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
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Zeitschrift:
RED: revista de educación a distancia

ISSN: 1578-7680

Datum der Publikation: 2024

Titel der Ausgabe: Ordinario

Ausgabe: 24

Nummer: 77

Art: Artikel

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

Andere Publikationen in: RED: revista de educación a distancia

Ziele für nachhaltige Entwicklung

Zusammenfassung

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.

Bibliographische Referenzen

  • Area-Moreira, M. (2021). La enseñanza remota de emergencia durante la COVID-19. Los desafíos postpandemia en la Educación Superior. Propuesta Educativa, 30 (56), pp. 57 – 70 https://propuestaeducativa.flacso.org.ar/wp-content/uploads/2022/04/REVISTA-56-Dossier-AREA-MOREIRA.pdf
  • Area, M.; Bethencourt, A.; Martín, S. y Sannicolás, B. (202). Análisis de las políticas de enseñanza universitaria en España en tiempos de Covid-19.La presencialidad adaptada. Revista Educación a Distancia (RED) Núm. 65, Vol. 21. Artíc. 3, 08-01-2021 https://doi.org/10.6018/red.450461
  • Bagur-Pons, S., Roselló-Ramón, M.R., Paz-Lourido, B., & Verger, S. (2021). El enfoque integrador de la metodología mixta en la investigación educativa. RELIEVE, 27(1), art. 3. https://revistaseug.ugr.es/index.php/RELIEVE/article/view/21053.
  • Bakhmat, L., Babakina, O., & Belmaz, Ya. (2021). Assessing online education during the COVID-19 pandemic: A survey of lecturers in Ukraine. 1840(1). https://doi.org/10.1088/1742-6596/1840/1/012050
  • Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. https://doi.org/10.1186/s41239-021-00282-x
  • Chung, J., McKenzie, S., Schweinsberg, A., & Mundy, M. E. (2022). Correlates of Academic Performance in Online Higher Education: A Systematic Review. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.820567
  • Elsalem, L., Al-Azzam, N., Jum’ah, A. A., & Obeidat, N. (2021). Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Annals of Medicine and Surgery, 62, 326-333. https://doi.org/10.1016/j.amsu.2021.01.054
  • Ewell, S. N., Josefson, C. C., & Ballen, C. J. (2022). Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic? Journal of Microbiology and Biology Education, 23(1). https://doi.org/10.1128/jmbe.00282-21
  • Fuchs, K. (2022). Online Learning and Emergency Remote Teaching in Higher Education during COVID-19: Student Perspectives. International Journal of Information and Education Technology, 12(9), 940-946. https://doi.org/10.18178/ijiet.2022.12.9.1704
  • Garcia, M. J., Miranda, P. G., & Romero, J. A. (2022). Analysis of information technologies and strategies in academic performance during the COVID-19 pandemic. Formacion Universitaria, 15(2), 139-150. https://doi.org/10.4067/S0718-50062022000200139
  • Garcia, M. J., Miranda, P. G., & Romero, J. A. (2022). Analysis of information technologies and strategies in academic performance during the COVID-19 pandemic. Formacion Universitaria, 15(2), 139-150. https://doi.org/10.4067/S0718-50062022000200139
  • García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). La evaluación online en la educación superior en tiempos de la COVID-19. Education in the Knowledge Society (EKS), 21, 26-26. https://doi.org/10.14201/eks.23086
  • García-Prieto, F. J., Lopez-Aguilar, D., & Delgado-Garcia, M. (2022). Digital competence of university students and academic performance in times of COVID-19. Pixel-Bit, Revista de Medios y Educacion, 64, 165-199. https://doi.org/10.12795/pixelbit.91862
  • Ghosh, S., Pulford, S., & Bloom, A. J. (2022). Remote learning slightly decreased student performance in an introductory undergraduate course on climate change. Communications Earth and Environment, 3(1). https://doi.org/10.1038/s43247-022-00506-6
  • Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: Pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1), 57. https://doi.org/10.1186/s41239-020-00234-x
  • Inoue, N., Aldosari, M., Park, S. E., & Ohyama, H. (2022). The impact of COVID-19 pandemic on student performance and self-evaluation in preclinical operative dentistry. European Journal of Dental Education, 26(2), 377-383. https://doi.org/10.1111/eje.12713
  • Ives, B. (2021). University students experience the COVID-19 induced shift to remote instruction. International Journal of Educational Technology in Higher Education, 18(1), 59. https://doi.org/10.1186/s41239-021-00296-5
  • Jephcote, C., Medland, E., & Lygo-Baker, S. (2021). Grade inflation versus grade improvement: Are our students getting more intelligent? Assessment and Evaluation in Higher Education, 46(4), 547-571. https://doi.org/10.1080/02602938.2020.1795617
  • Jorrín Abellán, I., Fontana Abad, M. y Rubia Avi, B. (Coord.) (2021). Investigar en Educación. Editorial Síntesis, Madrid.
  • Jung, I., Omori, S., Dawson, W. P., Yamaguchi, T., & Lee, S. J. (2021). Faculty as reflective practitioners in emergency online teaching: An autoethnography. International Journal of Educational Technology in Higher Education, 18(1), 30. https://doi.org/10.1186/s41239-021-00261-2
  • Karadag, E. (2021). Effect of COVID-19 pandemic on grade inflation in higher education in Turkey. PLoS ONE, 16(8 August). https://doi.org/10.1371/journal.pone.0256688
  • Karalar, H., Kapucu, C., & Gürüler, H. (2021). Predicting students at risk of academic failure using ensemble model during pandemic in a distance learning system. International Journal of Educational Technology in Higher Education, 18(1), 63. https://doi.org/10.1186/s41239-021-00300-y
  • Keržič, D., Alex, J. K., Alvarado, R. P. B., da Silva Bezerra, D., Cheraghi, M., Dobrowolska, B., Fagbamigbe, A. F., Faris, M. E., França, T., González-Fernández, B., Gonzalez-Robledo, L. M., Inasius, F., Kar, S. K., Lazányi, K., Lazăr, F., Machin-Mastromatteo, J. D., Marôco, J., Marques, B. P., Mejía-Rodríguez, O., Aristovnik, A. (2021). Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. PLoS ONE, 16(10 October 2021). https://doi.org/10.1371/journal.pone.0258807
  • Lee, J., & Jung, I. (2021). Instructional changes instigated by university faculty during the COVID-19 pandemic: The effect of individual, course and institutional factors. International Journal of Educational Technology in Higher Education, 18(1), 52. https://doi.org/10.1186/s41239-021-00286-7
  • Mahasneh, O. M., Ayasrah, M. N., Yahyaa, S. M., & Al-Mrazeg, E. A. (2022). Educational implications of distance learning within the coronavirus pandemic (COVID-19) from the point of view of university students. World Journal on Educational Technology: Current Issues, 14(3), 655-670. https://doi.org/10.18844/wjet.v14i3.7199
  • Martín Ayala, J. L., Castaño Castaño, S., Hernández Santana, A., Martí González, M., & Brito Ballester, J. (2021). Impact of learning in the covid-19 era on academic outcomes of undergraduate psychology students. Sustainability (Switzerland), 13(16). https://doi.org/10.3390/su13168735
  • Montenegro-Rueda, M., Luque-de la Rosa, A., Sarasola Sánchez-Serrano, J. L., & Fernández-Cerero, J. (2021). Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review. Sustainability, 13(19), 10509. https://doi.org/10.3390/su131910509
  • Nachouki, M., & Naaj, M. A. (2022). Predicting Student Performance to Improve Academic Advising Using the Random Forest Algorithm. International Journal of Distance Education Technologies, 20(1). https://doi.org/10.4018/IJDET.296702
  • Ortega Ortigoza, D., Rodríguez Rodríguez, J., Mateos Inchaurrondo, A., (2021). Educación superior y la COVID-19: Adaptación metodológica y evaluación online en dos universidades de Barcelona. Revista Digital de Investigación en Docencia Universitaria, 15(1). https://doi.org/10.19083/ridu.2021.1275
  • Pardo-Merino, A., & Ruiz-Díaz, M. Á. (2012). Análisis de datos en ciencias sociales y de la salud III. https://dialnet.unirioja.es/servlet/libro?codigo=570218
  • Pérez, C. y Santín, D. (2007). Minería de Datos: Técnicas y Herramientas. Ediciones Paraninfo, S.A.
  • Prabu, M., Srivastava, K., Sharma, V. K., & Prabakar, D. D. (2022). Evaluation and semantic approach for student performance prediction using data mining techniques. 2405. https://doi.org/10.1063/5.0087368
  • Prado, M. G. de, Peñalvo, F. J. G., Almuzara, A. C., & García, V. A. (2021). Evaluación en Educación Superior durante la pandemia de la COVID-19. Campus Virtuales, 10(1), 49-58.
  • Rodríguez-Planas, N. (2022). COVID-19, college academic performance, and the flexible grading policy: A longitudinal analysis. Journal of Public Economics, 207. https://doi.org/10.1016/j.jpubeco.2022.104606
  • Román-Mendoza, E. (2020). La evaluación del profesorado universitario en tiempos de pandemia: Sistemas online de gestión de encuestas de satisfacción estudiantil. Campus Virtuales, 9(2), 61-70.
  • Rudenko, Y., Rozumenko, A., Kryvosheya, T., Karpenko, O., & Semenikhina, O. (2021). Online Training during the COVID-19 Pandemic: Analysis of Opinions of Practicing Teachers in Ukraine. 626-630. https://doi.org/10.23919/MIPRO52101.2021.9596799
  • Hodges,C., Moore,S., Lockee,B., Trust,T., Bond,A. (2022) The Difference Between Emergency Remote Teaching and Online Learning. Recuperado 18 de agosto de 2022, de https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Vital-López, L., García-García, R., Rodríguez-Reséndíz, J., Paredes-García, W. J., Zamora-Antuñano, M. A., Oluyomi-Elufisan, T., Reséndiz, H. R., Sánchez, A. R. Á., & Cruz-Pérez, M. A. (2022). The Impacts of COVID-19 on Technological and Polytechnic University Teachers. Sustainability (Switzerland), 14(8). https://doi.org/10.3390/su14084593
  • Yaseen, H., Alsoud, A. R., Nofal, M., Abdeljaber, O., & Al-Adwan, A. S. (2021). The Effects of Online Learning on Students’ Performance: A Comparison between UK and Jordanian Universities. International Journal of Emerging Technologies in Learning, 16(20), 4-18.https://doi.org/10.3991/ijet.v16i20.24131
  • York, T. T., Gibson, C., & Rankin, S. (2015). Defining and Measuring Academic Success. Practical Assessment, Research & Evaluation, 20, 5.
  • Zheng, M., Bender, D., & Lyon, C. (2021). Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: Empirical evidence from a school-wide comparative study. BMC Medical Education, 21(1), 495. https://doi.org/10.1186/s12909-021-02909-z
Fuente de los datos: Dialnet