Questionnaire Results (QEP) and the socio-economic problems of students in Higher Education in the time COVID-19

Copy igh © 2022 by Au ho /s and Licensed by IADITI. This is an open access a icle dis ibu ed unde he C ea i e Commons A ibu ion License which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed. Jou nal o In o ma ion Sys ems Enginee ing and Managemen 2022, 7(3), 16988 e-ISSN: 2468-4376 h ps://www.jisem-jou nal.com/ Resea ch A icle Ques ionnai e Resul s (QEP) and he socio-economic p oblems o s uden s in Highe Educa ion in he ime COVID-19 Susana Oli ei a Sá1 *, Ca los Albe o Gomes1, Ca los Meneses Sousa1 1 Ins i u o de Es udos Supe io es de Fa e, Fa e, Po ugal * Co esponding Au ho : [email p o ec ed] Ci a ion: Sá, S. O., Gomes, C. A., & Sousa, C. M. (2022). Ques ionnai e Resul s (QEP) and he socio-economic p oblems o s uden s in Highe Educa ion in he ime COVID-19. Jou nal o In o ma ion Sys ems Enginee ing and Managemen , 7(3), 16988. h ps://doi.o g/10.55267/iad .07.12264 ARTICLE INFO ABSTRACT Recei ed: 07 Jun. 2022 Accep ed: 21 Jul. 2022 The gende and economic condi ions o s uden s om Highe Educa ion Ins i u ions a ending he 1s yea , a e he COVID- 19 pandemic, acqui es g ea impo ance, especially in e ms o s udy condi ions and hei emo ions. The s udy, wi h an in e na ional scope and on wo con inen s, aims o use he pandemic ques ionnai e o s uden s (QEP), wi h i e dimensions unde s udy: condi ions o s udy, emo ions, academic pe o mance, eaching s a egies and sociabili y. The QEP was answe ed by 101 s uden s om a p i a e highe educa ion ins i u ion in no he n Po ugal. The QEP ques ionnai e is pa o a esea ch p ojec ha aims o guide speci ic ins i u ional policies o suppo s uden s' pe manence and comple ion o cou ses in Highe Educa ion Ins i u ions, allowi ng he ea ly iden i ica ion o in en ions o d op ou o s uden s a isk. As well as o unde s and how e- lea ning eaching in luenced eaching, lea ning and he pe manence o s uden s in highe educa ion ins i u ions. Keywo ds: e-Lea ning; Highe Educa ion, COVID-19, D opou , QEP, Socio-economic en i onmen . INTRODUCTION The socio-economic and poli ical challenges caused by he COVID-19 pandemic in Highe Educa ion s uden s we e a ac o o conside in hei academic pa h and o which eache s should no be aliena ed. Among he a ious economic challenges igge ed by he pandemic, acco ding o (Cas o e al., 2020), i is possible o highligh : (a) g ow h in he unemploymen a e and educ ion in wo king hou s, inc easing in o mal wo k, educing he gene a ion o axes and dec easing pu chasing powe ; (b) e ac ion in indus ial p oduc ion, wi h a sha p d op in consume du ables and capi al goods; (c) app ecia ion o he dolla , making he expo o goods p oduced in he coun y mo e ad an ageous han he sale o he domes ic ma ke , which con ibu ed o he inc ease in he p ices o ood and basic p oduc s. As he au ho s poin ou , in iew o his si ua ion, a se ies o go e nmen measu es we e aken in an a emp o minimize he economic impac s o he pandemic bo h o indus ies and companies ( o example, an icipa ion o indi idual aca ions and g an ing o collec i e aca ions, mone a y aid o mic o and small businesses, measu es o acili a e elewo king wi hou he need o an indi idual o collec i e ag eemen , among o he s), as well as o indi iduals (such as paymen o eme gency aid o sel - employed and in o mal wo ke s, paymen acili ies a Uni e si ies, psychological suppo , among o he s). Howe e , despi e all he go e nmen al measu es, he e was a educ ion in he sala y mass, which was smalle han he all in he numbe o occupa ions, since he mos a ec ed sec o s ha e an a e age sala y lowe han he leas a ec ed sec o s, which ends o inc ease inequali y (Dweck e al., 2020). Gi en his scena io, he p esen s udy sough o iden i y he academic and inancial conce ns igge ed by he COVID-19 pandemic in uni e si y s uden s. To his end, economic indica o s and exposu e o COVID-19, changes in academic ac i i ies and pe cep ion o he main impac s epo ed s uden s we e e alua ed. The d opou in Highe Educa ion Ins i u ions (HEI) and i s ela ionship wi h public educa ional policies has dese ed he a en ion o esea che s o some decades (Almeida, 2019; P es es and Fialho, 2018). This phenomenon is complex and mani es s i sel bo h in e na ionally and na ionally (Almeida, 2002; Casano a e al., 2019), causing damage ha a ec s indi iduals, amilies, o ganiza ions, and socie y. Sá, S.O. e al. / J INFORM SYSTEMS ENG, 7(3), 16988 2 / 6 Thus, an in e na ional esea ch g oup was o ganized om a compa a i e pe spec i e: Po ugal, B azil, Chile, U uguay, wi h he aim o lis ening o s uden s o a ious na ionali ies in Highe Educa ion ega ding hei lea ning, hei emo ions, and hei modus i endi. du ing he pandemic. The e is no consensus in he in e na ional li e a u e ega ding he unde s anding o he e m school d opou , especially a he uni e si y le el. (Tin o, 1975), one o he classics on he subjec , de ines d opou as he mo emen o he s uden lea ing he Highe Educa ion Ins i u ion (HEI) and ne e ecei ing he diploma. Some au ho s (Almeida e al., 2019; P es es and Fialho, 2018; Souza e al., 2019) e e o he non-comple ion o “an educa ional uni (school, cou se, aining, quali ica ion, specializa ion, o any o he educa ional modali y) ha leads he s uden o specialized knowledge” (P es es and Fialho, 2018, p. 872). (F i sch and Vi elli, 2016) desc ibe school d opou as he loss o s uden s who s a hei cou ses, bu do no inish hei s udies, omi ing he pa icula i y o ob aining a diploma in ha o ano he cou se. Thus, school d opou is dis inguished as a means o eo ien ing he aining pa h, om d opou as a de ini i e abandonmen o any highe academic aining (P es es and Fialho, 2018). Abandoning he cou se may co espond o aining eo ien a ion wi hin he same ins i u ion, o en in simila a eas. O he eplacemen o one HEI by ano he . Abandoning he sys em means gi ing up and lea ing any HEI pe manen ly. (Tin o and Cullen, 1973) highligh ypes o exi s, olun a y and in olun a y. In he i s case, he cancella ion o he cou se akes place a he eques o he s uden (Almeida, 2015; Scali, 2009). In he second case, d opou occu s due o he in e en ion o he HEI, o a a ie y o easons, among o he s (P es es and Fialho, 2018): a) excessi e absences; b) non-paymen o ui ion ees (economic di icul ies); c) iolen p ac ice. A whole se o pe sonal ac o s (expec a ions, sel -pe cep ions, e alua ions, goals, s udy condi ions, emo ions) and amily ac o s ( amily en i onmen and pe cei ed pa en ing s yle) ha e an impac on he decision o lea e school p ema u ely (P ego e al., 2019). Could hese si ua ions, e e enced he e, be enhanced by he pandemic? METHODOLOGY The Dimensions o he Pandemic S uden Ques ionnai e (QEP) The QEP ques ionnai e is a sel - epo ins umen consis ing o 39 i ems wi h esponses on a 5-poin Like scale, om 1 (Disag ee) o 5 (S ongly ag ee). The ques ionnai e assesses i e dimensions o easons o d opping ou , known as academic adap abili y: i) Condi ions o he s udy; ii) Emo ions; iii) Academic Pe o mance; i ) Teaching s a egies; and ) Sociabili y. I con ains 13 ques ions o a sociodemog aphic na u e and 6 ques ions o an open na u e. The sociodemog aphic issues a e: i) gende , ii) age, iii) way o li e, i ) ma i al s a us, ) s uden ypology, i) mo he 's educa ion le el, ii) a he 's educa ion le el, and iii) economic di icul ies. In his s udy we will only add ess he ela ionships be ween gende , economic di icul ies, and academic adap abili y. Applica ion o he PSS p e- es : PSS ques ions we e alida ed by h ee ecognized expe s in his ield o academic esea ch. A sample o 32 s uden s a ending he 1s yea o he mas e ’s deg ee p og am in Nu se y, P e-School and 1s Cycle o a p i a e Highe Ins i u ion in he No h o Po ugal and 41 s uden s a ending he mas e 's deg ee p og am o a p i a e uni e si y in B azil answe ed he su ey (PSS). The ins umen s we e applied du ing class, in he 1s semes e o he 2021/2022 academic yea , he sum o he wo makes up he o al (n=73). PSS had 59 ques ions and ook be ween 12 and 18 minu es o answe . The QEP, ini ially wi h 54 closed ques ions, was alida ed as ollows, being educed o 39: I was decided o mo e owa ds a ac o analysis, elimina ing all i ems ha did no each he equi ed sa u a ion o .50 (Almeida e al., 2019). Wi h he su ey educed o 39 i ems, we p oceeded o a new ac o ial analysis no so educ i e on he su ey dimensionali y. Thus, we equi ed he c i e ion o .40, as he minimum alue o he sa u a ion o i ems, ixed i e ac o s acco ding o he o iginal e sion o he scale, and p oceeded o a a imax o a ion. Thus, o he homogenei y and sphe ici y indices o he co ela ions ob ained among i ems, we ob ained a Kaise -Maye -Olkim (KMO) coe icien o .861 and a s a is ically signi ican Ba le coe icien o sphe ici y o 2445.875 (d =496, p < .001), he eigen alues o he i e ac o s accoun ing o 46.6% o he a iance o i ems. I em sa u a ions in he i e isola ed ac o s, as well as he commonali y alue (h2), he eigen alue o each ac o and he pe cen age o esul s a iance in each i em, which is explained by he combina ion o he isola ed ac o s, as well as all i ems al eady le ou in he wo p e ious a imax. Finally, i mus be said ha he analysis was de eloped wi h he IBM/SPSS p og am (S a is ics Package o Social Sciences) in e sion 29. The ques ionnai e was sen o (n=101) s uden s in he educa ion a ea o a Highe Ins i u ion in he No h o Po ugal, ou o a o al o 119 s uden s in he Educa ion A ea, in which (n=84) a e gi ls and (n=17) a e boys. The QEP was sen by ins i u ional email o each s uden , by one o he p ojec esea che s and au ho o his s udy, a e duly cla i ying he s udy, eques ing au ho iza ion om he ins i u ion's managemen , and gua an eeing he p i acy and anonymi y o each s uden . The ques ionnai e ook, on a e age, 12 minu es o be answe ed. I was e u ned o he esea che by he same means by which hey ecei ed i . Empi ical e i ica ion o he hypo hesis A desc ip i e analysis o he sociodemog aphic a iables was ca ied ou (gende , age, way o li e, ma i al s a us, s uden ypology, mo he 's le el o educa ion and a he 's le el o educa ion), he a iables o academic adap a ion du ing he pandemic (condi ions o he s udy, emo ions, academic pe o mance, eaching s a egies and sociabili y), indica ing he minimum and maximum alue, he mean, he s anda d de ia ion, and he asymme y o he dis ibu ion o esul s. To e i y he hypo hesis, co ela ions be ween a iables we e calcula ed (Ma ôco, 2010). Sá, S.O. e al. / J INFORM SYSTEMS ENG, 7(3), 16988 3 / 6 Table 1. Di e ence in academic adap abili y acco ding o gende Gende n A e age S.D. Sig.1 Condi ions o he s udy Female 84 71.84 26.98 1.21 .228 Male 17 68.63 28.17 Emo ions Female 84 81.22 24.47 1.15 .252 Male 17 78.40 26.62 Academic pe omance Female 84 11.45 1.58 .834 .405 Male 17 11.31 1.78 Teaching s a egies Female 84 10.85 3.01 .816 .444 Male 17 10.62 3.15 Sociabili y Female 84 10.65 2.07 .553 .580 Male 17 10.54 2.29 Table 2. Di e ence in academic adap abili y due o economic di icul ies Gende n A e age S.D. Sig.2 Condi ions o he s udy Female 84 71.84 26.98 1.21 .228 Male 17 68.63 28.17 Emo ions Female 84 81.22 24.47 1.15 .252 Male 17 78.40 26.62 Academic pe omance Female 84 11.45 1.58 .834 .405 Male 17 11.31 1.78 Teaching s a egies Female 84 10.85 3.01 .816 .444 Male 17 10.62 3.15 Sociabili y Female 84 10.65 2.07 .553 .580 Male 17 10.54 2.29 The hypo hesis, which guided he empi ical esea ch un il he da a collec ion phase, is as ollows:  H1: The e is a ela ionship be ween he sociodemog aphic cha ac e is ics o s uden s and hei academic adap a ion du ing he pandemic. In his analysis, a se o he s uden s' sample was aken, he sociodemog aphic cha ac e is ics (gende , age, way o li e, ma i al s a us, s uden ypology, mo he 's le el o educa ion and a he 's le el o educa ion) and, o he adap a ion a iables du ing he pandemic (condi ions o s udy, emo ions, academic pe o mance, eaching s a egies and sociabili y). The hypo hesis analyzes whe he he adap abili y o s uden s in highe educa ion is associa ed wi h sociodemog aphic a iables o s uden s in he Ins i u ion. I is impo an o say ha each s uden aces he ansi ion p ocess di e en ly, no all s uden s wi h simila cha ac e is ics expe ience he same di icul ies, in he ace o he COVID-19 pandemic and no a ce ain me hod o eaching and e alua ion o a eache a ec s e e yone in he same way. cou se s uden s (O iz e al., 2020). To e i y he ela ionship be ween he sociodemog aphic cha ac e is ics o he s uden s and hei academic adap abili y, an analysis o he di e ence be ween he a e ages be ween a iables ( - es ) and an analysis o he co ela ions o he a iables o all sociodemog aphic a iables and measu es o adap abili y o s uden s in highe educa ion (academic adap abili y) we e ca ied ou . Table 1 shows he esul s o he di e ence in means in he academic adap abili y o s uden s acco ding o gende (n = 101), indica ing he numbe o s uden s in each g oup, he mean, he s anda d de ia ion, he - es and i s signi icance. The homogenei y o a iance be ween he g oups was p e iously analyzed using he F Le enes’ es , and no s a is ically signi ican alue was ound. Analyzing Table 1, which c osses be ween he measu es o academic adap abili y and he a iable gende , he e is li le oscilla ion in he a e ages o measu es o academic adap abili y acco ding o gende . Emo ions ha e highe means o gi ls (M = 81.82; SD = 24.47) and boys (M = 78.40; SD = 26.62). Howe e , gende does no ha e a s a is ically signi ican e ec on academic adap abili y. Fo example, in academic pe o mance ( - es = .834, p>.05), i means ha s uden ea nings do no di e en ia e acco ding o gende , ha is, being a boy o a gi l has no impac on academic pe o mance. Table 2 p esen s he esul s o he di e ence in he s uden s' academic adap abili y as a unc ion o he mo he 's le el o educa ion (n = 101), indica ing he mean, s anda d de ia ion, es and signi icance. Analyzing he homogenei y o a iance be ween he wo g oups o s uden s, we ound s a is ically signi ican alues o Le enes’ F es o he ollowing a iables o academic adap abili y: condi ions o he s udy (F = 215.42, p < .001), emo ions (F = 23.99, p < .001), academic pe o mance (F = 290.35, p < .001), eaching s a egies (F = 181.94, p < .001), Sociabili y (F = 180.61, p < .001). 1 p < .05 2 p < .001 Sá, S.O. e al. / J INFORM SYSTEMS ENG, 7(3), 16988 4 / 6 Table 3. Di e ence in academic adap abili y due o di icul ies in paying he uni e si y Di icul ies in Paying he Uni e si y n A e age S.D. Sig.2 Condi ions o he s udy Yes 63 83.12 19.58 14.23 .000 No 38 79.67 22.79 Emo ions Yes 63 44.54 22.72 9.86 .000 No 38 88.28 15.08 Academic pe omance Yes 63 56.71 33.11 11.93 .000 No 38 11.29 1.65 Teaching s a egies Yes 63 9.89 1.51 8.52 .000 No 38 11.69 4.47 Sociabili y Yes 63 8.07 1.86 12.20 .000 No 38 11.25 1.90 Analyzing he esul s ob ained in Table 2, i explains he e ec o economic di icul ies in ela ion o he adap abili y o s uden s du ing he COVID-19 pandemic, o unde s and o wha ex en hese a iable impac s on he adap abili y o s uden s in he Highe Educa ion Ins i u ion. The mean alues show a good ange o esul s om measu es o academic adap abili y and economic ha dship. Howe e , he e is a s a is ically signi ican di e ence in e ms o s udy condi ions and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 19.45, p < .001), means ha s uden s wi h be e condi ions women can expe ience highe le els o s udy. The e is a s a is ically signi ican di e ence in ela ion o emo ions and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 10.49, p < .001), shows ha s uden s wi h be e economic condi ions can expe ience highe le els o heigh ened emo ions. The e is a s a is ically signi ican di e ence in e ms o academic pe o mance and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 12.12, p < .001), means ha s uden s wi h be e economic condi ions can expe ience highe le els o academic pe o mance. The e is a s a is ically signi ican di e ence in e ms o eaching s a egies and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 11.90, p < .001), shows ha s uden s wi h be e economic condi ions can expe ience be e he use ulness o di e en ia ing eaching s a egies. The e is a s a is ically signi ican di e ence in ela ion o sociabili y and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 11.49, p < .001), shows ha s uden s wi h be e economic condi ions can expe ience highe le els o sociabili y. Analyzing he esul s ob ained in Table 3, conside ing he di icul ies ha s uden s had, du ing he COVID-19 pandemic, in paying he Uni e si y in ela ion o unde s and o wha ex en hese a iable impac s on he adap abili y o s uden s in he Highe Educa ion Ins i u ion. The mean alues show a good ange o esul s om measu es o academic adap abili y and economic ha dship. Howe e , he e is a s a is ically signi ican di e ence in e ms o s udy condi ions and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 19.45, p < .001), means ha s uden s wi h be e condi ions women can expe ience highe le els o s udy. Analyzing he esul s ob ained in Table 3, i explains he e ec o di icul ies in paying he uni e si y ega ding he ela ion o he adap abili y o s uden s du ing he COVID-19 pandemic, o unde s and o wha ex en hese a iable impac s on he adap abili y o s uden s in he Highe Educa ion Ins i u ion. The mean alues show a good ange o esul s om measu es o academic adap abili y and economic ha dship. Howe e , he e is a s a is ically signi ican di e ence in e ms di icul ies o condi ions o s udy, o example, he a io o s uden s saying “Yes” ( - es = 14.23, p < .001), means he di icul ies in paying he uni e si y. The e is a s a is ically signi ican di e ence in ela ion o emo ions and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 9.86, p < .001), shows ha s uden s wi h he emo ional p oblems a e hose who ha e he mos di icul ies in paying he uni e si y. The e is a s a is ically signi ican di e ence in e ms o academic pe o mance and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 11.93, p < .001), means ha hose wi h less pe o mance a e hose s uden s and di icul ies in paying he uni e si y. The e is a s a is ically signi ican di e ence in e ms o eaching s a egies and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 8.52, p < .001), shows ha s uden s and di icul ies in paying he uni e si y be e he use ulness o di e en ia ing eaching s a egies. The e is a s a is ically signi ican di e ence in ela ion o sociabili y and academic adap abili y, o example, he a io o s uden s saying “Yes” ( - es = 11.20, p < .001), shows ha s uden s wi h di icul ies in paying he uni e si y who eel he e ec mo e o he sociabili y. FINAL CONSIDERATIONS In his s udy, he analysis o he esul s o he QEP was ca ied ou , seeking o desc ibe he academic adap a ion and, consequen ly, easons o s uden s o d op ou o Highe Educa ion. Fo his pu pose, wo sociodemog aphic and pe sonal a iables (gende and economic di icul ies) we e conside ed wi h he adap abili y o s uden s in he pandemic, Sá, S.O. e al. / J INFORM SYSTEMS ENG, 7(3), 16988 5 / 6 abou : i) Condi ions o he s udy; ii) Emo ions; iii) Academic Pe o mance; i ) Teaching s a egies; and ) Sociabili y. The a iables we e co ela ed wi h each o he and wi h he measu es o academic pe o mance o he s uden s, acco ding o he hypo hesis. The se o esul s o he analysis ca ied ou shows ha he e is no s a is ically signi ican co ela ion be ween he sociodemog aphic a iable o he s udy (gende ) and he measu es o academic adap abili y, bu he a iable (economic di icul ies) p esen ed a s a is ically signi ican e ec on he measu es o adap abili y academic. In addi ion, he pandemic may ha e enla ged he exis ing social inequali y in he coun y (Be na dineli and de Almeida, 2020). Public and p i a e HEIs ha adop ed eme gency emo e eaching assumed ha hei s uden s had access o he in e ne and equipmen (compu e s, able s o cell phones) wi h he capaci y o ecei e classes, in e ac wi h colleagues and eache s and sa is ac o ily ca y ou he ac i i ies eques ed in he en i onmen . i ual lea ning. In e ne access was no he only di icul y aced by s uden s in eme gency emo e eaching. The lack o in as uc u e a home o pa icipa e in emo e lea ning ac i i ies ( o example, adequa e en i onmen , equipmen , coope a ion om o he esiden s, e c.) du ing academic ac i i ies (C aw o d e al., 2020). The e was also an inc ease in he olume o academic ac i i ies, wi h he implemen a ion o emo e eaching, o compensa e o possible losses due o he change in he eaching modali y (Viei a e al., 2020). In addi ion, he inc ease in le els o s ess, anxie y, and dep ession due o he pandemic also impac ed academic pe o mance (Yang e al., 2020). Finally, he esul indica es ha he e is a s a is ically signi ican di e ence in he in en ion o d op ou o he cou se as a unc ion o se e al pe sonal, psychological, and ins i u ional a iables. The main limi a ion o he wo k is ha he sample is small, bu he absolu e alue is a ep esen a i e sample o he HEI popula ion unde s udy. Fo u u e wo k, i will be analyzed he co ela ion be ween o he a iables and he compa ison wi h he s udies he esul s o he esea che s o he i e coun ies ha encompass he esea ch p ojec . Thus, i is highligh ed once again ha he hei s, iden i ied he e by hose who had mo e a o able economic condi ions, we e able o adap be e o he ansi ion om he ace- o- ace o he emo e modali y. I is in e ed ha he opposi e occu ed wi h s uden s om mo e un a o able economic condi ions. 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