Retention and dropout in higher education: the case of the Civil Engineering course at the Federal University of Paraíba

Abstract

This article presents results of a research that aimed to explore the factors that influence the retention and dropout of students from the Civil Engineering undergraduate program at the Federal University of Paraiba during the period from 2013 to 2022. The theoretical framework is based on discussions about the main concepts and factors of these phenomena and for that, we will refer to Mancebo (2015), Silva Filho et al. (2007), Cardoso (2008) and also to the Report of the Special Commission of the Ministry of Education (1997), among others. The research is a case study with a qualitative and quantitative approach with descriptive characteristic. The delimited range allowed analyzing eighteen academic periods between 2013.1 to 2021.2. Data collection was carried out through questionnaires applied to students who dropped out and those who were in a situation of prolonged retention. In addition, interviews were conducted with six professors who taught classes for the course. Data analysis was based on Bardin's content analysis technique. As a result, evasion was verified, which is, in most cases, apparent evasion and that the main causes for this are due to: lack of interest in the disciplines and/or the course (60.5%), lack of adaptation (53.5%) and dissatisfaction with the chosen course (51.2%). As for retained students, it was seen that most are studying between the 10th and 11th academic period, and the causes for retention are related to factors such as: the course being full-time (57.1%), devaluation and lack of perspectives with the profession (47.6%), as well as situations resulting from the Covid-19 Pandemic (58%).