Resumo

HEVIA, Felipe J.  e  VERGARA-LOPE, Samana. Basic learning backwardness and digital divide in the context of COVID-19 in Mexico. Perfiles educativos [online]. 2022, vol.44, n.176, pp.8-21.  Epub 17-Abr-2023. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2022.176.60478.

The present article aims to: 1) Diagnose the reading and mathematics level in basic education; and 2) analyze the relationships between digital divide and educational achievement. In order to do this, we compared data from the Independent Measurement of Learning-MIA project dated November 2020. 267 subjects, between 3rd and 6th grade, participated in the intentional sample developed in Xalapa, Veracruz. Basic reading and math instruments were applied; a digital divide index was created. The results revealed that: 60 percent of the participants were able to read a simple story and 46 percent were able to answer a second-grade inferential comprehension question. In math, 91 percent could solve a simple addition, but only 33 percent could solve a second-grade subtraction with carry. We found significant links between educational achievement and age, school grade, additional classes, and digital divide. Furthermore, we discuss the need to implement remedial courses to address these gaps and promote educational.

Palavras-chave : academic achievement; reading; math; information and communication technologies; COVID-19.