Ensino remoto na educação superior: uma análise quantitativa com foco na percepção dos estudantes em componentes curriculares da área de matemática

Abstract

This work aims to investigate the perceptions of university students in relation to Emergency Distance Learning. The investigation took place in two curriculum components, Calculus II and Numerical Calculus – multicourse classes from Unipampa, Campus Bagé, during the second half of the year 2020. The data were collected through questionnaires, answered at the beginning and end of the semester and the analysis was performed using statistical methods. From the analysis of the data related to each one of the questions in ordinal scale, the descriptive statistics showed that the expectations remained constant for the most part between the initial and final questionnaires, except for some questions that presented variations. In the analysis of data organized in the form of constructs, the statistical tests showed that only in the comparative construct between remote teaching and face-to-face teaching there was a significant difference, showing that the respondents differentiated one kind of teaching from the other. In the data collected via numerical scale, it was found that between the perceptions addressed only the item “Current knowledge in Mathematics” showed statistically significant differences between the initial and final questionnaires, confirmed by a statistical test. In perceptions about integration, motivation and ability to contribute, there were no differences between their respective initial and final questionnaires. In the analysis of final performance versus Internet time for academic purposes, the test applied showed no significant differences between the five groups (more than one hour and less than two hours, between two and four hours, more than four hours and less than six hours, between six hours and less than ten hours and ten hours or more) of investigation.