Perceived Learning of Students During the Pandemic and Associated Contextual and Pedagogical Factors
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Date
2023
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Abstract
The research objective was to know the perceived learning of primary and secondary students during remote teaching and the contextual and pedagogical factors that explain said perception. A quantitative methodology based on the application of a survey was used. The survey, validated through a panel of experts, was applied to a non-probabilistic sample of 8,538 students (4,598 primary and 3,940 secondary) from the Araucania Region of Chile, who were selected based on their educational level and their attendance to public schools that agreed to be part of the study. The results allow us to determine that despite the change in teaching modality, more than a third of the students consider that they have learned a lot during the first year of the pandemic, being elementary school students from urban areas and with access to technology, who presented a more excellent perception of learning. The main pedagogical factors that explain the perceived learning are communication with teachers, attending classes by videoconference, responding to worksheets or assignments, and learning the subject autonomously using various resources. These results allow us to conclude that central aspects of the perceived learning during remote teaching in a pandemic were frequent interaction with teachers and accessing resources, both for accompanied and autonomous study. On the other hand, they confirm the disadvantage of students without Internet connectivity, particularly those from rural areas.
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Keywords
perceived learning remote education, COVID-19 K-12