Analysis of the Impact of the Number of Concepts Covered in the ENEM Natural Sciences Test on Students' Performance
Year: 2025
Type: article
Abstract: Objective: The objective of this research is to analyze the impact of the amount of conceptual content required in the Natural Sciences (NC) tests of the National High School Exam (ENEM) on student performance. Theoretical Framework: Conceptual content is a set of facts, objects or symbols that present common characteristics within correlation relationships. Method: The research is quantitative in nature, using the Double Case Study methodology. Data collection is divided into two phases. In phase 1, documentary, the 2018 and 2023 ENEM Natural Sciences tests, linked to the areas of Physics and Biology, are investigated in relation to the subarea and concept variables. In phase 2, phenomenological, a unit of analysis composed of 5 undergraduate students from a Public Higher Education University (IPES) is used, who take the ENEM Natural Sciences tests in a simulated context based on the investigation of the error variable. The analysis is performed using descriptive statistics, comparing the relative frequencies between the listed variables. Results and Discussion: It was found that, in relation to the documentary aspect, the subareas of Biology surpassed those of Physics by twice as much, as well as the number of concepts used in the tests. In addition, there was an increase in the approach to concepts from both areas when comparing the two cases. In relation to the phenomenological aspect, the increase in concepts in the ENEM tests had a more significant impact on the performance of undergraduate Biology students. For undergraduate Physics and Mathematics students, there was a fluctuation in the results, not allowing for a conclusive inference. Research Implications: The practical and theoretical implications of this research are discussed, providing insights on how the results can influence practices in the field of Science Education. These implications can include studies on Teaching, Learning and Assessment of scientific concepts in High School. Originality/Value: This study contributes to literature by highlighting the excessive number of Biology and Physics concepts required in the ENEM exams and how they can impact student performance. The relevance and value of this research are evidenced by its impact on studies on assessment in the educational context.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4409285694