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Abstract(s)
O clima de sala de aula é decisivo para a compreensão dos resultados escolares.
Pretendemos com este estudo descrever as perceções dos alunos sobre o clima de
sala de aula da disciplina de matemática do 2º Ciclo e estimar os seus resultados a partir
dessas perceções. 955 alunos responderam a um questionário com 37 itens através de uma
escala Likert com 6 pontos. A análise da sua estrutura fatorial revelou 6 fatores: 1)
Suporte do Professor, 2) Orientação para a Tarefa, 3) Aplicabilidade da Matemática, 4)
Planificação do Trabalho, 5) Práticas de Diferenciação em Sala de Aula e 6) Cooperação
em Sala de Aula.
Os dados obtidos confirmaram a estrutura multidimensional do clima de sala de
aula e revelaram que os alunos o percecionam de forma positiva. Relativamente às
variáveis independentes consideradas, verificaram-se diferenças significativas para a
dimensão das turmas e para o insucesso escolar. Não se verificaram diferenças para o
sexo dos alunos. Por fim, uma regressão linear múltipla com o método stepwise, revelou
um modelo significativo constituído pelas variáveis Orientação para a Tarefa e Práticas
de Diferenciação em Sala de Aula. Este modelo explica 20% da variabilidade dos
resultados escolares em função das perceções do clima de sala de aula.
Com base nestes resultados sugere-se que a organização do trabalho nas aulas de
matemática considere as diferenças entre os alunos e os guie e clarifique no trabalho a realizar.
The classroom climate is critical to understanding school outcomes. We intend with this study to describe the students' perceptions about the classroom climate of the 2nd cycle mathematics discipline and to estimate their results from these perceptions. 955 students answered a 37-item questionnaire using a 6-point Likert scale. Analysis of its factorial structure revealed 6 factors: 1) Teacher Support, 2) Task Orientation, 3) Mathematical Applicability, 4) Work Planning, 5) Classroom Differentiation Practices and 6) Classroom Cooperation of class. The data obtained confirmed the multidimensional structure of the classroom climate and revealed that students perceive it positively. Regarding the independent variables considered, significant differences were found for class size and school failure. There were no differences for students' gender. Finally, a stepwise multiple linear regression revealed a significant model consisting of the Task Orientation and Classroom Differentiation Practice variables. This model explains 20% of the variability of school outcomes as a function of classroom climate perceptions. Based on these results it is suggested that the organization of work in math classes consider the differences between students and guide and clarify the work to be done.
The classroom climate is critical to understanding school outcomes. We intend with this study to describe the students' perceptions about the classroom climate of the 2nd cycle mathematics discipline and to estimate their results from these perceptions. 955 students answered a 37-item questionnaire using a 6-point Likert scale. Analysis of its factorial structure revealed 6 factors: 1) Teacher Support, 2) Task Orientation, 3) Mathematical Applicability, 4) Work Planning, 5) Classroom Differentiation Practices and 6) Classroom Cooperation of class. The data obtained confirmed the multidimensional structure of the classroom climate and revealed that students perceive it positively. Regarding the independent variables considered, significant differences were found for class size and school failure. There were no differences for students' gender. Finally, a stepwise multiple linear regression revealed a significant model consisting of the Task Orientation and Classroom Differentiation Practice variables. This model explains 20% of the variability of school outcomes as a function of classroom climate perceptions. Based on these results it is suggested that the organization of work in math classes consider the differences between students and guide and clarify the work to be done.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário
para obtenção de grau de Mestre na especialidade de
Psicologia da Educação.
Keywords
Clima de sala de aula Disciplina de matemática Resultados escolares 2º ciclo Classroom environment Mathematics School outcomes 5th and 6th grades