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Tuesday, May 24, 2022

I learn at home: 44% of public school students consider the virtual medium used to teach classes insufficient

The Comptroller’s Office reported that 44% of the high school students from state schools surveyed across the country considered that the virtual medium used for teaching the strategy I learn at home, is insufficient to achieve adequate academic progress.

Via a statement, the entity indicated that this is the result of the virtual school oversight carried out on the educational strategies of the Ministry of Education (Minedu) during the COVID-19 health emergency.

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The Comptroller indicated that, according to the final report of the oversight carried out between October 29 and November 14, 2021, of a total of 67,207 students interviewed about the I Learn at Home strategy at the national level, 56.5% of students indicate that teachers use the WhatsApp application to carry out the dictation of classes through video calls, which constitutes an unsuitable medium for student learning. While 40.2% of those surveyed indicate that teachers use other platforms, such as Classroom, Meet, Hangout, among others.

Likewise, 51.87% of the students surveyed state that they use the cell phone as a means to access the aforementioned strategy, while 28.5% indicate that they use a desktop or laptop and only 8.28% access through the tablet provided by the Minedu.

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Meanwhile, 7.01% of students affirmed that they access through television, 1.39% use their personal tablet, 0.5% of students state that they access through the radio and 2.45% indicate that they do not access the educational strategy.

On the other hand, 59.15% of the students considered that the main difficulty for access and connectivity to the I learn at home strategy It was the failure of the internet service, while 19.56% maintain that the main difficulty is the lack of a data plan (prepaid cell phone).

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The Comptroller emphasized that the school audits carried out by the Youth Auditors program, in which 205,115 high school students surveyed participated, were carried out at strategies I learn at home, I learn in school and I learn in community, as well as the delivery of tablets (from August 18 to 31, 2021) and the distribution of educational material (from June 1 to 18, 2021), with a degree of territorial coverage of 74.2% of the country’s districts.

The objective of the virtual school supervision is to contribute to the supervision of the virtual classes implemented by the Minedu during the pandemic to improve the educational service.

51.87% of the students surveyed state that they use the cell phone as a means to access the aforementioned strategy. (Photo: Comptroller’s Office)

Teaching hours

According to the results of the audits, 36.9% of the surveyed students express that their teachers dedicate between 2 to 4 hours a day in providing live classes through the virtual strategy I learn at home, while 32.6% indicate that the amount of teaching hours administered virtually is more than 4 hours a day. Meanwhile, 27% maintain that they receive less than 2 hours a day and 3.5% state that the teacher does not teach classes on a daily basis.

According to the report of the Comptroller, the satisfaction among the students of each one of the educational strategies shows mixed results. The educational strategy ‘I learn at home’ is the one that shows the lowest level of satisfaction among the student community (35.11%); meanwhile, the strategies I learn in school and I learn in community show a higher level of satisfaction because the students rate the strategy as good in 48.9 and 42.6%, respectively.

Teachers’ perception

Regarding the perception of teachers, of the 8248 teachers surveyed at the secondary level, 57% of teachers state that they have received direct and timely assistance to make the best use of the resources of the I learn at home strategy, while 43% indicate that they have not received direct or timely assistance.

Regarding the achievements of students in the 2021 school year, 44.5% of the teachers surveyed qualify as “fair” the learning achieved by their students, while 30.1% rate the training of their students as “acceptable”. Meanwhile, 19.8% consider the training of their students as “limited”, 2.9% consider it optimal and 2.6% state that they would classify it as deficient.

On the other hand, 11.1% of the teachers surveyed claimed to have been able to identify in the development of their activities a student dropout of more than 21%, 16.9% claim to have identified a student dropout between 11 and 20%; while 20.3% of teachers indicate not having detected cases of student dropout.


Previously, the Comptroller carried out a similar study through virtual school supervisors to the I learn at home strategy corresponding to the period August 2020 to January 2021, where various situations were evidenced that would be affecting the school performance of students at the secondary level of state schools, one of the most outstanding aspects being that practically a third of the students failed to obtain the minimum satisfactory grade in 2020.

According to the criteria of

Trust Project

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