Ensino remoto emergencial e o impacto no desempenho acadêmico dos alunos de graduação em Ciências Contábeis da UERJ

Abstract

The year 2020 witnessed the outbreak of the COVID-19 pandemic, leading to significant changes in the Brazilian academic community. Brazilian universities were compelled to swiftly embrace novel technologies and instructional approaches that were infrequently employed by faculty and students within these academic institutions. Brazilian society showed an increased level of concern for the physical and mental well-being of individuals, prompting the adoption of health protocols and practice of social distancing. This study aims to investigate the difficulties encountered by Accounting's undergraduate students at the State University of Rio de Janeiro (UERJ) over the period of emergency academic measures (EAP), and the subsequent effects on their academic achievements. To fulfill the aims of this investigation, a cross-sectional study was undertaken, adopting a mixed methodology that used both quantitative and qualitative data. The research collected data through a questionnaire administered to a sample of 235 students. Statistical analysis was conducted using the "SPSS" program (version 26.0), while textual analysis was performed using the software "IRAMUTEQ." One of the primary conclusions drawn from the study was that both the instructional approach and technology resources had a detrimental impact on students' scholastic achievements. The study findings indicate that there is an inverse correlation between the academic performance of quota students and the challenges they encounter in distant instruction and infrastructure. Conversely, among non-quota students, the only factor that exhibited a negative association with academic performance was the availability of technical infrastructure. Furthermore, the research revealed that among students admitted through a quota system, there was a notable and favorable impact of social isolation on their academic achievements. The findings of this study indicate that remote teaching did not yield a more satisfactory classroom experience for the students involved. Various challenges, including the professor's teaching methods, the utilization of online platforms, communication, technological infrastructure, and the absence of physical contact, were identified as significant factors during the designated timeframe. This study aims to provide support for the development of public policies that effectively handle the needs and requirements of higher education.