Perception of Teaching Performance in the virtual learning environment at the Professional School of Business Administration

Guillermo Morales-Romero, Nicéforo Trinidad-Loli, Beatriz Caycho-Salas, Yanet Paucar-Manrique, César León-Velarde, Sofia Gamarra-Mendoza, Nestor Alvarado-Bravo, Almintor Torrez-Quiroz, Carlos Aliaga-Valdez, Florcita Aldana-Trejo


This article aims to analyze the perception of the students of the professional school of business administration about the teaching performance in the virtual learning environment during the COVID-19 pandemic. When developing the research, it was determined that there is a good teaching performance, according to the perception of the students; However, it was identified that the factors of domain of the topic and class session management, present a better perception in this context of virtual learning; while the didactic strategies factor is the one that presents a not so favorable perception; In addition, through a comparative analysis, it was determined that the didactic strategies and planning factors have suffered a negative variation with respect to the perception per teacher, when moving from face-to-face to virtual learning, since, of the total of 17 specialty teachers, 7 of them one negative variation. These results are validated by the linear regression test; where an R2 value of 0.965 is calculated, with respect to the didactic strategies factor, it means that this factor influences 96.5% on the perception of students with the global factor and an R2 value of 0.921 for the planning factor, which indicates an influence of 92.1%.


Student perception; teaching performance; virtual learning; covid-19; Business Administration



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International Journal of Evaluation and Research in Education (IJERE)
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