Resumo

ARTURO, Yenny V. Paredes; RENGIFO, Laurin Rengifo; VELASQUEZ, Diego M. Díaz  e  ARTUR, Nayibe M. Paredes. Academic performance and intellectual capacity in school-age children after the COVID-19 pandemic in Colombia. SAJCE [online]. 2026, vol.16, n.1, pp.1-7. ISSN 2223-7682.  https://doi.org/10.4102/sajce.v16i1.1740.

BACKGROUND: The coronavirus disease 2019 pandemic caused prolonged school closures and a shift to virtual education, creating major challenges for children with limited internet access or digital skills. These difficulties disrupted learning, especially in key areas such as mathematics and language. AIM: To examine the relationship between academic performance and intellectual capacity in children aged 6 years - 8 years after the pandemic. SETTING: The study took place at a public school in Pasto, Colombia. METHODS: A descriptive, cross-sectional study was conducted with 418 children. Cognitive performance was assessed using the WISC-IV, while academic and demographic data were obtained from Sistema administrador de procesos educativos [Educational Process Management System] (SAPRED). RESULTS: A high proportion of children scored in low-average (38%) and borderline (32%) ranges. Most showed borderline performance in verbal comprehension (77%) and working memory (78%). Significant correlations were found between WISC-IV scores and academic performance in mathematics and Spanish. CONCLUSION: Intellectual and academic performance levels were mainly low or borderline, highlighting the influence of socioeconomic and environmental factors on post-pandemic learning. CONTRIBUTION: The study provides insight into post-pandemic cognitive and academic outcomes in Colombian children and emphasises the need for context-sensitive educational and psychological interventions.

Palavras-chave : intellectual capacity; academic performance; pandemic; post-pandemic; language; mathematics.

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