Exploratory Analysis of Microdata from the National High School Exam - Enem: Performance and Specificities of the Participants
DOI:
https://doi.org/10.5753/jidm.2025.3657Keywords:
ENEM, DISABILITY, EXPLORATORY DATA ANALYSIS, EDUCATION, PERFORMANCEAbstract
The National High School Exam (ENEM) is a significant test in Brazil that measures high school teaching quality and performance. It has also been used for evaluating undergraduate course candidates since 2004. ENEM has had a transformative impact on the education market, with schools now prioritizing exam preparation. However, there is a lack of comprehensive studies on the performance and characteristics of ENEM participants, particularly those with disabilities such as attention deficit or autism spectrum disorder. This article examines the challenges faced by these subgroups of participants considering the period between 2015 and 2019, and using analytical tools as clustering, heatmaps, and hypothesis testing to understand the main data patterns. The findings aim to support the development of more tailored and flexible study programs to meet the needs of participants. Our study reveals that individuals with certain disabilities, like Attention Deficit and Dyslexia, tend to achieve higher scores, while those with Mental disabilities and Deafness perform below the national average. Additionally, the results suggests that the grade disparity between students with and without disabilities may be influenced by socioeconomic factors.
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