Virtual modality in higher basic education and its impact on learning

Abstract

Introduction: The COVID-19 pandemic accelerated the global adoption of online education, creating significant challenges for households, teachers, and students. This study sought to determine the impact of this modality on the learning of upper basic education students in public schools in the Leónidas Plaza Parish (Ecuador), based on the premise that lack of access to technology and connectivity affected the continuity and quality of the educational process. Materials and methods: The research employed a quantitative approach, using analytical and descriptive methods. A Likert-scale survey, validated using Cronbach's alpha (α = 0.950), was administered to a sample of 253 students from eighth to tenth grade, selected through stratified random sampling. Results: The findings revealed that a significant proportion of students did not have full access to devices (22.9% Never) or stable internet access (28.5% Never), and engaged in non-academic activities during class (35.6% Almost always). Only 32.4% felt that online learning facilitated their adaptation to in-person learning. Regression analysis confirmed a significant correlation (R = 0.912) between the online modality and its impact on learning. Discussion: The results agree that the lack of technological resources, unstable internet connections, and student disengagement limited the effectiveness of online education. Although institutional efforts are acknowledged, a gap in teacher training for fostering interaction and motivation was evident. Conclusions: It is concluded that the online modality negatively impacted learning due to socioeconomic barriers (access to technology) and pedagogical barriers (lack of interactive teaching strategies), resulting in less meaningful learning and difficulties in the transition back to in-person learning.