Effect of the change from face-to-face to virtual models on academic performance
DOI:
https://doi.org/10.36958/sep.v6i2.206Keywords:
education, virtual, face-to-face, performance, effectAbstract
OBJECTIVE: to determine whether the implementation of the virtual academic model had an effect on academic performance. METHOD: a comparative analysis of databases of academic performance in Mathematics and Physics courses was carried out in face-to-face and virtual cycles. Normality tests were performed, defining the non-parametric Mann-Whitney U statistical test of rank comparison, for data processing. RESULTS: it was possible to establish that the data collections did not have a normal distribution in the yields achieved in the face-to-face and virtual models. The Mann-Whitney U statistic of significance found was 0.09, which is higher than the significance level of the test of 0.05, evidencing that the data distributions were statistically equal. CONCLUSION: The implementation of the virtual model does not show effect on academic performance. The new pedagogical and didactic dynamics implemented as well as the conditions of virtuality, allowed to maintain the performance levels of the face-to-face model.
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