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Competências digitais e sua relação com o desempenho académico
| Name: | Description: | Size: | Format: | |
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| 2.44 MB | Adobe PDF |
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Abstract(s)
O presente estudo tem como finalidade medir o nível de competências digitais dos estudantes universitários, analisando a sua relação com o desempenho académico. Foram definidos dois objetivos gerais: 1) Avaliar o nível de literacia digital dos estudantes do Ensino Superior; 2) Analisar a relação entre literacia digital e sucesso académico de estudantes do Ensino Superior.
O trabalho fundamentou-se numa abordagem quantitativa, não experimental e correlacional, de natureza descritiva. Os resultados indicam que a maioria dos estudantes apresenta um nível intermédio de proficiência digital. Foram também considerados diversos fatores (pessoais e contextuais) que podem influenciar o nível de proficiência digital, tais como: habilitações literárias, género, contexto socioeconómico, zona de residência e frequência de utilização das Tecnologias Digitais (TD). Os resultados evidenciaram uma relação significativa apenas entre a frequência de utilização das TD e a proficiência digital.
O grau de sucesso académico foi medido com base em indicadores quantitativos. A maioria dos estudantes se encontra no nível baixo, moderado e alto de sucesso académico. Entre os potenciais fatores explicativos de sucesso académico considerados, o contexto socioeconómico, a nota de candidatura e a opção do curso foram os mais relevantes do ponto de vista estatístico. Observou-se também que, à medida que a frequência de utilização das TD aumenta, o sucesso académico também aumenta.
Quanto a perspetivas futuras, os resultados apontam para uma metodologia diferente, que inclua uma abordagem qualitativa ou mista. Seria importante envolver uma população mais diversificada, abrangendo estudantes de diferentes áreas científicas.
This study aims to measure the level of digital competences among university students, analysing its relationship with academic success. Two main objectives were defined: 1) To evaluate the level of digital competences among higher education students; 2) To analyse the relationships between digital competence and academic success among higher education students. The study was based on a quantitative, non-experimental, and correlational approach with a descriptive nature. The results indicate that most students have an intermediate level of digital competence. Several personal and contextual factors that may influence digital proficiency were also considered, such as parents’ education, gender, socioeconomic status, place of residence, and frequency of Digital Technology (DT) use. The results showed a significant relationship only between the frequency of DT use and digital proficiency. Academic success was measured based only on quantitative indicators. The results indicated that most students fall into the low, moderate and high level of academic success. Among the potential explanatory factors for academic success considered, socioeconomic status, admission grade, and course choice were the most statistically significant. It was also observed that as the frequency of DT use increases, academic success tends to increase as well. For future perspectives, the results suggest adopting a different methodology, including a qualitative or mixed approach. It would be important to include a more diverse group of students from different scientific fields.
This study aims to measure the level of digital competences among university students, analysing its relationship with academic success. Two main objectives were defined: 1) To evaluate the level of digital competences among higher education students; 2) To analyse the relationships between digital competence and academic success among higher education students. The study was based on a quantitative, non-experimental, and correlational approach with a descriptive nature. The results indicate that most students have an intermediate level of digital competence. Several personal and contextual factors that may influence digital proficiency were also considered, such as parents’ education, gender, socioeconomic status, place of residence, and frequency of Digital Technology (DT) use. The results showed a significant relationship only between the frequency of DT use and digital proficiency. Academic success was measured based only on quantitative indicators. The results indicated that most students fall into the low, moderate and high level of academic success. Among the potential explanatory factors for academic success considered, socioeconomic status, admission grade, and course choice were the most statistically significant. It was also observed that as the frequency of DT use increases, academic success tends to increase as well. For future perspectives, the results suggest adopting a different methodology, including a qualitative or mixed approach. It would be important to include a more diverse group of students from different scientific fields.
Description
Keywords
Tecnologias digitais Competências digitais Proficiência digital Ensino superior Sucesso académico