A influência das condições físicas da infra-estrutura da escola no desempenho académico dos alunos da 3ª Classe: Caso da Escola Primária 3 de Fevereiro (Cidade de Maputo) e Escola Básica de Boquisso (Cidade da Matola) - 2023

Abstract

This research analyzes the influence of the physical conditions of school infrastructure on the academic performance of 3rd-grade students at the 3 de Fevereiro Primary School (Maputo City) and the Boquisso Basic School (Matola City) during the 2023 school year. The study characterizes the socio-demographic profile of the participants, describes the physical conditions of the infrastructure of the two schools under analysis, analyzes the perceptions of principals and teachers regarding the implications of these conditions on the students' academic performance, and evaluates the level of influence of the physical conditions of school infrastructure on the academic performance of 3rd-grade students. A mixed methodological approach (qualitative and quantitative) was adopted, using a case study. Data were collected through direct observation, semi-structured interviews, questionnaires, and document analysis. The results indicate that the 3 de Fevereiro Primary School has adequate infrastructure, with equipped classrooms sufficient to accommodate students, registering an average of 35 students per class, as well as regular access to water and electricity. In contrast, the Boquisso Basic School presents precarious conditions, characterized by insufficient classrooms to accommodate all enrolled students, with approximately 31 classes operating outdoors, overcrowded classrooms with an average of 85 to 90 students per class, lack of adequate sanitation, and electricity availability restricted to the administrative area and some classrooms. The results also show that the physical conditions of school infrastructure directly influence the teaching- learning process. The perceptions of principals and teachers reveal that the precariousness of the infrastructure negatively affects this process and, consequently, the academic performance of students, although, in many cases, this influence is not reflected in the final grades, often being hidden by adjustments in the grades assigned to students.