Tutoring and academic, psychological and social consequences of the pandemic in students of the Faculty of Accounting and Administration, Universidad Autónoma "Benito Juárez" de Oaxaca

Abstract

Objective. Analyze the importance of tutoring in the face of the COVID-19 pandemic, the academic, psychological, and social effects, motivated by the suspension of face-to-face classes, switching to distance classes through virtual classes. Methodology. The study was carried out at the Faculty of Accounting and Administration of the Autonomous University "Benito Juárez" of Oaxaca. It was posed as a research question. Does tutoring influence the well-being of those tutored in the FCA and consequently obtain the expected learning? Results. Inequality is expressed in households where they lack the means to access communication technologies, that is, not all students have the same opportunities, three important academic, psychological, and social axes were analyzed, obtaining the following results: Academic 57.8% stated that it is regular, 26.5% consider it good and 3.1% consider it excellent. Regarding the psychological, 73.4% generate stress for them, 26.6% indicated that they did not. In the social ones, 85.9% said that, if it is important to have social coexistence in the classrooms, 9.5% do not consider it important and 4.6% said that they do not care. Conclusions. Preparing for the gradual return to classes in the classroom mode will allow us to adapt again and, in applying the protocols established, all students of the School of Accounting and Administration must have their vaccinations; in addition, we seek to promote outdoor physical activation, appoint joint commissions to ensure sanitation protocols, incorporate special trash cans to collect waste from mouth covers and install sanitation and temperature taking areas at the entrances to each classroom building.