La influencia de la educación virtual en el estado emocional y rendimiento académico en niños de 8 a 10 años

Abstract

The purpose of this research is to analyze the influence that virtual education had on the emotional state and academic performance in children from eight to ten years old, three topics of analysis were established, implementation of virtual education, emotional state and academic performance. The sample consisted of three nine-year-old students from the Héroes de Paquisha school who had been in a period of virtual education, residents of the province of El Oro, city of Machala, to whom interviews were applied to depth and a mood assessment scale, in addition, interviews were made with parents and with several teachers to verify how the virtual education process was. The focus of this study is qualitative with a phenomenological-hermeneutical design, with a non-probabilistic-homogeneous sample, According to the data collection process, the saturation of the categories was reached with three participants. At the beginning of the investigation, the approach was made with the three students to ask for the informed consent of the parents, once said consent was approved, the in-depth interviews were carried out. After having carried out the triangulation process of the theory-results and conclusions to them, a final conclusion was reached in which it was possible to identify that virtual education has influenced the emotional state and academic performance, as a first point the students they experienced two types of emotions positive and negative, among the positive ones we have pride and autonomy which were the result of a good support network from the parents, and in the negative ones we find frustration, anger and sadness which was caused due to the misapplication of the new methodology in virtual education. In addition, it was highlighted that the implementation of virtual classes was not fully functional because both teachers and students were not familiar with these new platforms, this has caused limitations during the teaching-learning process.