Inequalities in learning performance caused by the digital divide during the health emergency (#1042)

Authors

ZUÑE CHERO, LIMBERG

Capuñay-Uceda, Oscar Efraín

IDROGO BURGA, EDINZON

Capuñay-Uceda, Carlos Enrique

Abstract

This study analyzes the living conditions of families that limit teaching and learning in emerging circumstances from the perspective of 275 students and 116 regular basic education teachers from rural and urban areas of the Lambayeque region - Peru. The data were analyzed from their self-perceptions following a quantitative methodology and non-experimental cross-sectional design. Two ad hoc questionnaires were used: one that evaluates aspects of tenure and connectivity and another, the level of remote teaching and learning. Both instruments proved to be sufficiently valid and reliable. The results identified little use of computers, tablets or laptops, however, the only tool available at home used as a means of interaction and live class transmission was the cell phone. The precarious economy of the families and the geographical dispersion caused connectivity inequalities evidenced in: not having a fixed line or permanent internet at home, limiting the conditions of use. It is concluded that teachers from urban areas had better performance than those from rural areas since their possibilities of access to digital devices provided greater significance in teaching. As for students from rural areas, they show greater security and resistance to fear of COVID-19 infections, which predisposes them to have a better emotional state and better conditions to perform in learning. For this reason, the research is valuable to implement new teaching strategies and face educational challenges in emerging situations and conditions of equality.