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Estratégias de estudo e envolvimento parental escolar
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O presente trabalho tem como principal objetivo de estudo abordar às estratégias de estudo no contexto educativo. O tema das estratégias de estudo e a sua relevância no contexto escolar tem vindo a ganhar, nos dias de hoje, uma importância aprofundada por parte de investigadores, fundamentalmente devido à constatação do insucesso escolar existente em alunos que tinham as condições necessárias para obter bons resultados escolares. A investigação realizada procura analisar as relações existentes entre as estratégias de estudo (planificação das atividades de estudo, motivação, descodificação da informação, organização da informação e retenção/evocação da informação) e a perceção do aluno do envolvimento parental escolar, em função das características sócio-demograficas (idade, sexo, ciclo escolar frequentado, ano escolar frequentado, área de ensino, interesse escolar, nível ensino desejado), Características de conduta Escolar (continuidade e Formação, ano escolar pretendido, retenção escolar, tempo frequência Gabinete estudos, estudo em casa e rendimento escolar), em regime de estudo acompanhado num Gabinete de estudos O instrumento utilizado para proceder à análise dos diferentes fatores de investigação foi o Inventário de Estratégias de Estudo – IEE de Leal e Almeida (1993). Apresenta-se ainda um estudo empírico sobre as estratégias de aprendizagem e evidencia-se o envolvimento parental em regime de estudo acompanhado num gabinete de estudos. A investigação foi realizada no Gabinete de Apoio Pedagógico Raquel Lopes -GRAL, com uma amostra de 106 estudantes abrangendo alunos do 3º ciclo do ensino e do ensino secundário, de ambos os sexos, com idades compreendidas entre os 11 e os 21 anos. No que se refere aos resultados das estratégias de estudo e envolvimento parental, verifica-se a existência de uma correlação positiva. Em relação ao IEE total, não se verificaram diferenças significativas em relação á idade, sexo, diferentes níveis de ensino, retenção escolar, tempo de frequência do Gabinete, dias de frequência do gabinete, alunos que para além do Gabinete também estudam em casa, perceção do rendimento escolar. Em relação ao EPE, verificou-se uma correlação negativa significativa em relação à idade, não foram encontradas diferenças significativas em relação ao sexo, retenção escolar, tempo de frequência do Gabinete, dias de frequência do gabinete, alunos que para além do Gabinete também estudam em casa, e foram encontradas diferenças significativas em relação aos diferentes níveis de ensino, perceção do rendimento escolar.
The present work aims to explore study strategies in an educational context. This subject has been given relevance in the educational context and has been explored in depth by investigators, especially when it comes to school failure of students that have the otherwise necessary conditions to obtain good school results. This investigation has tried to analyze the relations between study strategies (activity planning, motivation, information decoding, information organization, information retention/recall) and the parental involvement perceived by students, considering socio-demographic features (age, sex, school level, school year, vocational area, interest and desired level of education), school conduct features (educational continuity, school retention, time of frequency of the assisted schooling office, study at home and school performance) in a context of a private assisted schooling office. The instrument used to analyze the different investigative factors was the Inventory of Study Strategies - IEE (Leal e Almeida, 1993). It is presented an empirical study concerning study strategies putting in evidence parental involvement in a context of a private assisted schooling office. This investigation was develop in Gabinete de Apoio Pedagógico Raquel Lopes –GRAL, with a sample of 106 students of both sexes, between the 3rd cycle of studies and high school, and with ages between 11 and 21 years old. The results suggest that study strategies have a positive correlation with parental involvement. When it comes to the IEE there were no significant differences with age or between sexes, neither between different school levels, school retention, frequency of the assisted schooling office, study at home and perceived school performance. In relation o parental involvement (EPE), a significant negative correlation was found with age and there were not significant differences between sex, school retention, frequency of the assisted schooling office, study at home and perceived school performance, but significant differences were found between levels of education and degrees of perceived school performance.
The present work aims to explore study strategies in an educational context. This subject has been given relevance in the educational context and has been explored in depth by investigators, especially when it comes to school failure of students that have the otherwise necessary conditions to obtain good school results. This investigation has tried to analyze the relations between study strategies (activity planning, motivation, information decoding, information organization, information retention/recall) and the parental involvement perceived by students, considering socio-demographic features (age, sex, school level, school year, vocational area, interest and desired level of education), school conduct features (educational continuity, school retention, time of frequency of the assisted schooling office, study at home and school performance) in a context of a private assisted schooling office. The instrument used to analyze the different investigative factors was the Inventory of Study Strategies - IEE (Leal e Almeida, 1993). It is presented an empirical study concerning study strategies putting in evidence parental involvement in a context of a private assisted schooling office. This investigation was develop in Gabinete de Apoio Pedagógico Raquel Lopes –GRAL, with a sample of 106 students of both sexes, between the 3rd cycle of studies and high school, and with ages between 11 and 21 years old. The results suggest that study strategies have a positive correlation with parental involvement. When it comes to the IEE there were no significant differences with age or between sexes, neither between different school levels, school retention, frequency of the assisted schooling office, study at home and perceived school performance. In relation o parental involvement (EPE), a significant negative correlation was found with age and there were not significant differences between sex, school retention, frequency of the assisted schooling office, study at home and perceived school performance, but significant differences were found between levels of education and degrees of perceived school performance.