of view, students do not choose the course by vocation, but by exogenous influences or other reasons such as personal and /or professional relationships.