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Self-Reporting of Teacher–Student Performance in Virtual Class Interactions in Biological Sciences during the SARS-CoV-2/COVID-19 Pandemic

Author

Listed:
  • Aldo Bazán-Ramírez

    (Escuela de Medicina, Universidad César Vallejo, Trujillo 13007, Peru)

  • Homero Ango-Aguilar

    (Facultad de Ciencias Biológicas, Universidad Nacional de San Cristóbal de Huamanga, Ayacucho 05001, Peru)

  • Víctor Cárdenas-López

    (Facultad de Ciencias Biológicas, Universidad Nacional de San Cristóbal de Huamanga, Ayacucho 05001, Peru)

  • Roberta B. Anaya-González

    (Facultad de Ciencias Biológicas, Universidad Nacional de San Cristóbal de Huamanga, Ayacucho 05001, Peru)

  • Walter Capa-Luque

    (Facultad de Psicología, Universidad Nacional Federico Villarreal, Lima 15082, Peru)

  • Miguel A. Bazán-Ramírez

    (Escuela Profesional de Ingeniería Agroindustrial, Universidad Nacional Federico Villarreal, Lima 15082, Peru)

Abstract

We used an interbehavioral model of teacher–student didactic performance with six pairs of criteria, as follows. Exploration of competencies and precurrent for learning, explicitness of teacher criteria and identification of student criteria, teacher illustration and illustration—student participation, supervision of the practice by the teacher and pertinent student practice, teacher feedback and feedback—student improvement, and teacher evaluation and evaluation—student application. The objective was to determine the level of covariation, divergence and convergence between the constructs of teacher didactic performance and student didactic performance in virtual classes as a result of the SARS-CoV-2 pandemic, in November 2020. Three hundred-thirty undergraduate students of biological sciences from a public university in Peru completed two self-report scales in virtual modality through Google forms, one on the performance of their teachers and the other on their own performance. By means of confirmatory factor analysis and an analysis of the covariance of teacher–student performance constructs, three models were obtained with good fits for the convergent and divergent validities of six constructs of the two teaching performance scales. Adequate models of functional correspondence in each pair of the six teacher–student didactic performance criteria were obtained. Likewise, didactic performances related to the identification of teaching–learning criteria and to the evaluation—application criteria were the most frequent during teaching–learning, according to the students’ self-report.

Suggested Citation

  • Aldo Bazán-Ramírez & Homero Ango-Aguilar & Víctor Cárdenas-López & Roberta B. Anaya-González & Walter Capa-Luque & Miguel A. Bazán-Ramírez, 2023. "Self-Reporting of Teacher–Student Performance in Virtual Class Interactions in Biological Sciences during the SARS-CoV-2/COVID-19 Pandemic," Sustainability, MDPI, vol. 15(23), pages 1-20, November.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:23:p:16198-:d:1285474
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