Knowledge and beliefs about COVID-19 and their relationship with learning barriers

Abstract

Under the premise that it is important to continue sensitizing and educating the population on how to prevent and control potential future pandemics such as COVID-19, as well as to promote accurate and evidence-based information about the disease, this article focused on identifying the constructs that shape the pandemic and its relationship with learning barriers in the areas of family and school competencies among university students. The methodology used was quantitative, employing a cross-sectional, descriptive, and correlational design. 320 surveys were administered during the third phase of the COVID-19 pandemic using non-probabilistic convenience sampling, selecting elements based on their accessibility. The statistical analyses conducted in this study validate that there is a good level of knowledge about the COVID-19 pandemic; however, a high degree of learning barriers was found in relation to the school environment, and, to a lesser extent, learning barriers were observed in the family sphere. Pearson correlation analysis revealed a significant and directly proportional relationship between beliefs about COVID-19 and family and school learning barriers. Furthermore, confirmatory factor analysis demonstrates a well-fitting model consisting of four factors. These relationships among the analyzed constructs offer relevant information for the design of strategies and actions that promote effective learning.