THE IMPACT OF ACADEMIC MONITORING AND STUDENT PROTAGONISM: A CASE STUDY IN THE DISCIPLINE OF GENERAL AND INORGANIC CHEMISTRY

Abstract

This article sought to evaluate the effectiveness of academic monitoring as a pedagogical support tool in the General and Inorganic Chemistry discipline of the Science and Technology (BICT) course at UFMA. Faced with historical failure rates exceeding 84%, the project implemented tutoring sessions and didactic materials to mitigate academic retention and dropout. Using a mixed-methods (quantitative-qualitative) approach, the study revealed that 73.3% of the students who attended the activities achieved a final passing grade, with no dropouts among the research participants. The data indicates that monitoring acted as an essential leveler, filling gaps in stoichiometric calculations, a central demand pointed out by 72.7% of the students. In addition to the direct impact on performance, a significant evolution in student confidence was observed, jumping from 20.0% to 53.3% by the end of the academic period. It is concluded that monitoring transcends the teaching of content, establishing itself as a vital activity for democratizing academic success and strengthening social integration in higher technological education. This study provides robust evidence justifying the maintenance and expansion of pedagogical support programs in STEM fields.