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International Journal of Learning, Teaching and Educational Research ; 21(7):366-378, 2022.
Article in English | Scopus | ID: covidwho-2026397

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. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).

2.
International Journal of Evaluation and Research in Education ; 11(2):744-752, 2022.
Article in English | Scopus | ID: covidwho-1934605

ABSTRACT

This study analyzed the perception of Mechanical Engineering and Systems Engineering students in the process of evaluating teacher performance in online teaching due to the COVID-19 pandemic. This was descriptive-correlational research. The results showed that the Systems Engineering students performed a better perception with the class session management factor and low qualification to the didactic strategies factor. Likewise, the Pearson correlation test indicated a significant relationship (0.000) between the specific factors on the overall performance factor. The topic factor has the greatest strength on the qualification of the overall performance factor, with a constant Pearson's correlation of 0.964. The Mechanical Engineering students showed a better perception with the class session planning factor and low qualification to the didactic strategies factor. Likewise, the Pearson correlation test indicated a significant relationship (0.000) between the specific factors on the overall performance factor. The didactic strategies factor being the one that has the greatest strength on the qualification of the overall performance factor, with a correlation constant Pearson's of 0.983. © 2022, Institute of Advanced Engineering and Science. All rights reserved.

3.
International Journal of Emerging Technologies in Learning ; 16(16):242-250, 2021.
Article in English | Scopus | ID: covidwho-1395064

ABSTRACT

This present describes the results of the evaluation regarding the self-perception of personal and social attitudes acquired by university students from an engineering faculty at a state university in Peru, in the context of virtual teaching and learning, declared by the health emergency by COVID-19;For which the following objectives were proposed, to determine the variation or impact that the self-perception of personal and social attitudes experienced, having as reference scenarios, the academic semester with face-to-face teaching (academic semester 2019B) and then the academic semester developed totally virtual (2020A). An exploratory-descriptive research level was used, with a longitudinal non-experimental design, whose population and sample is made up of 674 and 761 students, in the 2019B and 2020A semesters respectively. The data collection instruments were validated through Cronbach's Alpha, whose average results per academic semester were 0.960 and 0.958. After the investigation, it was found that there is no negative impact, due to virtual teaching;On the contrary, on average, there was an increase in all levels of satisfaction, increasing the level very satisfied by 52.8% and the level satisfied by 3.25%. © 2021, International Journal of Emerging Technologies in Learning. All Rights Reserved.

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