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dc.contributor.authorRuiz Carrasco, Khaty Giannina
dc.contributor.authorChamorro-Atalaya, Omar
dc.contributor.authorOlivares-Zegarra, Soledad
dc.contributor.authorAtoche-Wong, Raquel
dc.contributor.authorAnton-De los Santos, Marco
dc.contributor.authorFierro-Bravo, Maritte
dc.contributor.authorHuaman-Flores, Elio
dc.contributor.authorHuarcaya-Godoy, Madison
dc.contributor.authorChávez-Herrera, Carlos
dc.date.accessioned2022-09-26T21:39:36Z
dc.date.available2022-09-26T21:39:36Z
dc.date.issued2022
dc.identifier.issn1694-2116
dc.identifier.urihttps://hdl.handle.net/20.500.12867/5985
dc.description.abstractFaced with Covid-19, and the need to adapt to environments that guarantee continuity of educational service in the context of social distancing, many universities did not initially plan the mechanisms for adapting to the virtual modality adequately. Therefore, this period of transition to e-learning was characterised by a decrease in academic performance . This article reports on a study that focused on determining whether the transition from a classroom to a virtual teaching–learning model had an effect or influence on the academic performance of university students in mechanical and electrical engineering at a public university in Peru during the period 2018 to 2021. The purpose of the study was to ensure the quality of the education system in the face of the implementation of a hybrid mode of teaching. Methodologically, a descriptive type of investigation and longitudinal non-experimental design were undertaken. The research methodology followed a hypothetical-deductive approach. The number of participants was 157 and a registration form was used to collect data on the indicators that made up the academic performance variable. The results reveal that the switch to a virtual teaching–learning modality significantly influenced the academic performance of the students. Student’s t-test found a significance equal to 0.000. Passing grades were achieved by 98.57% of students under the virtual teaching–learning modality, compared to 68.4% under classroom learning.es_PE
dc.formatapplication/pdfes_PE
dc.language.isoenges_PE
dc.publisherSociety for Research and Knowledge Managementes_PE
dc.relation.ispartofseriesInternational Journal of Learning, Teaching and Educational Research;vol. 21, n° 7, pp. 366-378
dc.rightsinfo:eu-repo/semantics/openAccesses_PE
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/es_PE
dc.sourceRepositorio Institucional - UTPes_PE
dc.sourceUniversidad Tecnológica del Perúes_PE
dc.subjectOnline educationes_PE
dc.subjectCOVID-19 and Educationes_PE
dc.subjectStudent performancees_PE
dc.subjectUniversity studentses_PE
dc.titleAcademic performance before and during the state of emergency due to COVID-19: analysis from the perspective of distance educationes_PE
dc.typeinfo:eu-repo/semantics/articlees_PE
dc.identifier.journalInternational Journal of Learning, Teaching and Educational Researches_PE
dc.identifier.doihttps://doi.org/10.26803/ijlter.21.7.19
dc.subject.ocdehttps://purl.org/pe-repo/ocde/ford#5.03.01es_PE
dc.description.sedeCampus Lima Nortees_PE
dc.publisher.countryMRes_PE
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_PE


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