Análise da relação entre turno e área de conhecimento com o desempenho acadêmico na FACOM

Abstract

This study analyzed the academic performance of students at the Computing Faculty (FACOM) of the Federal University of Mato Grosso do Sul (UFMS) over 14 years (2010-2024), relating it with course offering shifts (morning, afternoon, and evening) and areas of knowledge. Using a dataset with over 228,000 enrollment records, the research highlighted that the impact of class schedules on academic performance is complex and influenced by discipline nature and contextual factors, such as area dif- ficulty and student attendance. The Mathematics block (INMA) consistently showed lower average grades and higher failure rates regardless of the shift. Evening shift failures were predominantly due to absences, suggesting logistical challenges related to students’ workload outside university. The morning shift’s first class showed lower performance, indicating adaptive challenges. These results suggest that scheduling should consider both discipline complexity and students’ individual contexts to en- hance academic support and retention.