Analysis of the academic performance of students during the pre- and post-pandemic periods

Autores
Machado, Gladys; Alvarez Dávila, Manuel
Año de publicación
2023
Idioma
español castellano
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
In the challenge of protecting the teaching and learning processes in the accreditation of the acquired knowledge, teachers worked hard to select resources and pedagogical-didactic tools most suitable for their development [1]. So when there are no events that could affect the normal development of academic activity, the consideration is to think about training in skills for future professionals. But, given the new scenario of the health crisis that kept them away from the classroom for two years and therefore receiving face-to-face education, the perspective changed [2]. However, actions were outlined whose goal was the achievement of learning during that period and thus the realization of practical activities through virtual resources was pedagogically beneficial and made it possible to access a tool with clear descriptions, easy to use, without time limit and inclusive, although it is worth mentioning that a large percentage of students had a preference for practical activities in the laboratory in person, as well as taking the courses. Despite this, a positive evolution is still not appreciated when evaluating the acquisition of knowledge in the return to face-to-face classes. Proof of this are the results obtained, with an average approval value in 2019 of 47%, in 2020 of 28%, in 2021 of 24% and finally in 2022 of 27% reflect a trend regarding the decrease in academic performance of students after the first instance of evaluation in the middle of the pandemic, compared to the period in which the health disaster that humanity would be subject to was not in sight and that has not yet been restored. This oscillation has a multiplicity of factors, from emotional, technical, economic to social, being different for those who studied in person compared to those who did it virtually the last two years. Being a comparative research with an experimental design combining procedures for obtaining information and quantitative analysis to groups of General Chemistry course of the Chemical Engineering for the aforementioned years. To collect the information and process it statistically, the following tools and techniques were proposed: a) Preparation of the theoretical framework; b) Implementation of activities in Virtual Laboratories of diverse institutions with software of free use via Internet; c) Analysis of the results obtained by the students who applied to a virtual laboratory environment; e) Preparation of surveys to obtain feedback on the activities carried out. In summary, the objective of this work was to analyze the performance of students in the three conditions mentioned (pre, during and post pandemic), after having passed a circumstance as dire as social isolation due to COVID-19. References 1. Barrionuevo Vidal, M. B. (2021). Aulas híbridas y bimodalidad: entornos integrados de aprendizajes. Noveduc libros. 2. Lovón Cueva, M. A., Cisneros Terrones, S. A. (2020). Repercusiones de las clases virtuales en los estudiantes universitarios en el contexto de la cuarentena por COVID19: El caso de la PUCP. Revista de psicología educativa, 8(3).
Fil: Machado, Gladys. Universidad Tecnológica Nacional. Facultad Regional La Plata. Departamento de Ingeniería Química; Argentina.
Fil: Alvarez Dávila, Manuel. Universidad Tecnológica Nacional. Facultad Regional La Plata. Departamento de Ingeniería Química; Argentina.
The global chemical engineering working for a better future world
Materia
Academic performance
Pre-pandemic
Post-pandemic
Nivel de accesibilidad
acceso abierto
Condiciones de uso
2024-06-18T14:56:46Z
Repositorio
Repositorio Institucional Abierto (UTN)
Institución
Universidad Tecnológica Nacional
OAI Identificador
oai:ria.utn.edu.ar:20.500.12272/10989
Acceder
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spelling Analysis of the academic performance of students during the pre- and post-pandemic periodsMachado, GladysAlvarez Dávila, ManuelAcademic performancePre-pandemicPost-pandemicIn the challenge of protecting the teaching and learning processes in the accreditation of the acquired knowledge, teachers worked hard to select resources and pedagogical-didactic tools most suitable for their development [1]. So when there are no events that could affect the normal development of academic activity, the consideration is to think about training in skills for future professionals. But, given the new scenario of the health crisis that kept them away from the classroom for two years and therefore receiving face-to-face education, the perspective changed [2]. However, actions were outlined whose goal was the achievement of learning during that period and thus the realization of practical activities through virtual resources was pedagogically beneficial and made it possible to access a tool with clear descriptions, easy to use, without time limit and inclusive, although it is worth mentioning that a large percentage of students had a preference for practical activities in the laboratory in person, as well as taking the courses. Despite this, a positive evolution is still not appreciated when evaluating the acquisition of knowledge in the return to face-to-face classes. Proof of this are the results obtained, with an average approval value in 2019 of 47%, in 2020 of 28%, in 2021 of 24% and finally in 2022 of 27% reflect a trend regarding the decrease in academic performance of students after the first instance of evaluation in the middle of the pandemic, compared to the period in which the health disaster that humanity would be subject to was not in sight and that has not yet been restored. This oscillation has a multiplicity of factors, from emotional, technical, economic to social, being different for those who studied in person compared to those who did it virtually the last two years. Being a comparative research with an experimental design combining procedures for obtaining information and quantitative analysis to groups of General Chemistry course of the Chemical Engineering for the aforementioned years. To collect the information and process it statistically, the following tools and techniques were proposed: a) Preparation of the theoretical framework; b) Implementation of activities in Virtual Laboratories of diverse institutions with software of free use via Internet; c) Analysis of the results obtained by the students who applied to a virtual laboratory environment; e) Preparation of surveys to obtain feedback on the activities carried out. In summary, the objective of this work was to analyze the performance of students in the three conditions mentioned (pre, during and post pandemic), after having passed a circumstance as dire as social isolation due to COVID-19. References 1. Barrionuevo Vidal, M. B. (2021). Aulas híbridas y bimodalidad: entornos integrados de aprendizajes. Noveduc libros. 2. Lovón Cueva, M. A., Cisneros Terrones, S. A. (2020). Repercusiones de las clases virtuales en los estudiantes universitarios en el contexto de la cuarentena por COVID19: El caso de la PUCP. Revista de psicología educativa, 8(3).Fil: Machado, Gladys. Universidad Tecnológica Nacional. Facultad Regional La Plata. Departamento de Ingeniería Química; Argentina.Fil: Alvarez Dávila, Manuel. Universidad Tecnológica Nacional. Facultad Regional La Plata. Departamento de Ingeniería Química; Argentina.The global chemical engineering working for a better future world2024-06-18T14:56:46Z2024-06-18T14:56:46Z2023-06info:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciapdfapplication/pdf11th World Congress of Chemical Engineering (WCCE11). CABA, Argentina. 2023.-http://hdl.handle.net/20.500.12272/10989spainfo:eu-repo/semantics/openAccess2024-06-18T14:56:46Zhttp://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 InternacionalAtribución (Attribution): En cualquier explotación de la obra autorizada por la licencia será necesario reconocer la autoría (obligatoria en todos los casos). No comercial (Non Commercial): La explotación de la obra queda limitada a usos no comerciales. Sin obras derivadas (No Derivate Works): La autorización para explotar la obra no incluye la posibilidad de crear una obra derivada (traducciones, adaptaciones, etc.).reponame:Repositorio Institucional Abierto (UTN)instname:Universidad Tecnológica Nacional2026-10-01T12:00:36Zoai:ria.utn.edu.ar:20.500.12272/10989instacron:UTNInstitucionalhttp://ria.utn.edu.ar/Universidad públicaNo correspondehttp://ria.utn.edu.ar/oaigestionria@rec.utn.edu.ar; fsuarez@rec.utn.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:a2026-10-01 12:00:37.313Repositorio Institucional Abierto (UTN) - Universidad Tecnológica Nacionalfalse
dc.title.none.fl_str_mv Analysis of the academic performance of students during the pre- and post-pandemic periods
title Analysis of the academic performance of students during the pre- and post-pandemic periods
spellingShingle Analysis of the academic performance of students during the pre- and post-pandemic periods
Machado, Gladys
Academic performance
Pre-pandemic
Post-pandemic
title_short Analysis of the academic performance of students during the pre- and post-pandemic periods
title_full Analysis of the academic performance of students during the pre- and post-pandemic periods
title_fullStr Analysis of the academic performance of students during the pre- and post-pandemic periods
title_full_unstemmed Analysis of the academic performance of students during the pre- and post-pandemic periods
title_sort Analysis of the academic performance of students during the pre- and post-pandemic periods
dc.creator.none.fl_str_mv Machado, Gladys
Alvarez Dávila, Manuel
author Machado, Gladys
author_facet Machado, Gladys
Alvarez Dávila, Manuel
author_role author
author2 Alvarez Dávila, Manuel
author2_role author
dc.subject.none.fl_str_mv Academic performance
Pre-pandemic
Post-pandemic
topic Academic performance
Pre-pandemic
Post-pandemic
dc.description.none.fl_txt_mv In the challenge of protecting the teaching and learning processes in the accreditation of the acquired knowledge, teachers worked hard to select resources and pedagogical-didactic tools most suitable for their development [1]. So when there are no events that could affect the normal development of academic activity, the consideration is to think about training in skills for future professionals. But, given the new scenario of the health crisis that kept them away from the classroom for two years and therefore receiving face-to-face education, the perspective changed [2]. However, actions were outlined whose goal was the achievement of learning during that period and thus the realization of practical activities through virtual resources was pedagogically beneficial and made it possible to access a tool with clear descriptions, easy to use, without time limit and inclusive, although it is worth mentioning that a large percentage of students had a preference for practical activities in the laboratory in person, as well as taking the courses. Despite this, a positive evolution is still not appreciated when evaluating the acquisition of knowledge in the return to face-to-face classes. Proof of this are the results obtained, with an average approval value in 2019 of 47%, in 2020 of 28%, in 2021 of 24% and finally in 2022 of 27% reflect a trend regarding the decrease in academic performance of students after the first instance of evaluation in the middle of the pandemic, compared to the period in which the health disaster that humanity would be subject to was not in sight and that has not yet been restored. This oscillation has a multiplicity of factors, from emotional, technical, economic to social, being different for those who studied in person compared to those who did it virtually the last two years. Being a comparative research with an experimental design combining procedures for obtaining information and quantitative analysis to groups of General Chemistry course of the Chemical Engineering for the aforementioned years. To collect the information and process it statistically, the following tools and techniques were proposed: a) Preparation of the theoretical framework; b) Implementation of activities in Virtual Laboratories of diverse institutions with software of free use via Internet; c) Analysis of the results obtained by the students who applied to a virtual laboratory environment; e) Preparation of surveys to obtain feedback on the activities carried out. In summary, the objective of this work was to analyze the performance of students in the three conditions mentioned (pre, during and post pandemic), after having passed a circumstance as dire as social isolation due to COVID-19. References 1. Barrionuevo Vidal, M. B. (2021). Aulas híbridas y bimodalidad: entornos integrados de aprendizajes. Noveduc libros. 2. Lovón Cueva, M. A., Cisneros Terrones, S. A. (2020). Repercusiones de las clases virtuales en los estudiantes universitarios en el contexto de la cuarentena por COVID19: El caso de la PUCP. Revista de psicología educativa, 8(3).
Fil: Machado, Gladys. Universidad Tecnológica Nacional. Facultad Regional La Plata. Departamento de Ingeniería Química; Argentina.
Fil: Alvarez Dávila, Manuel. Universidad Tecnológica Nacional. Facultad Regional La Plata. Departamento de Ingeniería Química; Argentina.
The global chemical engineering working for a better future world
description In the challenge of protecting the teaching and learning processes in the accreditation of the acquired knowledge, teachers worked hard to select resources and pedagogical-didactic tools most suitable for their development [1]. So when there are no events that could affect the normal development of academic activity, the consideration is to think about training in skills for future professionals. But, given the new scenario of the health crisis that kept them away from the classroom for two years and therefore receiving face-to-face education, the perspective changed [2]. However, actions were outlined whose goal was the achievement of learning during that period and thus the realization of practical activities through virtual resources was pedagogically beneficial and made it possible to access a tool with clear descriptions, easy to use, without time limit and inclusive, although it is worth mentioning that a large percentage of students had a preference for practical activities in the laboratory in person, as well as taking the courses. Despite this, a positive evolution is still not appreciated when evaluating the acquisition of knowledge in the return to face-to-face classes. Proof of this are the results obtained, with an average approval value in 2019 of 47%, in 2020 of 28%, in 2021 of 24% and finally in 2022 of 27% reflect a trend regarding the decrease in academic performance of students after the first instance of evaluation in the middle of the pandemic, compared to the period in which the health disaster that humanity would be subject to was not in sight and that has not yet been restored. This oscillation has a multiplicity of factors, from emotional, technical, economic to social, being different for those who studied in person compared to those who did it virtually the last two years. Being a comparative research with an experimental design combining procedures for obtaining information and quantitative analysis to groups of General Chemistry course of the Chemical Engineering for the aforementioned years. To collect the information and process it statistically, the following tools and techniques were proposed: a) Preparation of the theoretical framework; b) Implementation of activities in Virtual Laboratories of diverse institutions with software of free use via Internet; c) Analysis of the results obtained by the students who applied to a virtual laboratory environment; e) Preparation of surveys to obtain feedback on the activities carried out. In summary, the objective of this work was to analyze the performance of students in the three conditions mentioned (pre, during and post pandemic), after having passed a circumstance as dire as social isolation due to COVID-19. References 1. Barrionuevo Vidal, M. B. (2021). Aulas híbridas y bimodalidad: entornos integrados de aprendizajes. Noveduc libros. 2. Lovón Cueva, M. A., Cisneros Terrones, S. A. (2020). Repercusiones de las clases virtuales en los estudiantes universitarios en el contexto de la cuarentena por COVID19: El caso de la PUCP. Revista de psicología educativa, 8(3).
publishDate 2023
dc.date.none.fl_str_mv 2023-06
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2024-06-18T14:56:46Z
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dc.identifier.none.fl_str_mv 11th World Congress of Chemical Engineering (WCCE11). CABA, Argentina. 2023.
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identifier_str_mv 11th World Congress of Chemical Engineering (WCCE11). CABA, Argentina. 2023.
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dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
2024-06-18T14:56:46Z
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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Atribución (Attribution): En cualquier explotación de la obra autorizada por la licencia será necesario reconocer la autoría (obligatoria en todos los casos). No comercial (Non Commercial): La explotación de la obra queda limitada a usos no comerciales. Sin obras derivadas (No Derivate Works): La autorización para explotar la obra no incluye la posibilidad de crear una obra derivada (traducciones, adaptaciones, etc.).
eu_rights_str_mv openAccess
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http://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Atribución (Attribution): En cualquier explotación de la obra autorizada por la licencia será necesario reconocer la autoría (obligatoria en todos los casos). No comercial (Non Commercial): La explotación de la obra queda limitada a usos no comerciales. Sin obras derivadas (No Derivate Works): La autorización para explotar la obra no incluye la posibilidad de crear una obra derivada (traducciones, adaptaciones, etc.).
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