The Impacts of COVID-19 on Technological and Polytechnic University Students in Mexico
Abstract
:1. Introduction
1.1. Theoretical Framework
1.2. Gender Impact during COVID-19
1.3. Objectives
- To determine if there were significant differences according to gender in the physical, emotional, and health affectations derived from COVID-19 in the TU and PU students.
- To identify the main factors that affected the academic performance of the TU and PU students during the pandemic.
1.4. Hypothesis
2. Problem Statement
3. Methodology
- Step 1: Field work planning.
- Step 2: Definition of stakeholders and institutions.
- Step 3: Development and validation of data collection instrument.
- Step 4: Application of the data collection instrument.
- Step 5: Data analysis.
- Step 6: Elaboration of the final report and proposal of strategies to improve the educational process.
3.1. Data Collection Instrument
3.2. Participants
4. Results
4.1. Analysis of Student Evaluation Instrument
4.2. Statistical Analysis
5. Discussion
6. Conclusions
Recommendations or Further Studies
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Q1. Mention your affiliation | ||
Q2. What academic program do you study | ||
Q3. Gender | Male | Female |
16–18 years | ||
19–21 years | ||
Q4. Age Range | 22–24 years | |
25–27 years | ||
28 or more | ||
Strongly Agree | ||
Agree | ||
Q5. Do you agree in taking your classes online | Neither agree nor disagree | |
Disagree | ||
Strongly disagree | ||
Excellent | ||
Good | ||
Q6. How adequate is the space where you take your virtual classes | Regular | |
Pour | ||
Bad | ||
Desktop computer | ||
Q7. What are the technological devices you mostly used to take your virtual classes | Laptop | |
Cellphone | ||
Tablet | ||
Too much | ||
Q8. Does internet connectivity speed affect your performance when taking virtual classes | More or less | |
A little | ||
Nothing | ||
Excellent | ||
Good | ||
Q9. How do you consider the interaction with your peers during virtual classes | Regular | |
Pour | ||
Null | ||
Happy | ||
Cheerful | ||
Q10. How would you describe your mood being with your family while taking classes | Sad | |
Bored | ||
Stressed | ||
Strongly Agree | ||
Agree | ||
Q11. Do you feel that your family requires psychological support to continue their lives during the pandemic | Neither agree nor disagree | |
Disagree | ||
Strongly disagree | ||
Strongly Agree | ||
Agree | ||
Q12. How much you agree that taking virtual classes facilitates teaching and learning | Neither agree nor disagree | |
Disagree | ||
Strongly disagree | ||
Take face-to-face classes | ||
Take virtual classes in a platform | ||
Q13. What option do you consider to be the best to take classes | Some virtual ones and other ones face-to-face | |
Practical subjects in face-to-face mode | ||
Theoretical subjects in virtual mode | ||
Happy | ||
Cheerful | ||
Q14. How have you felt taking all your classes in virtual mode (all shift) | Sad | |
Bored | ||
Stressed | ||
Q15. What is the mean you used to communicate with teachers | Chat in the institutional platform | |
Facebook Call | ||
much | ||
It influences too | ||
influences a lot | ||
Q16. How does the lack of technological devices (computer, cell phone, tablet, laptop, Internet), influences your academic performance | It influences More or less | |
It influences a little | ||
It does not influence anything | ||
Always | ||
Almost always | ||
Q17. Do teachers use the platform correctly to give their virtual classes | Regularly | |
Little | ||
Never | ||
Happy | ||
Normal | ||
Q18. Your prediminantly mood during the pandemic is | Sad | |
Depressive | ||
Stressed | ||
Less than $5,000.00 | ||
From $5,000.00 to $10,000.00 | ||
Q19. How much have you invested in the purchase of technological equipment to take your virtual classes | than $10,000.00 to $15,000.00 | |
than $15,000.00 to $20,000.00 | ||
More than $20,000.00 | ||
Too much | ||
Q20. The confinement situation has generated expenses in the payment of services (Internet, electricity, water) | Regular | |
A little | ||
Not frequent at all | ||
Very often | ||
Frequently | ||
Q21. How often do you participate in meetings with friends through virtual media | Regularly | |
Rarely | ||
Not at all | ||
Strongly Agree | ||
Agree | ||
Q22. Has the pandemic situation generated additional expenses that affect your economy | Neither agree nor disagree | |
Disagree | ||
Strongly disagree | ||
Confirmed COVID-19 | ||
Suspected COVID-19 | ||
Q23. Your health condition regarding COVID-19 is | Negative COVID-19 | |
Symptoms related to COVID-19 | ||
None of the above | ||
Q24. Have you suffered the loss of a family member due to COVID-19 | Yes | No |
Q25. Mention any educational strategy (activities, exercises, etc.) that helps the teacher to improve performance in their virtual classes |
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Effects | Description |
---|---|
General | Contains four questions, including: affiliation, academic program, gender, and age of students (Q1-Q4). |
Academic | It consists of eight questions to know about the use of the platforms, the space available to attend classes, and the technological devices used (Q5, Q6, Q7,Q8, Q12, Q13, Q16, Q17). |
Social | Three questions about virtual sessions and their interaction with teachers and classmates (Q9, Q15, Q21). |
Emotional | Four questions to learn students’ moods (Q10, Q11, Q14, Q18). |
Economic | Three questions related to the costs of general services and expenses generated by the pandemic (Q19, Q20,Q22). |
Health | Two questions to know the health condition and whether they have lost any relatives because of COVID-19 (Q23, Q24). |
Effects | Responses |
---|---|
Academic | 39% of students do not have any concern taking their classes online. 41% of students agreed with having online classes through a platform. 17% of students surveyed do not have a space to take their classes, while 44% of students have an adapted space to take their classes. 58% of respondents do not have internet connection. 47% of students do not agree that virtual classes facilitate the teaching–learning process. 59% of students say that the best option to take classes is face-to-face. Most students believe that their teachers use the platform properly to teach their virtual classes. Teachers have received emergent training for the proper use of virtual educational. |
Social | 55% of students perceived that there is no need for regulating coexistence between peers during their virtual classes. More than half of the students who responded to the questionnaire stated that they had participated in social gatherings more than once. |
Emotional | 30% say they were stressed. 15% state that their family requires psychological support. This result is directly related to university students who experience stress or have lost a relative due to COVID-19. 52% of students have experienced stress. The most prevalent response among the university student community is that related to a normal state of mind, referring to a student community as calm or comfortable, or a comfortable environment that allows them to carry out pending activities, whether family or personal, considering social preventive measures to avoid contagions and probabilities of family losses due to the COVID-19 pandemic. |
Economic | 84% of students have invested up to 10 thousand MXN purchasing technological devices to take their virtual classes. The confinement situation has generated expenses in the payment of services (internet, electricity, water, etc.). The vast majority of the student population has increased their expenses for services during the pandemic. 78% of students have had additional expenses that affect their economy. |
Health | 64% of students have had no symptoms of COVID-19. 22% of students have suffered the loss of a family member because of COVID-19. |
Q10 | Q14 | Q18 | |
---|---|---|---|
Bored | 0.59375 | 0.5981982 | 0.7434211 |
Happy | 0.9319899 | 0.8464286 | 1.3523316 |
Stressed | 1.461039 | 1.4574976 | 1.3322034 |
Cheerful | 1.2275862 | 0.7466667 | 0.9292557 |
Sad | 1.1190476 | 1.2803738 | 1.2598425 |
Q10 | Q14 | Q18 | |
---|---|---|---|
Statistic | 107.32 | 156.51 | 45.957 |
p-value | <2.2 × 10 | <2.2 × 10 | 2.514 × 10 |
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Share and Cite
Vital López, L.; Zamora-Antuñano, M.A.; Cruz-Pérez, M.A.; Rodríguez Reséndíz, J.; Fuentes Ramírez, F.; Paredes García, W.J.; Rodríguez Reséndiz, H.; Cruz Ramírez, M.; García García, R. The Impacts of COVID-19 on Technological and Polytechnic University Students in Mexico. Sustainability 2022, 14, 6087. https://doi.org/10.3390/su14106087
Vital López L, Zamora-Antuñano MA, Cruz-Pérez MA, Rodríguez Reséndíz J, Fuentes Ramírez F, Paredes García WJ, Rodríguez Reséndiz H, Cruz Ramírez M, García García R. The Impacts of COVID-19 on Technological and Polytechnic University Students in Mexico. Sustainability. 2022; 14(10):6087. https://doi.org/10.3390/su14106087
Chicago/Turabian StyleVital López, Lourdes, Marco Antonio Zamora-Antuñano, Miguel Angel Cruz-Pérez, Juvenal Rodríguez Reséndíz, Fabiola Fuentes Ramírez, Wilfrido Jacobo Paredes García, Hugo Rodríguez Reséndiz, Marisela Cruz Ramírez, and Raul García García. 2022. "The Impacts of COVID-19 on Technological and Polytechnic University Students in Mexico" Sustainability 14, no. 10: 6087. https://doi.org/10.3390/su14106087