Traditional Face-to-Face Educational Modality vs. Remote Face-to-Face: Its Impact on Academic Performance in the Context of the Covid 19 Pandemic

Abstract

The purpose of this research proposal was aimed at analyzing the existence of a significantly differential academic performance depending on the class modality: traditional face-to-face vs. remote face-to-face, in students of the psychology program, who were studying the subject of fundamentals of measurement and psychological evaluation in a higher education institution in the city of Barranquilla/Colombia. To achieve this objective, a study framed in the postpositivist paradigm was developed, based on quantitative, non-experimental, correlational, cross-sectional and field research. The sample consisted of 37 students, divided into two groups: Group 1 traditional face-to-face modality: 20 students and Group 2 remote face-to-face modality with an N of 17. For the analysis of the data, the t-test was applied, for independent samples, using the SPSS version 18 statistical package. The results allowed to establish the existence of a significantly higher academic performance that favors the group that studied the subject under the traditional face-to-face modality. Elements that could explain this superior performance under the traditional education format, have to do with low level of adaptability of those involved to this new way of developing the teaching-learning process, alteration and emotional management in the face of this new learning atmosphere, low experience and little preparation of students and the teacher to digital management and connection platforms for the development of classes from face-to-face remote, not having the right tools to be able to work effectively lowers the remote connection.