DIGITALWHAT VIRTUAL HIGH SCHOOL MEANT FOR SUCCESS IN FIRST YEAR OF HIGHER EDUCATION
1 Zagreb University of Applied Sciences (CROATIA)
2 Zagreb University (CROATIA)
3 Sestre Milosrdnice University Hospital Center (CROATIA)
2 Zagreb University (CROATIA)
3 Sestre Milosrdnice University Hospital Center (CROATIA)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 9077-9081
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.2364
Publication year: 2022
Pages: 9077-9081
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.2364
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
Dates: 7-8 March, 2022
Location: Online Conference
Abstract:
The relationship between the basic forms of teaching: virtual and in-person, is analyzed in papers related to the COVID-19 pandemic. In this paper, we used material collected over last 3 years at Zagreb University of Applied Sciences, and it refers to the grades that students received from the mid-term and final exams of Math class in the first study year.The first group are students who graduated from high school in 2019, so the entire high school participated in "in-person" classes. After that, they come to the faculty and the first semester of the academic year 2019/20. they have classes "in-person" and the second semester "virtual". We have compared the results of their exams for the first and second semesters here.
The second group of students are students who finished high school in 2020 and had their classes "in-person" (first semester), and partially "virtual" (second semester). After enrolling faculty in 2020, students attended only "virtual" classes in both semesters, and we compared the results of the first and second semesters exams with the results of the previous group.
The third group consists of students who finished high school in 2021 and attended "virtual" classes. These students had further classes during the first semester "virtual", only some lab exercises were held "in-person".
The groups of students we observed were similar, so we have for the first group 162, the second 158, and the third 155 students.
From the conducted analysis, we compare the ratio of nominal grades in different forms of teaching. We place special emphasis on the success of students who had a different form of teaching before school, as opposed to further schooling. Students who attended "in-person" education will be compared to students who attended classes "virtual". We also compare the success of different groups of students in the same semester. We conduct a statistical analysis and determine the correlation between the form of teaching, the previous form of teaching and grades during the first year of study.
We draw the conclusions from the above and try to suggest what further steps in higher education should be regarding “virtual” and “in-person” form of class.