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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.
Like o he s udies (Gomes e al., 2021), i is sugges ed ha he
pandemic ac ed as a sounding boa d o socio-economic
di e ence.
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