Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University
Abstract
:1. Introduction
2. Theoretical Background: Context, Previous Studies, and Possible Success Factors
2.1. Teaching Physics during the COVID-19 Pandemic
2.2. Physics for Computer Science and Programming Related Programs
2.3. Changes, Losses, and Gains in Learning Due to the COVID-19 Confinement
2.4. Teaching and Learning through the COVID-19 Pandemic to the ‘New Normal’ Era
2.5. Learning Styles, Personality, School Teaching Strategies, and Previous Technology Competencies as Success Learning Factors in Adapting to the COVID-19 Transitions
2.5.1. Learning and Teaching Styles Categorization in Higher Education
2.5.2. Personality as Academic Traits Identified in Higher Education
2.5.3. Technology Dominion in Hidden Curriculum and Its Impact on the Higher Education Success
2.5.4. Diversity in Teaching Strategies as a Measure of Inclusivity in Higher Education
2.5.5. Some Considerations on the Reliability of Learning styles and Personality Traits on the MBTI Scale
3. Research Questions and Objectives
Research Questions and Objectives
- (1)
- To analyze the computer science students’ outcomes and performances in the physics courses through the several stages of the COVID-19 pandemic.
- (2)
- To compare the student performance in those courses in the several sections and among the cohorts studying the courses to make sense of changes produced by the Covid-19 confinement and online education.
- (3)
- To analyze the students’ perception of the transition for the most recent cohort crossing the confinement period to the ‘New Normal’ period.
- (4)
- To characterize the behavior during the educative transition in terms of several possible academic traits reported in the literature.
4. Materials, Methods, and Data Collection
4.1. Groups of Analysis, Materials and Methods
4.2. Data Collection and Analysis
5. Raw Outcomes, Relevant Comparisons, and Factor Analysis
5.1. Comparative Analysis of Performance through Several Stages around COVID-19 Pandemic
5.2. Demographic Analysis of the Transitional Cohort Based on Learning Styles, Personality, the Hidden Curriculum, and perception of Teaching Strategies
5.2.1. Analysis of Learning Styles in the Transitional Cohort
5.2.2. Academic Personality Traits for the Transitional Cohort
5.2.3. Technology Hidden Curriculum for the Transitional Cohort
5.2.4. Variability in Teaching Strategies Perceived by the Transitional Cohort
5.3. Performance Analysed by Academic, Curriculum, and Personality Factors
5.3.1. Minimum Online Performance and Physics Course Final Grade versus Personality Traits
5.3.2. Affinity and Inclusivity versus Physics Course Final Grade
5.3.3. Adaptation and Teaching Quality Perceived versus Online Teaching Performance
5.3.4. Preference of Instruction and Physics Course Final Grade versus Online and Face-to-Face Performance
6. Discussion in Context and Outstanding Findings
- (1)
- Meaningful differences in the performances based on sub-periods and course sections.
- (2)
- Meaningful differences in performance as a function of personality traits and learning styles.
- (3)
- Meaningful differences in performance through the online and face-to-face learning periods.
- (4)
- Education preference conditioned the success in online education during COVID-19 confinement.
- (5)
- Academic traits and preferences conditioned the success of the return to face-to-face learning during the ‘New Normal’.
6.1. Meaningful Differences in Performances in Course Sections through Sub-Periods
6.2. Adaptive Success during COVID-19 Confinement and ‘New Normal’
6.3. Differences Perceived in Online and Face-to-Face Performances
6.4. Analysing Multifactorial Success of Online Education
6.5. Transition to ‘New Normal’ Period: Characterizing the Students and Their Response
6.6. Teaching Physics for Computer Science Students through the COVID-19 Stages: A Summary
7. Conclusions
7.1. Lessons through the Pandemic: Losses, Gains, and Challenges
7.2. Recommendations for the Practice
7.3. Future Work ad Final Remarks
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Abbreviations
BLT | Behavioural Learning Theory |
CBL | Challenge-Based Learning |
CCLT | Connective Learning Theory |
CGLT | Cognitive Learning Theory |
CNLT | Constructivist Learning Theory |
EDCF | European Digital Competence Framework |
LMS | Learning Management System |
MBTI | Myers–Briggs Type Indicator |
Appendix A. Higher Education Transition into ‘New Normal’
- (A)
- Teaching and learning styles
- (A.1)
- Categorization of your learning styleIt is believed that each person learns differently through certain stimuli, privileging particular approaches. None are good or bad; they are just how we like to do it.
- (Q1)
- What kind of information do you preferentially perceive when learning?
- 1
- External (Co): visions, sounds, physical sensations
- 2
- Internal (Ab): possibilities, hunches, intuitions
- (Q2)
- Through what sensory channel do you commonly perceive external information during learning?
- 1
- Visual (Vi): photographs, diagrams, graphs, experimental demonstrations
- 2
- Auditory (Au): words, sounds
- (Q3)
- When learning, what kind of information organization makes you feel most comfortable?
- 1
- Deductive (De): principles given, to deduce consequences and applications
- 2
- Inductive (In): facts and observations given, to infer principles
- (Q4)
- How do you prefer to process the information?
- 1
- Actively (Ac): by including in a physical activity or discussion
- 2
- Reflexive (Re): through introspection and abstraction
- (Q5)
- How do you progress towards the understanding a learning topic?
- 1
- Sequentially (Se): in small continuous and structured steps
- 2
- Globally (Gl): in leaps and bounds, suddenly towards the whole
- (A.2)
- Categorization of the teaching environmentHigher education and academic disciplines can privilege certain teaching styles that fit your learning experience to a lesser or greater degree.
- (Q6)
- In your current education, what kind of information is mainly emphasized by your teachers?
- 1
- Concrete (Co): based on facts
- 2
- Abstract (Ab): based on concepts or theories
- (Q7)
- What type of presentation of information is most common in your classes?
- 1
- Visual (Vi): photographs, diagrams, films, experimental demonstrations
- 2
- Verbal (Au): presentations, readings, discussions
- (Q8)
- How is the information organized in most of your classes?
- 1
- Inductively (In): phenomena guide learned principles
- 2
- Deductively (De): principles guide the learned phenomena
- (Q9)
- What kind of participation is promoted in most of your classes?
- 1
- Active (Ac): students talk, participate, and reflect
- 2
- Passive (Re): students see and hear
- (Q10)
- What kind of perspective is primarily provided by the information presented?
- 1
- Sequential (Se): step by step as a methodological procedure
- 2
- Global (Gl): the global context and its relevance are initially given
- (B)
- Personality
- (B.1)
- Categorization of your personalityIt is believed that certain personality traits can facilitate insertion and success in university life. The following statements are generic; they are how you approach certain aspects of your life in different situations.
- (Q11)
- What is your fanciful world?
- 1
- Extroversion (Ex): you focus on your external world
- 2
- Introversion (In): you focus on your inner world
- (Q12)
- What information do you privilege?
- 1
- Sensitive (Se): the basic information that comes from the outside
- 2
- Intuitive (It): the meanings and interpretation you generate of the information
- (Q13)
- How do you usually make decisions?
- 1
- Thinking (Th): based on logic and consistency
- 2
- Feeling (Fe): based on people’s opinion or special circumstances
- (Q14)
- When dealing with the outside world, how do you prefer to act?
- 1
- Judgment (Ju): based on consistent and final decisions
- 2
- Perception (Pe): being willing to change based on new information and choices
- (C)
- Technological competencesDifferent digital and computing technologies are classified. Read the statement to understand each one, and then evaluate your proficiency level in the following questions as accurately as possible.
- (i)
- Search for information and data (ID)It uses browsers and information search engines through keywords, information discrimination, and source validation. Likewise, to obtain specific data from public sources.Software examples: browsers, consultation of information bases and their download, precise search for specific information in viable sources.
- (ii)
- Communication and collaboration (CC)It refers to using applications to work and collaborate in groups creating solutions, content, or learning.Software examples: Word, Excel, Power Point, Canvas, Social networks, Zoom, Google docs.
- (iii)
- Creation of digital content (CD)It concerns the creation of web pages or associated materials published in an open or restricted form through servers, drives, and databases. These materials establish curated documents that have a communication or learning purpose.Software examples: Weebly, Word Press, Google Drive, Dropbox, and Applications to generate interactive activities.
- (iv)
- Computer security (CS)It refers to the operational mastery of computer security in terms of comprehensive password and privacy management, discrimination of information, and insecure access, management, and use of antivirus.Software examples: Antivirus, Multi-factor security in public applications, Privacy management.
- (v)
- Troubleshooting (TS)It concerns using specific software to handle information, processing it, and obtaining useful and analyzed information to solve technical problems.Software examples: Programming languages, specialized packaging (Matlab, Mathematica, PSpice, Catia, CAD, Programming languages.
- (C.1)
- Inventory of your level of proficiency in computer technologiesThen, the following domain levels are established for each dominion from lowest to highest.
- 1
- I identify concepts and strategies that would allow me to include this type of technology in classes
- 2
- I have the skills that would allow me to include these technologies in class.
- 3
- I can advise my classmates on the use of these technologies in class
- 4
- I am normally motivated to use this group of technologies in my class
- 5
- I think this type of technology is very significant in class, and I commonly use it
- Select for each one just the domain level (mastery) you consider you have in each group.
Domain & Level (Q15) ID (Q16) DC (Q17) CC (Q18) CS (Q19) TS 1 ◯ ◯ ◯ ◯ ◯ 2 ◯ ◯ ◯ ◯ ◯ 3 ◯ ◯ ◯ ◯ ◯ 4 ◯ ◯ ◯ ◯ ◯ 5 ◯ ◯ ◯ ◯ ◯
- (C.2)
- Inventory on the technological domain of your professors and institution
- Based on your general perception, evaluate the previous competencies for the institutional knowledge and your teachers in the same dominion levels used for you.
Domain & Level (Q20) ID (Q21) DC (Q22) CC (Q23) CS (Q24) TS 1 ◯ ◯ ◯ ◯ ◯ 2 ◯ ◯ ◯ ◯ ◯ 3 ◯ ◯ ◯ ◯ ◯ 4 ◯ ◯ ◯ ◯ ◯ 5 ◯ ◯ ◯ ◯ ◯
- (D)
- Teaching strategies
- An institution should promote strategies to diversify learning regarding organization, motivation, skills development, effective feedback, and reflection. It is crucial in the development of each student. Indicate which of the following practices are common and present in your institution. Select all those that apply.
(Q25) Learning organization Selection +0.5 A public study program is established □ +0.5 Study notes are provided □ (Q26) Motivation Selection +0.5 Discussion is promoted and reinforced about the value of learning □ +0.5 Examples of procedural contents are developed □ (Q27) Practice Selection +0.5 Tests are applied feed-backing to the student □ +0.5 Student is motivated to attend counseling individually □ +0.5 Procedural practice is promoted in small groups through some □ didactic technique +0.5 An applied project is included to be developed from the contents, □ but it includes other related learning or already dominated by the student (Q28) Feedback Selection +0.5 Homework feedback to students □ +0.5 Students receive recommendations in their participation or □ presentations (Q29) Metacognition Selection +0.5 Spaces for reflection are established in class □ +0.5 Self-assessment is promoted □ (Q30) Social learning Selection +0.5 Promotes social learning between activities with peers □ +0.5 Graded team activities are established □
- (E)
- Question about personal academic location
- (Q31)
- Currently, do you consider yourself already in the main line of learning about your career development?
- 1
- Yes, I am already studying subjects related to my career
- 2
- No, most of them are still basic and support courses corresponding to the common core
- (F)
- Academic stage during the COVID-19 confinement
- (Q32)
- Performance in the online teaching model: Which of the following phrases best describes your academic self-assessment during the lockdown period?
- 1
- I failed more than three courses due to poor performance
- 2
- I failed at least one course due to poor performance
- 3
- I dropped out at least one course due to poor performance in the same course
- 4
- I passed all my courses, but I estimate that I was below the average performance of my classmates
- 5
- I passed all my courses and I estimate that I was above the average performance of my classmates without being from the group with the best dominion of the contents
- 6
- I passed all my courses, and I consider that I was in the top of the students with the highest performance in most of them
- (Q33)
- Adaptation to online teaching model: Which of the following phrases best describes your adaptation self-assessment during the lockdown period?
- 1
- I was never able to adapt to online courses and had difficulty tracking activities and content proficiency
- 2
- I adapted to online courses, but I always felt lagging the performance I observed in my peers.
- 3
- I adapted well to online courses and felt as competent as most of my peers
- 4
- I adapted well to online courses and was normally from the most competent group of students in my courses
- (Q34)
- Teaching quality of online courses. During the period of confinement, which of the following phrases best describes your assessment of the teaching received?
- 1
- Most of the online classes were monotonous and without no variation of stimulus from one to the other.
- 2
- I had several outstanding online classes that varied the activities carried out, with what I think I could learn better.
- 3
- Most of my online classes had varied stimuli, making them attractive and allowing me to learn better.
- (Q35)
- I made the transition from high school to university during the period of confinement
- 1
- Yes
- 2
- No
- (G)
- Face-to-face academic stage after confinement
- (Q36)
- During the back-to-school period, which of the following phrases best describes your academic self-assessment?
- 1
- I have already dropped out of at least one course due to poor performance
- 2
- I failed at least one course due to poor performance
- 3
- I have passed all my courses so far, but I estimate that I have been below the average performance of my classmates.
- 4
- I have passed all my courses so far, and I estimate that I have been above the average performance of my classmates without being from the group with the best dominion of the contents
- 5
- I passed all my courses and I consider that I in the top 25% of the students with the highest performance in most of them
- (Q37)
- During the back-to-school period, which of the following phrases best describes your adaptation self-assessment?
- 1
- I have not been able to adapt to the face-to-face courses and I had difficulty monitoring activities and content mastery
- 2
- I adapted to the face-to-face courses, but I always felt lagging in relation to the performance I observed in my classmates
- 3
- I adapted well to the face-to-face courses and felt as competent as most of my peers
- 4
- I adapted well to face-to-face courses and was normally from the most competent group of students in my courses.
- (Q38)
- Comparing your online classes with your face-to-face classes, which of the following phrases best describes your assessment of the teaching received?
- 1
- Online classes have more advantages over the classes I receive in person to facilitate my learning
- 2
- Both classes, although of a different nature, have elements that facilitate my learning.
- 3
- Face-to-face classes have more advantages over classes I received online to facilitate my learning
Appendix B. Raw Data Obtained in the Questionnaire Application Together with Physics Course Grades
ID | Q1 | Q2 | Q3 | Q4 | Q5 | Q6 | Q7 | Q8 | Q9 | Q10 | Q11 | Q12 | Q13 | Q14 | Q15 | Q16 | Q17 | Q18 | Q19 | Q20 | Q21 | Q22 | Q23 | Q24 | Q25 | Q26 | Q27 | Q28 | Q29 | Q30 | Q31 | Q32 | Q33 | Q34 | Q35 | Q36 | Q37 | Q38 | Grade |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 1 | 5 | 3 | 4 | 3 | 3 | 5 | 5 | 5 | 5 | 5 | 1 | 1 | 0.75 | 1 | 1 | 1 | 2 | 2 | 3 | 2 | 1 | 4 | 3 | 3 | 78 |
2 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 2 | 1 | 4 | 1 | 5 | 4 | 1 | 5 | 1 | 5 | 2 | 1 | 0.5 | 0.5 | 1 | 0.5 | 0.5 | 2 | 5 | 3 | 2 | 1 | 4 | 3 | 3 | 98 |
3 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 3 | 4 | 5 | 2 | 1 | 3 | 2 | 4 | 5 | 1 | 0.5 | 1 | 1 | 0.5 | 1 | 2 | 5 | 2 | 2 | 1 | 4 | 3 | 2 | 98 |
4 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 6 | 4 | 3 | 1 | 4 | 3 | 2 | 98 |
5 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 5 | 4 | 3 | 1 | 1 | 2 | 5 | 4 | 3 | 0.5 | 0.5 | 0.25 | 0.5 | 0.5 | 0.5 | 2 | 6 | 2 | 1 | 1 | 4 | 2 | 3 | 99 |
6 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 4 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 1 | 1 | 0.75 | 1 | 0.5 | 1 | 1 | 5 | 3 | 1 | 1 | 4 | 3 | 3 | 81 |
7 | 2 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 3 | 5 | 2 | 1 | 4 | 4 | 3 | 2 | 1 | 5 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 5 | 2 | 1 | 1 | 3 | 1 | 2 | 90 |
8 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 1 | 3 | 5 | 4 | 2 | 1 | 3 | 2 | 5 | 4 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 2 | 5 | 4 | 2 | 1 | 3 | 2 | 1 | 90 |
9 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 2 | 1 | 4 | 5 | 2 | 3 | 1 | 5 | 2 | 4 | 3 | 0.5 | 0.5 | 0.75 | 1 | 0.5 | 0.5 | 2 | 6 | 3 | 3 | 1 | 5 | 3 | 2 | 99 |
10 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 3 | 5 | 4 | 4 | 3 | 2 | 5 | 1 | 1 | 0.5 | 0.75 | 1 | 0.5 | 0.5 | 2 | 5 | 2 | 1 | 1 | 4 | 3 | 3 | 98 |
11 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 4 | 5 | 3 | 1 | 2 | 2 | 1 | 3 | 5 | 4 | 1 | 0.5 | 0.5 | 0.5 | 1 | 0.5 | 2 | 5 | 3 | 3 | 1 | 4 | 2 | 2 | 94 |
12 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 5 | 1 | 4 | 3 | 3 | 5 | 4 | 1 | 2 | 1 | 0.5 | 0.25 | 0.5 | 0.5 | 0.5 | 2 | 4 | 2 | 3 | 1 | 4 | 2 | 2 | 92 |
13 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 3 | 4 | 5 | 1 | 1 | 3 | 5 | 4 | 2 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 2 | 5 | 2 | 1 | 1 | 3 | 3 | 2 | 89 |
14 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 2 | 4 | 3 | 5 | 4 | 3 | 5 | 1 | 2 | 0.5 | 1 | 1 | 0.5 | 0.5 | 1 | 2 | 4 | 2 | 1 | 1 | 4 | 3 | 3 | 96 |
15 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 3 | 4 | 5 | 3 | 2 | 1 | 4 | 5 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 2 | 4 | 3 | 2 | 1 | 4 | 3 | 2 | 91 |
16 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 1 | 2 | 3 | 5 | 4 | 1 | 3 | 5 | 2 | 4 | 1 | 1 | 0.5 | 1 | 0.5 | 1 | 2 | 5 | 2 | 2 | 1 | 4 | 2 | 3 | 95 |
17 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 1 | 5 | 2 | 4 | 3 | 5 | 2 | 3 | 4 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 5 | 2 | 2 | 1 | 4 | 2 | 3 | 98 |
18 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 4 | 5 | 3 | 2 | 4 | 2 | 5 | 1 | 3 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 2 | 4 | 3 | 1 | 1 | 3 | 2 | 2 | 94 |
19 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 1 | 2 | 1 | 2 | 2 | 3 | 4 | 1 | 5 | 1 | 2 | 3 | 4 | 5 | 0.5 | 0.5 | 1 | 0.5 | 0.5 | 0.5 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 56 |
20 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 5 | 2 | 5 | 3 | 5 | 5 | 5 | 5 | 5 | 1 | 1 | 0.75 | 0.5 | 0.5 | 1 | 2 | 4 | 2 | 2 | 1 | 4 | 2 | 3 | 89 |
21 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 4 | 5 | 3 | 2 | 1 | 4 | 2 | 3 | 5 | 1 | 0.5 | 0.75 | 1 | 0.5 | 0.5 | 2 | 6 | 3 | 2 | 1 | 5 | 3 | 3 | 97 |
22 | 2 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 5 | 3 | 2 | 1 | 4 | 1 | 3 | 2 | 4 | 5 | 1 | 1 | 0.5 | 1 | 0.5 | 0.5 | 2 | 6 | 3 | 2 | 1 | 5 | 4 | 3 | 92 |
23 | 2 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 3 | 2 | 1 | 3 | 1 | 1 | 2 | 1 | 3 | 3 | 0.5 | 0.5 | 0.75 | 0.5 | 0.5 | 1 | 2 | 4 | 2 | 1 | 1 | 4 | 3 | 3 | 82 |
24 | 1 | 1 | 2 | 1 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 | 0.5 | 0.5 | 0.25 | 0.5 | 0.5 | 0.5 | 2 | 6 | 4 | 3 | 1 | 5 | 4 | 3 | 97 |
25 | 2 | 1 | 2 | 1 | 2 | 1 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 4 | 3 | 2 | 5 | 1 | 4 | 2 | 5 | 3 | 1 | 1 | 1 | 0.25 | 1 | 0.5 | 0.5 | 1 | 6 | 3 | 3 | 1 | 4 | 4 | 3 | 90 |
26 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 3 | 5 | 2 | 1 | 4 | 2 | 5 | 1 | 5 | 4 | 0.5 | 0.5 | 0.5 | 1 | 0.5 | 0.5 | 2 | 4 | 2 | 2 | 1 | 4 | 2 | 2 | 73 |
27 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 4 | 2 | 5 | 3 | 4 | 2 | 1 | 5 | 3 | 0.5 | 0.5 | 0.5 | 0.5 | 1 | 0.5 | 2 | 6 | 4 | 1 | 1 | 4 | 4 | 3 | 96 |
28 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 5 | 3 | 4 | 5 | 4 | 5 | 4 | 4 | 4 | 1 | 0.5 | 0.25 | 1 | 0.5 | 0.5 | 2 | 6 | 4 | 1 | 2 | 5 | 4 | 2 | 92 |
29 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 5 | 0.5 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | 1 | 6 | 3 | 2 | 1 | 3 | 2 | 3 | 88 |
30 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 3 | 1 | 5 | 4 | 2 | 2 | 3 | 5 | 4 | 1 | 1 | 1 | 0.75 | 1 | 0.5 | 1 | 2 | 6 | 4 | 2 | 1 | 4 | 2 | 2 | 96 |
31 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 5 | 4 | 1 | 3 | 2 | 1 | 3 | 2 | 5 | 4 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 2 | 5 | 3 | 1 | 1 | 4 | 3 | 3 | 92 |
32 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 5 | 5 | 5 | 5 | 5 | 3 | 5 | 5 | 3 | 5 | 0.5 | 0.5 | 0.25 | 0.5 | 0.5 | 0.5 | 2 | 6 | 3 | 2 | 1 | 4 | 4 | 2 | 97 |
33 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 1 | 2 | 5 | 3 | 2 | 1 | 4 | 3 | 2 | 98 |
34 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0.5 | 0.5 | 1 | 0.5 | 0.5 | 0.5 | 2 | 5 | 3 | 2 | 1 | 4 | 3 | 2 | 92 |
35 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 3 | 2 | 5 | 4 | 5 | 2 | 4 | 3 | 1 | 0.5 | 0.5 | 0.75 | 0.5 | 1 | 0.5 | 2 | 4 | 2 | 2 | 1 | 3 | 3 | 2 | 89 |
36 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 5 | 5 | 4 | 2 | 5 | 5 | 5 | 5 | 5 | 5 | 1 | 1 | 1 | 0.5 | 0.5 | 1 | 2 | 6 | 4 | 2 | 1 | 4 | 3 | 2 | 72 |
37 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 1 | 3 | 2 | 4 | 5 | 1 | 2 | 3 | 4 | 5 | 1 | 0.5 | 0.5 | 1 | 0.5 | 0.5 | 0.5 | 1 | 4 | 1 | 2 | 1 | 4 | 2 | 3 | 84 |
38 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 1 | 2 | 3 | 4 | 1 | 2 | 4 | 5 | 3 | 1 | 1 | 0.5 | 0.5 | 0.5 | 1 | 2 | 4 | 3 | 1 | 1 | 4 | 3 | 3 | 70 |
39 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 2 | 2 | 1 | 1 | 3 | 1 | 2 | 5 | 4 | 1 | 2 | 3 | 4 | 5 | 0.5 | 0.5 | 0.25 | 0.5 | 0.5 | 0.5 | 2 | 5 | 3 | 3 | 2 | 4 | 1 | 1 | 90 |
40 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 3 | 3 | 3 | 1 | 2 | 3 | 4 | 5 | 1 | 1 | 1 | 0.5 | 0.5 | 0.5 | 1 | 2 | 2 | 2 | 1 | 3 | 1 | 2 | 79 |
41 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 1 | 3 | 2 | 5 | 4 | 1 | 3 | 2 | 5 | 4 | 1 | 0.5 | 1 | 1 | 1 | 0.5 | 2 | 5 | 3 | 1 | 1 | 4 | 3 | 3 | 88 |
42 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 3 | 5 | 1 | 4 | 2 | 1 | 2 | 4 | 3 | 5 | 1 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 2 | 4 | 2 | 1 | 1 | 5 | 3 | 3 | 95 |
43 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 3 | 5 | 4 | 1 | 2 | 1 | 5 | 4 | 2 | 3 | 1 | 1 | 1 | 1 | 0.5 | 1 | 2 | 5 | 2 | 1 | 1 | 4 | 3 | 3 | 91 |
44 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 2 | 1 | 2 | 5 | 1 | 4 | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 0.5 | 2 | 5 | 3 | 2 | 2 | 2 | 1 | 1 | 57 |
45 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 1 | 5 | 4 | 2 | 3 | 1 | 2 | 1 | 3 | 4 | 5 | 0.5 | 1 | 0.75 | 0.5 | 0.5 | 0.5 | 1 | 5 | 2 | 1 | 1 | 4 | 3 | 3 | 96 |
46 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 5 | 1 | 4 | 3 | 2 | 4 | 2 | 3 | 1 | 5 | 0.5 | 0.5 | 0.75 | 1 | 0.5 | 1 | 2 | 3 | 1 | 2 | 2 | 2 | 4 | 1 | 27 |
47 | 2 | 1 | 2 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 4 | 4 | 5 | 1 | 1 | 1 | 3 | 3 | 3 | 0.5 | 0.5 | 0.25 | 0.5 | 0.5 | 0.5 | 1 | 4 | 3 | 1 | 1 | 4 | 3 | 3 | 97 |
48 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 5 | 5 | 1 | 1 | 1 | 2 | 3 | 1 | 1 | 1 | 1 | 1 | 0.5 | 1 | 2 | 6 | 4 | 2 | 1 | 5 | 3 | 2 | 100 |
49 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 3 | 1 | 2 | 4 | 4 | 1 | 3 | 2 | 5 | 1 | 0.5 | 0.5 | 1 | 0.5 | 0.5 | 1 | 5 | 3 | 2 | 1 | 4 | 2 | 2 | 91 |
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Cohort | Cohort 1: | Fall 2019 | Cohort 2: | Fall 2020 | Cohort 3: | Fall 2021 | |||
---|---|---|---|---|---|---|---|---|---|
Course | Sub-Period | Semester | Studs | Sub-Period | Semester | Studs | Sub-Period | Semester | Studs |
Kinematics–Dynamics | AD2019-1 | 1 | 51 | AD2020-1 | 1 | 56 | AD2021-1 | 1 | 62 |
Conservation laws | AD2019-2 | 1 | 49 | AD2020-2 | 1 | 63 | AD2021-2 | 1 | 54 |
Electricity | - | - | - | FJ2021-1 | 2 | 59 | FJ2022-1 | 2 | 57 |
Electromagnetism | - | - | - | FJ2021-2 | 2 | 58 | - | - | - |
D. F. | Sum of Squares | Mean Sq | F-Ratio | p-Value | |
---|---|---|---|---|---|
Section | 3 | 101,215.0 | 33,738.2 | 90.0129 | |
Pandemic sub-period | 8 | 64,844.4 | 8105.54 | 21.6255 | |
Error | 2020 | 757,126.0 | 374.815 | ||
Total | 2031 | 923,185.0 |
D. F. | Sum of Squares | Mean Sq | F-Ratio | p-Value | |
---|---|---|---|---|---|
Learning style | 13 | 0.9215 | 0.0709 | 1.9749 | 0.0331 |
Pandemic stage | 1 | 0.0006 | 0.0006 | 0.0178 | 0.8943 |
Error | 83 | 2.9791 | 0.0359 | ||
Total | 97 | 3.9011 |
D. F. | Sum of Squares | Mean Sq | F-Ratio | p-Value | |
---|---|---|---|---|---|
Personality trait | 10 | 0.5923 | 0.0593 | 1.5397 | 0.1393 |
Pandemic stage | 1 | 0.0006 | 0.0006 | 0.0166 | 0.8978 |
Error | 86 | 3.3082 | 0.0385 | ||
Total | 97 | 3.9011 |
D. F. | Sum of Squares | Mean Sq | F-Ratio | p-Value | |
---|---|---|---|---|---|
Learning style | 13 | 0.4473 | 0.0344 | 1.0240 | 0.4368 |
Pandemic stage | 1 | 0.0200 | 0.0200 | 0.5953 | 0.4426 |
Error | 83 | 2.7886 | 0.0336 | ||
Total | 97 | 3.2558 |
D. F. | Sum of Squares | Mean Sq | F-Ratio | p-Value | |
---|---|---|---|---|---|
Personality trait | 10 | 0.7397 | 0.0740 | 2.5487 | 0.0096 |
Pandemic stage | 1 | 0.0200 | 0.0200 | 0.6891 | 0.4088 |
Error | 86 | 2.4961 | 0.0290 | ||
Total | 97 | 3.2558 |
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Delgado, F. Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University. Educ. Sci. 2022, 12, 627. https://doi.org/10.3390/educsci12090627
Delgado F. Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University. Education Sciences. 2022; 12(9):627. https://doi.org/10.3390/educsci12090627
Chicago/Turabian StyleDelgado, Francisco. 2022. "Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University" Education Sciences 12, no. 9: 627. https://doi.org/10.3390/educsci12090627
APA StyleDelgado, F. (2022). Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University. Education Sciences, 12(9), 627. https://doi.org/10.3390/educsci12090627