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Título del artículo: Impactos de la pandemia covid-19 en el rendimiento escolar durante la transición a la educación
virtual
Cita bibliográfica: Gervacio J.H y Castillo E.B Impactos de la pandemia covid-19 en el rendimiento escolar
durante la transición a la educación virtual. Revista Pedagógica, v. 23, p. 1-29, 2021.
Recuperado el 01 de Enero del 2023 de :https://www.researchgate.net/profile/Herlinda-
Jimenez/publication/351830938_IMPACTOS_DE_LA_PANDEMIA_COVID-
19_EN_EL_RENDIMIENTO_ESCOLAR_DURANTE_LA_TRANSICION_A_LA_EDUCACION_VIRTUAL/links/60bc2fbb299bf10dff9c7d23/IMPACTOS-DE-
LA-PANDEMIA-COVID-19-EN-EL-RENDIMIENTO-ESCOLAR-DURANTE-LA-TRANSICION-A-LA-EDUCACION-
VIRTUAL.pdf?_sg%5B0%5D=started_experiment_milestone&origin=journalDetail
A corto, mediano y largo plazo, las universidades y autoridades educativas deben diseñar
estrategias para reducir la brecha tecnológica para que ésta sea más accesible y se ponga al
servicio de estudiantes y profesores que no tienen acceso a la red o que no cuentan con
dispositivos digitales en casa, reciban de alguna manera apoyo institucional para cubrir estas
carencias (SÁNCHEZ et al., 2020).
8 Citas Si mencionan citas bibliográficas en análisis o discusión, regístrelas secuencialmente.
bibliográficas en
discusión de • Cervantes et al. (2020), menciona que los estudiantes, y la población en general, se
resultados enfrentan a los efectos del Covid-19 en la vida cotidiana, como el cierre de escuelas,
empresas y lugares públicos, cambios en las rutinas de trabajo y la organización familiar.
• Estudios como el de Ornell et al. (2020), han documentado que, además de enfrentarse al
miedo por la muerte de familiares cercanos, el aislamiento conlleva sentimientos de
impotencia y abandono, que se suman a las manifestaciones del “burnout” -fatiga física y
mental, dolores de cabeza, insomnio, irritabilidad, frustración, problemas gastrointestinales
y cardiacos- (RODRÍGUEZ et al., 2017, p. 48)
• El tránsito de la enseñanza presencial a la virtual ha traído consigo un importante impacto
pedagógico en términos de calidad y equidad en todo el sector educativo; como lo
menciona Francesc (2020).
• De acuerdo con la UNESCO-IESALC (2020), el cierre de las escuelas ha tenido
repercusiones en el proceso de aprendizaje, aunque también en el bienestar psicológico y
socioemocional de los estudiantes, padres y docentes.
• A corto, mediano y largo plazo, las universidades y autoridades educativas deben diseñar
estrategias para reducir la brecha tecnológica para que ésta sea más accesible y se ponga
al servicio de estudiantes y profesores que no tienen acceso a la red o que no cuentan con
dispositivos digitales en casa, reciban de alguna manera apoyo institucional para cubrir
estas carencias (SÁNCHEZ et al., 2020).
9 Conclusiones Se concluyó que el cierre prolongado de la Universidad ha tenido efectos y repercusiones
negativas en distintos aspectos de la vida cotidiana de los estudiantes, un alto grado de
vulnerabilidad en las habilidades socioemocionales provocando con ello un deterioro
socioemocional y estancamiento académico.
10 Cuadros y Para el análisis estadístico, los resultados de Google Forms se exportaron a Google Sheets, para
gráficas (número realizar la selección, traducción, transposición y codificación de los datos generar las estadísticas
y descripción) descriptivas y los gráficos con los resultados.
• Gráfica 1 - Nivel de esfuerzo en los cursos: Se preguntó a los estudiantes sobre el nivel de
esfuerzo que habían puesto en sus cursos virtuales, la dificultad, el nivel de aprendizaje y
el nivel de acceso a las clases virtuales.
• Gráfica 2 - Conocimientos adquiridos en todas las asignaturas: se preguntó a los
estudiantes el nivel de habilidad y conocimiento al inicio del su curso de manera virtual, y
se hizo la misma pregunta con respecto al final del curso.
• Gráfica 3 - Habilidades y dedicación de los profesores: Se preguntó sobre el nivel de
habilidades y conocimientos que mostraron los docentes que impartieron los cursos, se
solicitó que evaluaran el desempeño de su profesor al finalizar el semestre, esto se realizó
para conocer la disposición y atención de los docentes hacia los estudiantes.
• Gráfica 4 - Contenido de las asignaturas: Se pregunto si los objetivos de las asignaturas
fueron claros, se quiso conocer si la planificación de los contenidos fue la adecuada y si
las actividades y trabajos de investigación fueron razonables y adecuadas.
• Gráfica 5 - Limitantes para realizar las actividades de las asignaturas: El objetivo fue
conocer la disponibilidad de recursos tecnológicos, conocer las inquietudes personales de
los estudiantes como la comprensión de trabajos académicos solicitados, actividades y
tareas.
• Gráfica 6 - Experiencias sobre las clases virtuales: Se considero relevante conocer las
experiencias de los estudiantes sobre el trabajo educativo bajo la modalidad virtual.
Format IEAC-3
Identification of the elements of a scientific article part 3.
Student´s name: Group: 3CM15 Date: January 1, 2023 Digital photo of the student
Hernández Barragán
Yaritza
Article title: Impacts of the covid-19 pandemic on school performance during the transition to virtual education
Bibliographic citation: Gervacio J.H and Castillo E.B Impacts of the covid-19 pandemic on school performance
during the transition to virtual education. Pedagogical Magazine, v. 23, p. 1-29, 2021.
Retrieved on January 1, 2023 from: https://www.researchgate.net/profile/Herlinda-
Jimenez/publication/351830938_IMPACTOS_DE_LA_PANDEMIA_COVID-
19_EN_EL_RENDIMIENTO_ESCOLAR_DURANTE_LA_TRANSICION_A_LA_EDUCACION_VIRTUAL/links/60bc2fbb299bf10dff9c7d23/IMPACTOS-DE-
LA-PANDEMIA-COVID-19-EN-EL-RENDIMIENTO-ESCOLAR-DURANTE-LA-TRANSICION-A-LA-EDUCACION-
VIRTUAL.pdf?_sg%5B0%5D=started_experiment_milestone&origin=journalDetail
Keywords: virtual learning. Formal education. Teaching-learning. School performance
1 Purpose Identify and analyze the impacts and academic challenges, as well as the problems that students
in the sixth and fourth semester of high school have faced, during the suspension of face-to-face
educational activities and the transfer to virtual school activities, due to the current Covid-19
coronavirus pandemic that led to resorting to virtual education.
2 Sample size In the study, 102 students participated from a total population of 178 students enrolled for the sixth
and fourth semester of the preparatory school No. 2 of the Upper Middle Level of the Autonomous
University of Guerrero, located in the City of Acapulco, Guerrero, Mexico.
3 Data collection The survey was used as a data collection instrument categorized by multiple choice, respondents
instruments were able to select more than one response alternative, this was prepared through the Google
Forms application designed for the creation of surveys and forms, the survey was sent
simultaneously to students through institutional mail with a brief invitation message to participate
in this study voluntarily, through a link that leads directly to the instrument on the Google
Classroom platform; This tool made it possible to capture, monitor, and organize responses in real
time.
4 Statistical The statistical method is a sequence of procedures for handling research data. The characteristics
methods, their adopted by the procedures of the statistical method depend on the RESEARCH DESIGN selected
definition and to verify the verifiable consequence in question.
function To carry out this research, a mixed methodology was used, which involved the collection, analysis
and linking of quantitative and qualitative data.
5 Hypothesis Hypothesis testing was not performed.
testing
6 Results The results showed negative impacts on school performance due to socioeconomic factors that
students and their families faced and continue to face, affecting their socio-emotional well-being.
Among the predominant affectations and limitations, the economic condition, lack of equipment
and electronic devices, poor management of virtual platforms and tools, lack of internet connection
and poor psychological support during confinement were observed.
7 Analysis or The transition from face-to-face to virtual teaching has brought with it an important pedagogical
discussion of impact in terms of quality and equity throughout the educational sector; as Francesc (2020)
results mentions, universally, the move to distance education, far from being a previously planned
solution, has actually been the only emergency solution to try to guarantee pedagogical continuity,
therefore, it is necessary a new vision and a methodological change to respond to the pedagogical
needs offered by this new challenge of distance learning.
According to UNESCO-IESALC (2020), the closure of schools has had repercussions on the
learning process, but also on the psychological and socio-emotional well-being of students,
parents and teachers. Students who do not have the necessary technology and infrastructure for
distance learning have had difficulties guaranteeing their pedagogical continuity during this period
of the pandemic.
In the short, medium and long term, universities and educational authorities must design strategies
to reduce the technological gap so that it is more accessible and put at the service of students and
professors who do not have access to the Internet or who do not have digital devices. at home,
receive institutional support in some way to cover these deficiencies (SÁNCHEZ et al., 2020).
8 Bibliographic If they mention bibliographic citations in analysis or discussion, record them sequentially.
citations in • Cervantes et al. (2020), mentions that students, and the population in general, face the
discussion of effects of Covid-19 in daily life, such as the closure of schools, companies and public
results places, changes in work routines and family organization. .
• Studies such as that of Ornell et al. (2020), have documented that, in addition to facing the
fear of the death of close relatives, isolation leads to feelings of helplessness and
abandonment, which are added to the manifestations of "burnout" -physical and mental
fatigue, headaches, insomnia. , irritability, frustration, gastrointestinal and cardiac
problems- (RODRÍGUEZ et al., 2017, p. 48)
• The transition from face-to-face to virtual teaching has brought with it a significant
pedagogical impact in terms of quality and equity throughout the education sector; as
mentioned by Francesc (2020).
• According to UNESCO-IESALC (2020), the closure of schools has had repercussions on
the learning process, but also on the psychological and socio-emotional well-being of
students, parents and teachers.
• In the short, medium and long term, universities and educational authorities must design
strategies to reduce the technological gap so that it is more accessible and put at the
service of students and professors who do not have access to the Internet or who do not
have devices. digital at home, receive institutional support in some way to cover these
deficiencies (SÁNCHEZ et al., 2020).
9 Conclusions It was concluded that the prolonged closure of the University has had negative effects and
repercussions on different aspects of the daily life of students, a high degree of vulnerability in
socio-emotional skills, thereby causing socio-emotional deterioration and academic stagnation.
10 Tables and
graphs (number For the statistical analysis, the results of Google Forms were exported to Google Sheets, to carry
and description) out the selection, translation, transposition and coding of the data, to generate the descriptive
statistics and the graphs with the results.
• Graph 1 - Level of effort in the courses: Students were asked about the level of effort they
had put into their virtual courses, the difficulty, the level of learning and the level of access
to virtual classes.
• Graph 2 - Knowledge acquired in all subjects: students were asked their level of ability and
knowledge at the beginning of their course virtually, and the same question was asked
regarding the end of the course.
• Graph 3 - Skills and dedication of the teachers: It was asked about the level of skills and
knowledge shown by the teachers who taught the courses, it was requested that they
evaluate the performance of their teacher at the end of the semester, this was done to know
the disposition and teacher attention to students.
• Graph 4 - Content of the subjects: It was asked if the objectives of the subjects were clear,
they wanted to know if the planning of the contents was adequate and if the activities and
research work were reasonable and adequate.
• Graph 5 - Limitations to carry out the activities of the subjects: The objective was to know
the availability of technological resources, to know the personal concerns of the students
such as the understanding of requested academic works, activities and tasks.
• Graph 6 - Experiences on the virtual classes: It was considered relevant to know the
experiences of the students on the educational work under the virtual modality.