SILVA, F. T.; http://lattes.cnpq.br/6365756631325208; SILVA, Fernando Tomaz da.
Resumo:
Traditional face-to-face teaching quickly transitioned to remote learning during the
global outbreak of the new coronavirus, the disease COVID-19. In the face of this emergency
health, educational institutions had to adapt and provide means for their
mission of training professionals could be accomplished. The students' evaluation showed
challenges for the faculty, as they not only had to worry about adapting to
new circumstances, but they were also concerned that students, without
face-to-face supervision, could cheat on their exams. This transformation affected
mainly students who sought practice-oriented professions such as
Science, Technology, Engineering and Mathematics. Such professions require training
rigorous and lab sessions, especially in Computer Science courses.
Therefore, students' experiences and academic performance on this new platform
learning needs to be evaluated. The main objective of this research is to analyze the
effects of the COVID-19 pandemic on the performance of Science students
Computing at UFCG. To do so, we performed a contrast with quantitative data from
2015.1 to 2021.1. The analysis confirms that the academic performance of students in the course
in Computer Science at UFCG was affected by the COVID-19 pandemic. Our
completion with application of 95% confidence intervals (CIs), grades increased
8.32% in relation to traditional face-to-face teaching. In detail, the average final grade of the
students in the subjects analyzed was: 8.42, with a range of [8.33, 8.5] for
less and for more. The grades in face-to-face teaching reached an average of 7.58, with
a range of [7.47, 7.71] for less and for more. The suspicion for the improvement of
student performance can possibly be explained by cheating on exams and/or
subject projects, as indicated by several authors in the literature, there was glue
activities during the pandemic.