El rendimiento académico universitario durante la pandemia. Un análisis comparativo entre las calificaciones y las percepciones del profesorado

  1. Bethencourt-Aguilar, Anabel 1
  2. Sosa-Alonso, Juan-José 1
  3. Castellanos-Nieves, Dagoberto 1
  4. Area-Moreira, Manuel 1
  1. 1 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

RED: revista de educación a distancia

ISSN: 1578-7680

Year of publication: 2024

Issue Title: Ordinario

Volume: 24

Issue: 77

Type: Article

DOI: 10.6018/RED.577201 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: RED: revista de educación a distancia


We present the results obtained in an empirical study whose objectives were: a) to analyse the academic grades of students obtained in the pandemic period and compare them with those of previous years in the same university institution (University of La Laguna) and, b) to relate the results obtained from the analysis of performance (understood as grades) with the subjectivities or perceptions of the teaching staff (collected by means of a specific questionnaire applied contingently to the pandemic). The grades of all students enrolled in master's degrees in the 3 academic years immediately prior to the pandemic (academic years 2016/17, 2017/18 and 2018/19), those of the academic year of the pandemic (2019/20) and the one immediately after (2020/21) were accessed. There is a "COVID-19" effect on academic grades with significant differences in 2019/20 compared to previous years, with a tendency to recover the pre-existing from the 2020/21 academic year onwards, but this differs depending on the degree course. The confirmation of the overall and differential effect is qualified with the complementary study of the perceptions of the teaching staff. Different perceptions of the effect on academic performance are found among teaching staff depending on the degree programmes, explained by different assessments of their technical difficulties, the development of teaching or the way in which the assessment was implemented.

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