Engagement and collaboration: evidence from a pedagogical intervention on perceived learning and retention in Brazilian public high schools

Retention in public high school requires understanding how pedagogical experiences can strengthen students’ ties to school. This article analyzes the relationships among engagement, collaboration, perceived learning, and interest in further education within an intervention based on active learning and educational robotics. The quantitative study uses data from an anonymous evaluative survey administered to public school students participating in a university extension project, resulting in 314 valid responses. The scales showed satisfactory internal consistency, and data were analyzed through descriptive statistics, comparison tests and linear regressions. Results indicate that engagement and collaboration predict perceived learning, and that engagement is associated with interest in further education. The findings suggest that participatory pedagogical interventions can enhance school experience and inform retention strategies in basic education.