Abstract
The COVID-19 outbreak has changed education, mainly by shifting face-to-face classes to online sessions. Online courses are not new as many educational institutions offer distance or hybrid learning courses. However, emergency remote teaching (ERT), into which education has shifted, attains differences. This study aims to identify student performance differences depending on teaching modality (face-to-face and ERT). Studies considering the COVID-19 pandemic and information originating from Ecuador are scarce, making this study relevant. This quantitative research used a two-way ANOVA to analyze skills results from exams given in the academic year 2019 (face-to-face) and 2020 (ERT). Results were not statistically significant at p < .05, which concurs with the existing literature.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
