Impact on school performance under SARS-COV2 pandemic conditions

Impact on school performance under SARS-COV2 pandemic conditions

With the pandemic emerging, students all over the world stopped going physically to school, switching the face to face modality to long distance education creating a chaos due the sudden event. The Covid-19 Education World Coalition estimated that a large percentage of students and teachers were not...

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Autores principales: Ortega Encinas, Leonel, Lopez Bojorquez, Jose, Sortillón González, Patricia, Gamiño Acevedo, Delcia, Cheu Burgos, Edgar
Formato: Online
Lenguaje:spa
Publicado: UNIVERSIDAD DE SONORA 2022
Acceso en línea:https://revistainvestigacionacademicasinfrontera.unison.mx/index.php/RDIASF/article/view/429
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author Ortega Encinas, Leonel
Lopez Bojorquez, Jose
Sortillón González, Patricia
Gamiño Acevedo, Delcia
Cheu Burgos, Edgar
spellingShingle Ortega Encinas, Leonel
Lopez Bojorquez, Jose
Sortillón González, Patricia
Gamiño Acevedo, Delcia
Cheu Burgos, Edgar
Impact on school performance under SARS-COV2 pandemic conditions
author_facet Ortega Encinas, Leonel
Lopez Bojorquez, Jose
Sortillón González, Patricia
Gamiño Acevedo, Delcia
Cheu Burgos, Edgar
author_sort Ortega Encinas, Leonel
title Impact on school performance under SARS-COV2 pandemic conditions
title_short Impact on school performance under SARS-COV2 pandemic conditions
title_full Impact on school performance under SARS-COV2 pandemic conditions
title_fullStr Impact on school performance under SARS-COV2 pandemic conditions
title_full_unstemmed Impact on school performance under SARS-COV2 pandemic conditions
title_sort impact on school performance under sars-cov2 pandemic conditions
description With the pandemic emerging, students all over the world stopped going physically to school, switching the face to face modality to long distance education creating a chaos due the sudden event. The Covid-19 Education World Coalition estimated that a large percentage of students and teachers were not prepared for distance teaching-learning since they lacked digital skills and the necessary devices for its correct implementation given the haste derived from the contingency. Likewise, a percentage of students would not have sufficient resources to face the new reality. In response to this, each country adopted different policies to reopen schools with strict restrictions while teachers and students have continued with their digital adaptation process, creating teaching-learning spaces with right-guesses and mistakes in the use of tools and apps. In this scenario it looks like the digital technology in education came to stay, even with the face-to-face education, which is why it is interesting to understand how the pandemic modify different students habits in the professional courses in higher education in order to adapt them to face-to-face education, therefore, this research focuses on determining, under a virtual education scheme, the time dedicated to six daily aspects that impact academic performance, such as study, work, exercise, sleep, family life and hobbies; describing the trend of the responses with the time devoted to each of the aforementioned aspects in such a way that the results obtained serve as a basis for post-pandemic studies.
publisher UNIVERSIDAD DE SONORA
publishDate 2022
url https://revistainvestigacionacademicasinfrontera.unison.mx/index.php/RDIASF/article/view/429
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spelling oai:https:--revistainvestigacionacademicasinfrontera.unison.mx:article-4292022-01-27T00:02:05Z Impact on school performance under SARS-COV2 pandemic conditions Impacto en el rendimiento escolar bajo condiciones de pandemia SARS-COV2 Ortega Encinas, Leonel Lopez Bojorquez, Jose Sortillón González, Patricia Gamiño Acevedo, Delcia Cheu Burgos, Edgar Hábitos de estudio, estudiantes universitarios, contingencia, tecnología digital, enfoque cualitativo Study habits, University students, contingency, digital skills, qualitative approach. With the pandemic emerging, students all over the world stopped going physically to school, switching the face to face modality to long distance education creating a chaos due the sudden event. The Covid-19 Education World Coalition estimated that a large percentage of students and teachers were not prepared for distance teaching-learning since they lacked digital skills and the necessary devices for its correct implementation given the haste derived from the contingency. Likewise, a percentage of students would not have sufficient resources to face the new reality. In response to this, each country adopted different policies to reopen schools with strict restrictions while teachers and students have continued with their digital adaptation process, creating teaching-learning spaces with right-guesses and mistakes in the use of tools and apps. In this scenario it looks like the digital technology in education came to stay, even with the face-to-face education, which is why it is interesting to understand how the pandemic modify different students habits in the professional courses in higher education in order to adapt them to face-to-face education, therefore, this research focuses on determining, under a virtual education scheme, the time dedicated to six daily aspects that impact academic performance, such as study, work, exercise, sleep, family life and hobbies; describing the trend of the responses with the time devoted to each of the aforementioned aspects in such a way that the results obtained serve as a basis for post-pandemic studies. Con el surgimiento de la pandemia alumnos de todo el mundo dejaron de asistir físicamente a la escuela cambiando la modalidad de enseñanza presencial a una modalidad a distancia creando un caos por lo repentino del suceso. La Coalición Mundial para la Educación Covid-19 estimó que un gran porcentaje de alumnos y maestros no estaban preparados para la enseñanza-aprendizaje a distancia ya que carecían de habilidades digitales y de los dispositivos necesarios para su correcta implementación dada la premura derivada de la contingencia. Así mismo un porcentaje de estudiantes no tendrían los recursos suficientes para afrontar la nueva realidad. En respuesta a esto, cada país adoptó diferentes políticas para reabrir escuelas con restricciones estrictas y los maestros y alumnos han seguido con sus procesos de adaptación a lo digital creando espacios de enseñanza-aprendizaje con aciertos y errores en el uso de herramientas y aplicaciones. Ante este escenario parece que la tecnología digital en la educación llegó para quedarse, aún en el caso de educación presencial, por lo cual es interesante  entender cómo la pandemia modificó diferentes hábitos de estudiantes de las carreras de nivel superior con el fin de adecuarlos y adaptarlos a la educación presencial, por lo cual, esta investigación se enfoca a determinar bajo un esquema de educación virtual el tiempo dedicado a siete aspectos cotidianos  que impactan en el rendimiento académico como lo son el estudio, trabajo, ejercicio, alimentación, sueño, convivencia familiar y hobbies; describiendo la tendencia de las respuestas con el tiempo dedicado a cada uno de los aspectos mencionados de tal manera que los resultados obtenidos sirvan como base para estudios post-pandemia. UNIVERSIDAD DE SONORA 2022-01-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistainvestigacionacademicasinfrontera.unison.mx/index.php/RDIASF/article/view/429 10.46589/rdiasf.vi37.429 Revista de Investigación Académica Sin Frontera: División de Ciencias Económicas y Sociales; Núm. 37 (15): Enero - Junio 2022; 16 2007-8870 10.46589/rdiasf.vi37 spa https://revistainvestigacionacademicasinfrontera.unison.mx/index.php/RDIASF/article/view/429/513 https://revistainvestigacionacademicasinfrontera.unison.mx/index.php/RDIASF/article/view/429/543 Derechos de autor 2022 https://creativecommons.org/licenses/by-nc-nd/4.0

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