Desempenho de estudantes no ensino presencial vs ensino remoto

Abstract

The COVID-19 pandemic accelerated the need for adaptation to remote learning, revealing significant challenges such as the lack of training and the need for teachers to integrate new technologies. This work explores the effectiveness of different types of mathematics classes, both synchronous and asynchronous, which, apart from in-person classes, were widely used during the pandemic. This study focused on comparing these types of classes, which, in their remote forms, were facilitated through platforms such as YouTube, Google Meet, Google Forms, and WhatsApp. The results were obtained through evaluative activities, surveys, questionnaires, and extensive bibliographic research, providing a comprehensive overview of the classes investigated here. The analysis of student preferences showed a clear preference for in-person classes, which offer greater interaction and concentration. However, remote classes, particularly those recorded and made available on YouTube, proved advantageous in terms of flexibility, allowing students to review the content at their own pace. Despite this, in-person classes still demonstrated better results in terms of learning and engagement, mainly due to the direct interaction between teachers and students. The results indicate that while digital technologies offer valuable opportunities to enrich education, they still face significant challenges, such as the need for better teacher training and overcoming technical barriers. The dissertation concludes that a balanced combination of in-person and digital classes may be key to more effective mathematics education, tailored to students’ needs in the digital age. The development of practical guides and continued research are essential to maximizing the potential of these technologies in education.