Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. pp 53-67
DOI https://doi.org/10.31876/er.v6i42.825
Factors affecting student academic performance during the
pandemic in MOD. COMPUTING: ICT applied to the
projects
Factores que afectan el rendimiento académico de los estudiantes durante la
pandemia en MOD. COMPUTACIÓN: TIC aplicadas a los proyectos
Chriselle Domenica Espinar*
Astrid Rivera Muñoz*
Elian Diaz*
Helen Pineda Vargas*
Received: June 09, 2021
Approved: March 30, 2022
* Bachelor's Degree, Universidad de Guayaquil,
Ecuador chriselle.espinarc@ug.edu.ec,
https://orcid.org/0000-0003-1273-811X
* Bachelor's Degree, Universidad de Guayaquil,
Ecuador, astrid.riveram@ug.edu.ec,
https://orcid.org/0000-0001-9374-7514
* Bachelor, Universidad de Guayaquil, Ecuador,
elian.diazr@ug.edu.ec https://orcid.org/0000-
0002-5266-3848 https://orcid.org/0000-0002-
5266-3848
* Bachelor's Degree, Universidad de Guayaquil, ,
Ecuador, helen.pinedav@ug.edu.ec,
https://orcid.org/0000-0003-4093-2446
Abstract
During the pandemic (COVID-19) an influential factor in
academic performance may have an origin predominantly in
internet access, however, it is not the only one, since there are
many more factors that directly or indirectly affect academic
performance in university students. This study was conducted
during the first semester of the academic year 2021- 2022 in
order to analyze relationships between; Factors affecting
academic performance, Psychological reactions generated by
classes in the virtual modality and Academic performance during
the pandemic. It was shown that certain external and
psychological factors such as: not having a well-equipped
learning space, group work or overload of tasks in virtual
platforms manage to affect academic performance negatively.
Keyword:
Academic performance; online modality; teaching-
learning process; COVID19.
Cite this:
Espinar, C., Rivera, A., Diaz, E.,
Pineda, H. (2022). Factors affecting
student academic performance
during the pandemic in MOD.
COMPUTING: ICT applied to the
projects. Espirales. Revista
Multidisciplinaria de investigación
científica, 6(42), 53-67
Factors affecting student academic performance during the pandemic in MOD. COMPUTING: ICT applied to the
projects
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. Pp 53-67
54
Introduction
Currently, due to the pandemic (COVID-19), a series of far-reaching changes have
occurred in all aspects and sectors of today's society such as health, economy, politics
and education. At the same time, the pandemic has brought innovation in each of these
areas in order to adjust to today's reality. Within education it is important to recognize
that thanks to the pandemic the paradigm of learning has shifted globally from learning
within institutions to the use of technology in online classes, providing a learning
opportunity accessible to all and not only within a classroom. (Cahoon et al., 2021).
However, these new adaptations have led to drastic decisions and measures that have
greatly affected the performance of students and teachers in the education sector
worldwide. In this sense Zierer (2021) mentions that the result of these decisions with
respect to academic performance in both young people and children is an appealing
particularity from a pedagogical point of view, considering that it has been a significant
event in society and history.
Undoubtedly, the pandemic has also generated enormous difficulties at the
international and national levels, consequently, local and national governments have
worked hard to detect and put an end to several of the problems that have arisen in
some educational scenarios and that influence the development of skills in students.
However, in the Ecuadorian context Mcaleavy et al. (2021) in his recent research, he
mentions that some institutions have remained closed because Corvid-19 infection rates
have been high, so it has not been possible to assess the success of the solutions
proposed in this scenario.
On the other hand, since March 2020 Covid-19 has had a profound impact on
universities in particular, Montacute and Holt-white (2021) they report that many
Resumen
Durante la pandemia (COVID-19) un factor influyente en el
rendimiento académico puede tener un origen
predominantemente en el acceso a internet, sin embargo, no es
el único, puesto que existen muchos más factores que afectan
de manera directa o indirecta al rendimiento académico en
estudiantes universitarios. Este estudio se realizó durante el
primer semestre del año académico 2021- 2022 con el fin de
analizar relaciones entre; Factores que afectan al rendimiento
académico, Reacciones psicológicas generadas por las clases en
la modalidad virtual y Rendimiento académico durante la
pandemia. Se mostró que ciertos factores externos y
psicológicos tales como: no tener un espacio de aprendizaje bien
equipado, trabajos grupales o sobrecarga de tareas en
plataformas virtuales logran afectar al rendimiento académico de
forma negativa.
Palabras clave:
Rendimiento académico; modalidad en línea;
Proceso de enseñanza-aprendizaje; COVID19.
Chriselle Domenica Espinar, Astrid Rivera Muñoz, Elian Diaz, Helen Pineda Vargas
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. pp 53-67
55
Institutes from 2020 to 2021 have modified their academic offerings, which involved
college closures, sanitary control measures, online and hybrid classes.
This inescapably caused the teaching-learning process, students' performance and even
teachers' pedagogy to be rapidly altered. As a result, the rapid transition Başal and
Eryılmaz (2021). concluded that many teachers did not have sufficient knowledge in
online education, which in turn made it difficult for them to practice in the classroom
and create a learning environment that consistently engages high student performance.
From the perspective of (Oviedo, 2021) currently knows well that "Abruptly, the
coronavirus parted waters and on one shore were those who could continue with their
classes and on the other, those who did not have that opportunity." (p.219). It is thus
understood that virtuality during the pandemic opened the way to active spaces for
communication and learning, but it also gave way to the existence of limitations for
some students, so that certain determining factors that may affect academic
performance in university students are evident.
In addition, online classes in higher education at a certain point require having at least
one computer to carry out the activities to be performed synchronously or
asynchronously. Therefore, they emphasize that the "[. Cencia-Crispín et al. (2021).
emphasize that "[...] online education is electronically supported learning, which relies
on the Internet for teacher/student interaction and distribution of class materials beyond
the university campus." (p.351). However, the reality is different and shows that at the
University of Guayaquil many students who are in computer modules only have a mobile
device, which is often uncomfortable for conducting class activities.
For this reason it is important to take into account that, when these virtualization
processes are carried out within educational processes in universities together with the
new adaptations, they cause fragmentation in the interaction and participation between
teacher and student, which may have its origin predominantly in Internet access,
although this is well known, at present it is not the only cause of this problem. For
example, they indicate that it is essential to understand how to work with MALGANOVA
et al. (2021) indicate that it is essential to understand how to work with pedagogical
resources that are well processed by students at home, among others.
Therefore, there is a need to determine and expose those factors that in some way
influence academic performance. In the present work, the problem formulated is: What
are the factors that affect the performance of university students during the pandemic,
having as objective to expose the determining factors that can influence the
performance of students in times of pandemic, in order to identify those that can affect
in a negative way and thus improve the academic performance of students during the
pandemic in MOD. COMPUTATION: ICT applied to projects, in the career of Pedagogy
of History and Social Sciences at the University of Guayaquil.
Factors affecting student academic performance during the pandemic in MOD. COMPUTING: ICT applied to the
projects
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. Pp 53-67
56
Likewise, this article aims to propose participatory activities to improve the academic
performance of university students in online classes. Taking into consideration that
virtuality in universities, the situation becomes a little more complex since, although the
responsibility for good academic performance is assumed by each student, there is a
lack of answers that show this good performance in online learning. (Arias, 2021). Since,
universities should also take a significant role in the implementation of dynamic spaces
that strengthen student achievement in online classes, as this would generate greater
commitment, participation and better results. Additionally, this article suggests
reflecting on the academic pedagogical efficiency of students at the University of
Guayaquil, including motivation and activities with the use of educational resources in
online classes.
Materials and methods
In this research the sample is composed of a total of 42 university students of the third
module of computer science between 17 and 30 years of age. A convenience sampling
was used, from 7 different degrees and branches of knowledge corresponding to the
University of Guayaquil. The participants were students of the following degrees:
Pedagogy in Languages and Literature (31%), Psychology (19%), Pedagogy of History
(17%), Basic Education (10%), Pedagogy in Mathematics and Physics (9%), Initial
Education (7%), and Pedagogy of Languages (7%). Table 1 shows the distribution of the
sample according to the variables age and degree.
Table 1.
Number of students by degree and age
Qualification
Number
Basic education
1
Total Basic education
Initial Education
1
Total Initial Education
Pedagogy of History
1
Total Pedagogy of History
Language Pedagogy
Total Language Pedagogy
Pedagogy in Language and Literature
1
Total Pedagogy in Language and Literature
Pedagogy in Mathematics and Physics
Total Pedagogy in Mathematics and Physics
Psychology
Total Psychology
Grand total
42
Chriselle Domenica Espinar, Astrid Rivera Muñoz, Elian Diaz, Helen Pineda Vargas
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. pp 53-67
57
In order to fulfill the research question: What are the factors that affect the performance
of university students during the pandemic? a survey designed with 10 closed questions
on a Likert-type ordinal scale was applied concerning academic performance where the
participants have the option to select with scores from 1 to 5, being 1-never; 2-rarely;
3-sometimes; 4-almost always; 5-always and satisfaction; very satisfied; satisfied;
dissatisfied; dissatisfied; very dissatisfied, corresponding to each of the listed questions.
During the drafting of the questionnaire, certain questions were eliminated and
modified in order to obtain better results when using the measuring instrument and to
achieve an acceptable level of reliability.
Subsequently, based on the answers obtained from the sample, the following points
would be collected: (1) Degree of satisfaction with virtual classes. (2) Influence of virtual
classes on academic performance. (3) Perceived academic performance before and after
virtuality. (4) Possibility of improving academic performance in virtuality. (5)
Psychological reactions experienced during the virtual modality. (6) Situations that
frequently disturb students in the virtual modality.
This research has a quantitative approach with qualitative analysis of the results and an
exploratory-descriptive scope since it seeks to investigate and analyze factors that may
affect academic performance in university students during the pandemic. The data
collection was carried out within the academic schedule established by the University
and in the virtual classrooms, each student of the different careers was informed that
the data collected would be used only for academic purposes, so their intervention in
this research was completely anonymous and voluntary.
On the other hand, the data collection was carried out in the fifth week of the first unit
for the following reasons; (1) during this week the evaluations have not yet begun, so
the possibility that the student relates stress or anxiety with the exam period is ruled
out, (2) in this way the students can identify some possible reactions produced by taking
their university studies in the virtual modality and produce more accurate results with
respect to academic performance.
The survey was administered and sent online to the participants of the different careers,
in a group created for academic purposes and under the supervision of the teacher in
charge, since it offers easy accessibility to obtain information from the sample during
the pandemic. Each student participated freely and voluntarily after communicating the
purpose of disclosing the results of the survey in the research, subsequently it was
indicated that a student would be designated to clarify any doubts that might arise.
When collecting the data and carrying out the respective analysis of the results of the
student survey, with the purpose of detecting the factors affecting the academic
performance of students during the pandemic, several graphs were designed to know
the percentage of each of the response options. The analysis is expressed below
indicating the percentages in the most representative answers for each question, where
many of the alternatives were Yes and No. Additionally, alternatives such as: Never,
Factors affecting student academic performance during the pandemic in MOD. COMPUTING: ICT applied to the
projects
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. Pp 53-67
58
Rarely, Sometimes, Almost always and Always were added, linking the answers with
each of the stipulated variables in order to satisfactorily fulfill the research objectives.
Results
The intention of this research is to observe and analyze the relationships that exist
between; Factors affecting academic performance, psychological reactions generated
by classes in the virtual modality and the academic performance of university students
during the pandemic (COVID-19). This study was conducted during the first semester
of the academic year 2021- 2022. The following tables and graphs show the results of
this research.
Figure 1.
Pandemic as a factor influencing academic performance.
The information provided in Graph 1 positions the pandemic as a factor influencing or
not influencing the academic performance of the students surveyed, reflecting a
statistically significant result. Seventy-six percent of the surveyed population recorded
that "Yes" they consider the pandemic to have been a factor by which their academic
performance has been influenced, regardless of whether favorably or unfavorably, while
24% of the students consider the pandemic "No" to have intervened at all in their
academic performance.
Chriselle Domenica Espinar, Astrid Rivera Muñoz, Elian Diaz, Helen Pineda Vargas
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. pp 53-67
59
Figure 2.
Study space equipped to successfully fulfill academic obligations.
Fifty-seven percent of the students surveyed stated that their space has all the necessary
materials to carry out their tasks; however, 43% of the students commented that they
do not have a well-equipped study space. Thus, Graph 2 shows that although the
majority of the population has a well-equipped study space with everything necessary
to fulfill their tasks and responsibilities as students, there is still a significant percentage
that does not have the basic study materials, which can be a crucial factor that influences
academic performance.
Table 2
. Level of student satisfaction during the pandemic in virtual classes
Satisfaction level in virtual classes
Items
No.
%
Very satisfied
Satisfied
Dissatisfied
Very dissatisfied
5
TOTAL
42
The level of satisfaction of the surveyed population with respect to virtual classes was
found. In which 52% of the surveyed students responded that they feel satisfied with
the aforementioned modality, while 33% register that they feel dissatisfied with this form
of work. 10% of the population belongs to those who feel very satisfied and 5% of the
students register feeling very dissatisfied with the virtual modality. However, 88% of the
students stated that the teaching strategies in the virtual modality could be improved
No Sí
Total
18 24
43%
57%
Factors affecting student academic performance during the pandemic in MOD. COMPUTING: ICT applied to the
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in order to guarantee a better academic performance, while 12% belong to the
population that chose "No" as an answer to the question of improving the strategies.
These responses can be interpreted in such a way that the surveyed population thinks
that an improvement in the teaching strategies during the pandemic could be
beneficial, since there is still a large percentage of students who feel dissatisfied with
the virtual modality.
Table 3.
Academic performance of students before the pandemic and currently.
Academic performance
level
Currently
No.
%
No.
%
1.
Very good
2.
Good
3.
Regular
5
4.
Malo
0
0
1
5.
Very bad
0
0
0
0
TOTAL
42
42
Within the data shown in Table 3 we can see that 15 people considered their academic
performance to be Very Good before virtuality in contrast to the number of people who
currently consider their academic performance to be Very Good. The figure dropped to
9 people who, although they may be the same, may also fall into this category people
who previously considered their performance to be Good or Fair. In other words, there
may be people whose performance has been positively affected by virtuality.
The number of people who considered their academic performance as Good before
virtuality was 22. In relation to the number of people who currently consider their
performance as Good, the figure dropped considerably. However, it should be taken
into account that it is possible that many of the people who rated their performance as
Good before virtuality were negatively affected and nowadays, their performance is
Regular or Poor.
Additionally, there is the option of Regular performance before virtuality which, in
relation to the number of people who chose the option of Regular to describe their
current academic performance, is quite high. In other words, people have been affected
with respect to their performance since the Regular option is the most chosen option in
the current performance level question. It is very important to recognize that the figure
for the Poor option is only 2% of the surveyed population. This shows that virtuality has
had a high influence on academic performance, since before it, no one considered their
level of performance to be Bad or Very Bad.
Chriselle Domenica Espinar, Astrid Rivera Muñoz, Elian Diaz, Helen Pineda Vargas
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
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Table 4.
Distribution of students according to Disturbing Academic Situations and their
Frequency
Unsettling academic situations for students
Frequency
Group work, overload of tasks in virtual platforms, personality or
character of the teacher.
No.
%
Never
1
Rarely
5
Sometimes
Almost always
Always
TOTAL
42
Table 4 shows evidence of how often the population feels uneasy about situations such
as: group work, overload of tasks in the virtual platforms, personality or character of the
teacher. It is important to mention that there is a possibility that this is an influential
factor in the academic performance of the students, since 26% of the population always
feels uneasy, and the number of people who chose the option Almost always is 38%,
that is, 16 of the students registered that they almost always feel uneasy in these
situations. In contrast to the previous figure, there is an increase in the number of people
who almost always feel uneasy about this type of situation in the educational
environment. Although the frequency is lower than the previous figure, it can still be
said that it is possible that it has a certain influence on academic performance.
On the other hand, of the 42 people surveyed, 9 of them (22%) chose the Sometimes
option. Although this may have a certain degree of influence on the academic
performance of these students, it is likely to be minimal in relation to the people who
chose the options Always and Almost always.
The 5 people (12%) who selected the Rarely option and the one person who opted for
the Never option, there is a high probability that their academic performance is not
influenced by these factors.
Factors affecting student academic performance during the pandemic in MOD. COMPUTING: ICT applied to the
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Table 5.
Psychological reactions experienced during the virtual modality.
Psychological reactions
No.
%
Concern
5
Feelings of depression and sadness
1
Anxiety, anguish or despair
Concentration problems
Irritability
All of the above
TOTAL
42
Table 5 shows the psychological reactions experienced by people with the virtual
modality during the pandemic. Twenty-nine percent of the population recorded that
they have felt anxiety, distress or sadness, while 19% of the population belongs to the
students who have had problems concentrating. The number who chose Anxiety,
anguish or despair, is 12 people. Both options are influential factors in the academic
performance of these students, since there could be a moment when students feel
overwhelmed and overlook their educational responsibilities and are thus negatively
affected.
On the other hand, 12% of the population has presented restlessness as a psychological
reaction. It is worth mentioning that, although it is a relatively negative reaction, it is
possible that it does not directly affect the students' academic performance. Although
only 2% selected the option Feelings of depression and sadness, it is important to
mention that it is a reaction that can influence the student's performance directly. The
people who chose Irritability (7%) as an option, although it is also a negative reaction, it
is likely that its influence on the academic performance of these students was minimal.
Finally, the option of All of the above which was chosen by 13 of the 42 students
surveyed that is, 31% of the population has experienced in virtual classes during the
pandemic; Restlessness, anxiety, anguish or depression, irritability, feelings of
depression and sadness, so it is vital to understand that, all the above reactions,
individually, are factors that have some degree of influence on the student and, if 13
students present each and every one of them, it is necessary to recognize that it is a
factor that does influence their academic performance.
There are many factors that affect students in virtual classes during the pandemic either
directly or indirectly. In addition we must consider that the university stage is
determinant so, since the student enters the university already generates a great change
in their psychosocial development, often this means changing your lifestyle and get out
of the comfort zone in which it is, to be able to adapt to new responsibilities and in
Chriselle Domenica Espinar, Astrid Rivera Muñoz, Elian Diaz, Helen Pineda Vargas
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. pp 53-67
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many cases decisions such as; to be a more autonomous person, this whole process
should be carried progressively and properly, otherwise it triggers difficulties that later
will affect not only within their social life but also the academic ones. (Briones et al.,
2019). It is of utmost importance to recognize that especially when the whole process
of adaptation mentioned above is carried out during a pandemic, which brought with it
virtual learning environments.
This research process indicated that university students of different degrees consider
the pandemic as an influential factor in their academic performance, regardless of
whether it is positive or negative. On the other hand 57% of the population has an
adequate study place and all the necessary materials to develop their academic tasks,
however, 43% do not have a well equipped study place, so it is still a significant
percentage and can be considered as another influential factor in the academic
performance of students in virtual classes during the pandemic, since it is essential to
surround themselves with a suitable environment with the right materials so that the
student can develop and maintain a good performance within the online classes.
Regarding the level of satisfaction during the pandemic with online classes, despite the
fact that 52% of the participants stated that they felt satisfied with virtual classes during
the pandemic and only 33% felt dissatisfied they believe that teaching strategies could
be improved in this modality, which could be favorable for their academic performance.
For example, to improve this type of virtual environments, the flipped classroom could
be applied, which adapts the different types of learning that may exist in each group of
students while allowing the teacher to complement previous knowledge. It also
positions students as the protagonist of their own learning process and allows them to
responsibly lead a good academic performance. (Murcia et al., 2021). However, it is also
important to remember that the different types of learning should not be used as an
instrument to classify students, since they are not mutually exclusive. (Cárdenas-
Palomino et al., 2021).
A negative correlation was found between academic performance before and now,
since before the pandemic slightly more than half of the students considered their
performance as Good, now 43% of the students considered it as Fair. In contrast, it was
found that 36% of the participants who rated their performance as Very Good before
the pandemic, although they may be the same as those who currently consider their
performance as Good, and although the figure is lower, 22% of the population surveyed
during the pandemic and virtual classes has been beneficial to their academic
performance.
In addition, it was found that in online classes during the pandemic, situations such as:
group work, overload of tasks in virtual platforms, personality or character of the teacher
almost always cause uneasiness in university students, so it can be taken as a factor that
indirectly influences students in their academic performance. Other factors were found
through psychological reactions that students experienced such as: restlessness,
feelings of depression and sadness, concentration problems, irritability, where a large
part of the population reported having felt all these reactions, which is why it is possible
Factors affecting student academic performance during the pandemic in MOD. COMPUTING: ICT applied to the
projects
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. Pp 53-67
64
that there is a direct effect on their academic performance during the pandemic. It is
important to note that according to Castañeda et al. (2021), in general, younger people
are those who may suffer from these reactions in a moderate way, however, the older
population is less prone to these psychological reactions.
The main limitation of this research is that the results were extracted from a very small
sample, so generalizations cannot be made on all the results. It is suggested that future
research address this issue in a broader way with variables that evaluate the
performance and cognitive development of university students while they perform their
respective academic activities during the pandemic, with more participants from
different faculties and branches of knowledge, so that it is feasible to make possible
relationships between academic performance and factors that may affect the
performance of university students at the University of Guayaquil.
Conclusions
In general, the factors that affect academic performance are usually directly associated
with the psychological reactions that students may experience as they advance in their
university stage, even more so when thanks to the pandemic the learning-teaching
process has changed radically, which is why there is a negative correlation between
academic performance before and now since it represents new challenges, new ways of
imparting and acquiring knowledge, responsibilities, and uses of Tics, all this combined
with what the University expects from each of the students. It is concluded that,
although for many students the pandemic has affected them in a positive way and they
consider their performance to be "Good", there is still a considerable percentage of
people who; (1) Feel dissatisfied; (2) Their performance dropped to "Fair" or "Poor"; (3)
Think that teaching strategies within virtual classes could be improved. (3) They think
that the teaching strategies within the virtual classes could be improved. It should be
noted that factors such as age and lifestyle can also affect academic performance,
however, they were not explored in depth in this research. However, this research
showed that there may also be external reasons that can affect academic performance
negatively, among which are: not having a conditioned learning space that provides
everything necessary, group work, overload of tasks on virtual platforms, personality or
character of the teacher. All these external factors can be unfavorable or have a great
influence on academic performance and performance, given that it is quite difficult for
the student not to have basic materials so that he/she can develop in the best possible
way in virtual classes during the pandemic. In addition, situations such as the overload
of work in virtual platforms cause concern among the university student population.
Likewise, it is suggested to teachers that their relationship with students should be
carried out in a positive way, so that their professional training is favored in view of the
fact that they are facing new technologies. (Delgado, 2020).
Chriselle Domenica Espinar, Astrid Rivera Muñoz, Elian Diaz, Helen Pineda Vargas
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 42
July - September - 2022. e-ISSN 2550-6862. pp 53-67
65
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