Virtual Education and Post-Pandemic Academic Performance in University Students

Abstract

The objective of this study was to investigate the influence of education and academic performance in the context of virtual university education. The research presents a quantitative approach, of basic type, with a descriptive causal correlational level, non-experimental and cross-sectional design, in a sample of 663 university students who participated in classes in the virtual modality. Likewise, exploratory and confirmatory analyses were used, where the results of the study reveal a positive relationship between monitoring and virtual skills in academic performance, with a ? value equal to 0.392 and a p-value equal to 0.005. In addition, a more substantial positive effect was found between virtual learning resources and academic performance, with a ? value equal to 0.504 and a p-value less than 0.001. In conclusion, these findings have significant implications for the design of educational policies and training programs that promote adequate support and the development of competencies in virtual environments. The learning experience can be improved by strengthening these areas and maximizing the potential of students in virtual education.

Received: 9 March 2024 / Accepted: 24 June 2024 / Published: 5 July 2024