Coping With COVID-19 in Mexican Elementary Schools: Analysis From Pedagogical, Psycho-Affective, and Technological Perspectives

• In Event: COVID-19 and Mexican Elementary Education: Analysis, Alternatives, and Lessons Learned From the Pandemic

Abstract

The main objective of this research was to identify the main variables related to the auto perception of learning achievement, use of technology, and emotional stability during the contingency period due to covid-19 in elementary students. To achieve this, three main dimensions were explored. First, a pedagogical dimension related to teachers' and students' practices during this time and the different deliberate ways to carry out the teaching, learning, and assessment processes when replicating, adapting, or changing school practices for remote or distance learning.

Second, a psychological dimension that emphasizes socio-emotional well-being is the ability to recognize, generate and pursue positive and proactive emotional states that contribute to confronting, managing, and resolving distressing situations or socio-emotional problems productively without compromising one's emotional health or that of others. Finally, a technological dimension that tried to consider access, knowledge, and pedagogical use of technology.

In this sense, quantitative, cross-sectional, and exploratory research was conducted through a Likert-type instrument that measured different variables. This instrument was developed and validated for this research. In total, n=60,052 cases of primary school students were analyzed. The sample was not randomized and was achieved via invitation. Most participants came from Mexico's northern, western, and central states. Data processing and analysis were performed through R, RStudio, and SPSS. Regression tree analyses with CHAID growth and cross-validation were used.

Considering the perception of learning achievement as a dependent variable, emotional regulation is presented as the independent one that segments the first node of the tree. The child nodes are segmented on the variables of resilience and learning assessment practices.

In a second regression tree, emotional stability was used as a dependent. As in the previous tree, emotional regulation is the primary segmentation variable, followed by affective risk and resilience in the child nodes.

Finally, the perception of technology was used as the dependent variable. In this analysis, the primary segmentation variable was technological and cultural capital. Affective risk and resilience are the variables that segment the child nodes.

Based on the results described above, two main factors seem important for Mexican elementary students during the pandemic. How are those related to the auto perception of learning achievement, use of technology, and emotional stability: socioemotional variables and assessment of learning practices. Hence, these two elements were essential for developing public education policies in a post-pandemic era.

Authors

• Luis Medina Gual, Universidad Iberoamericana
  Presenting Author

• Miguel Angel Rivera-Navarro, Universidad Iberoamericana
  Presenting Author