Factors associated with the student performance in distance education undergraduate courses: analysis by multiple linear regression

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Abstract
This article aimed to analyze the factors associated with the performance of students in distance education (DE) undergraduate courses at public and private Higher Education Institutions (HEIs) in Brazil. The study was developed based on microdata from the National Student Performance Exam (ENADE) and was grounded in the Theory of Educational Production Function (TEPF) and the establishment of the Open University of Brazil (UAB) as an educational public policy. A quantitative approach was employed, and data analysis was conducted using the multiple linear regression technique estimated by Ordinary Least Squares (OLS). The results showed that the average performance of students in public HEIs was superior to that of students in private HEIs. Furthermore, it was proven that academic performance was significantly influenced by personal characteristics, family and socioeconomic factors, peer effects, and peculiarities of the educational system. The results are relevant as they contribute to the design of the distance education system in the country, as well as provide social contributions by offering valuable information for the formulation of more effective public educational policies.

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