INSTITUTIONAL PROGRAM OF TEACHING INITIATION (PIBID): PERFORMANCE OF FELLOWS VERSUS NON-FELLOWS

Abstract: We report the results of a study with the objective of comparing the academic performance of fellows from the Institutional Program of Teaching Initiation (PIBID) with non-fellows, considering (a) the concept of the courses in the National Student Performance Examination (ENADE) and (b) the turn of operation of these courses. The studied population consisted of 2,193 graduates of the Federal University of Ceará (UFC), referring to the period 2009.2 to 2015.1, of which 1,924 were not PIBID holders (87.7%) and 209 were PIBID scholarship holders (12.3 %). It was verified that the higher averages of academic performance were associated to the alumni graduates of PIBID, regardless of the concept of the course in the ENADE, as well as the turn of operation of this. The results demonstrated the relevance of the PIBID to the training of university students, since substantial differences were identified in the quality of the alumni’s learning, expressed by the higher performance averages, compared to the graduates who were not PIBID scholars.

摘要：本研究旨在对比教学启动制度化项目（Institutional Program of Teaching Initiation，简称PIBID）学员与非学员的学术表现，考量维度包括（a）全国学生表现考试（National Student Performance Examination，简称ENADE）中课程的评定等级，以及（b）相关课程的运营时段。本次研究对象为塞阿拉联邦大学（Federal University of Ceará，简称UFC）2009年第二学期至2015年第一学期期间毕业的2193名学生，其中1924名为非PIBID学员（占比87.7%），209名为PIBID奖学金获得者（占比12.3%）。研究证实，无论课程在ENADE中的评定等级以及运营时段如何，PIBID毕业校友的学术平均成绩均显著更高。研究结果表明，PIBID对大学生培养具有重要意义：相较于非PIBID毕业学生，PIBID学员的学习质量存在显著差异，具体体现为更高的表现平均分，这也印证了PIBID在高校人才培养中的核心价值。