School curriculum: challenges of teaching-learning in the face of the post-pandemic consequences of Covid-19

Abstract

The objective of the present research was to document the teaching and learning of university students during the health contingency, and the approach of the curriculum contents in the face of the Covid-19 pandemic. The methodology used was quantitative. The sample chosen was 291 students from the 2 and 7 high schools of the Autonomous University of Guerrero, Mexico. Four ordinal variables were considered based on the teacher-student relationship to contrast their correlation through Spearman’s non-parametric Rho statistical test and their significance; statistical significance values below p ≤ 0.05 were obtained, with weak correlation between the variables, the coincidence between both groups of variables analyzed was on a never and almost never scale. The results of the correlation analysis between the variables indicated that there is no link between the teaching given by the teachers, with the knowledge and learning acquired by the students. The study showed that the developments, events and problems that arose from the health emergency of the Covid-19 were scarcely integrated into the curriculum content and teaching by teachers; in this way, the students considered that their learning and knowledge on emerging issues by the Covid-19 were scarce. It was concluded that there was no linkage on emerging issues caused by the Covid- 19 pandemic with the school curriculum.