Academic performance of university students at the end of the transition from face-to-face education to online education due to COVID-19
Abstract
In 2019, the Covid-19 health emergency required universities around the world to face the challenge of continuing classes during lockdown. In order to do so, classes were delivered online. The results and the impact of that sudden change are still being evaluated. The objective of the work was to identify the factors that influenced the academic performance of university students, when moving from face-to-face to distance classes during the health contingency by COVID19. The methodology was descriptive and quantitative of predictive type; a questionnaire was applied to 247 students, correlations were made to know the variables with the greatest impact, a model was elaborated by the method of ordinary least squares. Results: it was found that the variables that influenced increasing the academic performance of the students were: The use of Google Classroom (0.015), videoconference (0.238), didactic resources (0.248), access to Web pages (0.238), videos (0.234), directed questions (0.228), participation in chat (0.187), digital whiteboard (0.268), achievement of objectives (0.009) and online evaluation (0.009); It was found that the messages through a learning platform have a negative influence on academic performance (-0.023). It is concluded that the academic authorities must manage the training and use of technological online learning tools (Google Classroom, videoconference, didactic resources, access to web pages, videos, chat and digital whiteboard) that allow improving the teaching process and therefore reflect higher academic performance.
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