Representaciones sociales de un grupo de adolescentes de grado 10º frente al rendimiento académico en estudio virtual y post pandemia

Abstract

Although online education provided a temporary solution to ensure educational continuity in emergency situations during Covid- 19, this research aimed to analyze the social representations of students in virtual and then face-to-face education. the findings reveal that, students' social representations according to distance education are characterized by lack of motivation, the feeling of not having learned anything, lack of support from teachers in the virtual environment and a negative view of online classes. In addition, social representations of their academic performance reflect the perception of not meeting their own expectations, resulting in low grades that reinforce dissatisfaction about their personal achievements and learning progress. In contrast, students report more optimistic social representations and greater support from teachers in the face-to-face environment, where they feel they are in an environment conducive to learning, as well as a better use of time and greater motivation to execute the educational process, progressively raising their academic performance. in this sense, the research determined that there are still areas that need to be improved to raise the quality of virtual education in case of future similar events, among them, teaching methodologies, the strengthening of virtual platforms and greater dynamization of academic content.