Academic Performance before and during the State of Emergency due to Covid-19: Analysis from the Perspective of Distance Education

Abstract

Faced with Covid-19, and the need to adapt to environments that guarantee continuity of educational service in the context of social distancing, many universities did not initially plan the mechanisms for adapting to the virtual modality adequately. Therefore, this period of transition to e-learning was characterised by a decrease in academic performance . This article reports on a study that focused on determining whether the transition from a classroom to a virtual teaching–learning model had an effect or influence on the academic performance of university students in mechanical and electrical engineering at a public university in Peru during the period 2018 to 2021. The purpose of the study was to ensure the quality of the education system in the face of the implementation of a hybrid mode of teaching. Methodologically, a descriptive type of investigation and longitudinal non-experimental design were undertaken. The research methodology followed a hypothetical-deductive approach. The number of participants was 157 and a registration form was used to collect data on the indicators that made up the academic performance variable. The results reveal that the switch to a virtual teaching–learning modality significantly influenced the academic performance of the students. Student’s t-test found a significance equal to 0.000. Passing grades were achieved by 98.57% of students under the virtual teaching–learning modality, compared to 68.4% under classroom learning.

A Student Satisfaction Framework For Evaluating Quality And Priority Service In Management Of Open And Distance Education In Indonesia

“…This study evaluated the five dimensions of SERVQUAL tangibles, empathy, assurance, responsiveness, and reliability in the context of Open and Distance Education in Indonesia, a case study of the UT. Several previous studies that discussed service quality and student satisfaction have been proven in Distance Education (Ahmed & Mehedi Masud, 2014;Chamorro-Atalaya et al, 2022;Chui et al, 2016;Mageto et al, 2020;Sembiring, 2018;Shaari, 2014;Weerasinghe & Fernando, 2018;Yousapronpaiboon, 2014). The main dimensions of SERVQUAL used were Chui et al (2016) and Parasuraman et al (1985):…”

Divulging the Lived Experiences of Public School Teachers in the U.S.A. during COVID-19 Pandemic: Phenomenological Analysis

“…Policymakers should be aware of these implications if they are interested in improving instructional leadership both during and after the pandemic in order to improve student performance. Atalaya et al (2022) discovered that many universities did not initially plan the mechanisms for adapting to the virtual modality sufficiently, despite the necessity to adapt to environments that ensure the continuity of educational services in the face of social distancing. Students' academic performance was significantly impacted by the switch to virtual teaching and learning.…”

“…Various online engagement tools have been marketed towards educators and students, such as Microsoft Teams, Zoom, Edpuzzle, Quizizz, Screencastify, Padlet, Nearpod, and many others. When the pandemic occurred, it also altered the course of the professional development topics that the education sector must plan and provide (Cabeen, 2021). Schools must continue to offer their teachers professional development opportunities in order to continue offering their students the best education they can under these unprecedented and demanding conditions (Logan, 2020).…”

Quality Improvement Strategies for State University-Public Sector Agency: Lessons from Student Satisfaction Study

“…Various methods were also adopted by state university to maintain service quality, including online or virtual learning, student admissions, graduation ceremonies, replacement of the Real Work Lecture projects in the regions with PKL Projects, and quota subsidies for student (Arfiyansyah, 2021). The transition to virtual learning was a significant transformation in the educational process (Chamorro-Atalaya et al, 2022;Ranjan et al, 2021). Moreover, the volatile economic conditions necessitated financial relief for student affected by the pandemic and the reallocation of study funds toward health and economic recovery (Arfiyansyah, 2021).…”