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Articl |
Impacto de la
transformación digital en el rendimiento académico: Un estudio en la Unidad
Educativa Minerva (2023)
John Granados Romero
Catalina Vargas Perez[*]
Gisella Liliana Alvarado Ferretti*.
Abstract
This study analyzes how the integration of digital
technologies impacts the academic performance of elementary school students at
Unidad Educativa Minerva, located in Guayaquil,
Ecuador. For this purpose, a netnographic approach
was used that included the observation of interactions in digital platforms,
surveys to students and teachers, and analysis of grades before and after the
implementation of digital tools. The sample consisted of 150 students selected
according to criteria of diversity in gender, socioeconomic level and academic
performance. The results show an average increase of 15% in grades, greater
student participation in academic activities and an increase in the positive
perception of learning by both students and teachers. However, challenges
remain, such as connectivity problems and the need for teacher training in
technological tools. concludes that
digital transformation has a positive effect on academic performance when
accompanied by investments in technological infrastructure, teacher training
programs and strategies that promote digital inclusion in educational contexts
with limited resources.
Keywords: Digital transformation, academic performance,
education, connectivity, digital inclusion.
Resumen
Este estudio analiza cómo la integración
de tecnologías digitales impacta en el rendimiento académico de los estudiantes
de primaria en la Unidad Educativa Minerva, ubicada en Guayaquil, Ecuador. Para
ello, se utilizó un enfoque netnográfico que incluyó
la observación de interacciones en plataformas digitales, encuestas a
estudiantes y docentes, y análisis de calificaciones antes y después de la
implementación de herramientas digitales. La muestra estuvo conformada por 150
estudiantes seleccionados con criterios de diversidad en género, nivel
socioeconómico y desempeño académico. Los resultados evidencian un incremento
promedio del 15% en las calificaciones, una mayor participación estudiantil en
actividades académicas y un aumento en la percepción positiva del aprendizaje
tanto por parte de estudiantes como de docentes. Sin embargo, persisten
desafíos como problemas de conectividad y la necesidad de capacitación docente
en herramientas tecnológicas. Se
concluye que la transformación digital tiene un efecto positivo en el
rendimiento académico cuando se acompaña de inversiones en infraestructura
tecnológica, programas de formación para docentes y estrategias que promuevan
la inclusión digital en contextos educativos con recursos limitados.
Palabras clave: Transformación
digital, rendimiento académico, educación, conectividad, inclusión digital.
Introduction
Digital transformation is redefining the global
educational landscape, offering new opportunities to improve access, equity and
quality of learning. In developed countries, the incorporation of digital
technologies has proven to facilitate the personalization of educational
processes, foster collaborative learning and prepare students for the demands
of the 21st century. However, in developing countries, this process faces
significant challenges, such as unequal access to technology, limited
connectivity and poor teacher training. Recent studies, such as those by García-Peñalvo
and García-Valverde (2020), underscore the need to implement public policies
that reduce these gaps and promote digital inclusion in a sustainable
manner.
In the Latin American context, socioeconomic and
educational inequalities are particularly evident, hindering the effective
adoption of digital technologies. Despite these challenges, local and regional
initiatives have shown that, with appropriate strategies, it is possible to
overcome technical and social barriers, improving both access and educational
outcomes. The Minerva Educational Unit, located in Guayaquil, Ecuador,
represents a relevant case to analyze these challenges and opportunities.
This institution, which serves a diverse population
of elementary school students, has begun to implement digital tools in its
teaching-learning process. However, it faces significant limitations, such as
insufficient connectivity, lack of technological devices and the need for
teacher training in the use of these technologies. These difficulties reflect
the broader issues faced by many educational institutions in similar
contexts.
The general objective of this study is to evaluate
the impact of the integration of digital technologies on the academic
performance of students at the Minerva Educational Unit. The specific
objectives include:
To analyze the perceptions of students and teachers
on the use of digital tools in the classroom.
2. Identify the main technical and social challenges
associated with the implementation of these technologies.
3. To evaluate improvements in academic performance
following the adoption of digital tools.
This paper seeks to contribute to the academic
debate on digital transformation in education, offering empirical evidence and
practical recommendations that can guide the effective implementation of these
tools in educational contexts with limited resources. By analyzing the case of
the Minerva Educational Unit , it is expected to generate knowledge applicable
to other institutions facing similar challenges, promoting a more inclusive
education adapted to the needs of the 21st century.
The Minerva Educational Unit, located in the
Guayaquil canton, faces specific challenges on its path towards digital
transformation. Although the institution has Internet access, the speed and
stability of the connection are limited, which makes it difficult to carry out
online activities that require a fluid connection, such as videoconferences or
the use of educational platforms with multimedia content. Additionally, the
lack of students' own technological devices represents a significant barrier,
as many students do not have computers or tablets to access the digital tools
necessary for learning. This technological disparity can generate an even wider
educational gap, excluding those students who do not have access to the
necessary resources to fully participate in the digital teaching-learning
process.
Despite these limitations, the Minerva Educational
Unit has shown a growing interest in innovating pedagogical practices and
taking advantage of the potential of digital technologies. Pilot initiatives
have been implemented to integrate digital tools in the classroom, such as
virtual learning platforms, educational applications and multimedia resources. Teachers
have received training in the use of these tools and the creation of
pedagogical projects that incorporate technology in a meaningful way has been
encouraged. However, the lack of technological resources and the need to
strengthen the digital capabilities of teachers and students represent
obstacles to a broader and more effective implementation of the digital
transformation in the institution.
It is important to note that the Minerva Educational
Unit is not alone in this challenge. Many educational institutions in similar
contexts face similar limitations in terms of connectivity, availability of
devices and teacher training. However, the willingness to innovate and the
search for creative solutions to overcome these obstacles are a positive sign
that can serve as an inspiration for other educational institutions seeking to
integrate technology into the teaching-learning process in an effective and
equitable manner.
Studies in
similar contexts have shown that collaboration between governments, educational
institutions and the private sector can facilitate overcoming technical and
social barriers (Pérez & Díaz, 2021; Martínez & Ruiz, 2021). Likewise,
the incorporation of methodologies such as gamification and personalized
learning has been identified as an effective strategy to foster student
engagement and improve student performance (Yamamoto et al., 2021; López et al.,
2021).
The general objective of this paper is to evaluate
how the use of digital technologies impacts the academic performance of
elementary school students at the Minerva Educational Unit. Why is it important
to study the impact of digital transformation on academic performance at the
Minerva Educational Unit specifically? What does this study contribute to the
debate on educational digitalization in similar contexts? This analysis seeks
to contribute to the academic debate on the implications of digital transformation
in educational contexts, providing empirical evidence and practical
recommendations for its effective implementation. The relevance of this study
lies in its potential to inform policy and pedagogical decisions, promoting a
more equitable education adapted to the demands of the 21st century.
Studying the impact of digital transformation on
academic performance at Unidad Educativa Minerva is
crucial for several reasons. First, this institution represents a relevant case
study for understanding how educational digitization plays out in contexts with
resource constraints and unequal access to technology. The results of this
study can provide valuable insights into effective strategies to overcome these
barriers and ensure that digital transformation benefits all students,
regardless of their socioeconomic status.
Second, the Minerva Educational Unit is located in
an urban context with specific socioeconomic characteristics that may influence
the way technology is integrated into the teaching-learning process. Analyzing
the impact of digitization in this context can contribute to the generation of
knowledge about the particularities of technology implementation in urban
environments with socioeconomic challenges.
Finally, this study contributes to the debate on
educational digitalization by offering an empirical perspective on the impact
of technology on academic performance in a specific context. The findings of
this work can serve as a basis for the formulation of more effective public
policies and pedagogical strategies for the implementation of digital
transformation in similar educational institutions. By understanding the
experiences and challenges of Unidad Educativa Minerva, solutions can be
developed that are more tailored to the needs of educational communities in
resource-constrained contexts.
Materials and methods
This study adopted a netnographic
approach, complemented with surveys and academic analysis, to evaluate the
impact of digital transformation on the academic performance of elementary
school students at the Minerva Educational Unit. This approach allowed us to
observe the interactions of students and teachers in digital environments and
to analyze their behaviors on platforms such as virtual classrooms, educational
applications and education-oriented social networks.
To ensure the reliability and validity of the data,
several strategies were implemented. First, methodological triangulation was
employed, contrasting the data obtained through netnographic
observations, surveys and analysis of academic results. Second, the data
collection instruments (questionnaires and observation guides) were subjected
to a review by experts in digital education to ensure their relevance and
clarity. Finally, a pilot analysis was conducted with a small group of
participants to adjust the instruments before their mass application.
The sample selection was based on convenience
criteria, prioritizing diversity in terms of gender, socioeconomic level and
academic performance. This strategy made it possible to represent the
heterogeneous dynamics of the Minerva Educational Unit, capturing both the
barriers and opportunities experienced by different groups of students.
Although the sample is not probabilistic, we sought to ensure a balanced
representation of the different grades and subjects taught at the institution,
which reinforces the validity of the findings.
The netnographic approach,
while valuable for capturing real-time digital interactions, has certain
limitations in this context. Among them, the reliance on the selected platforms
may have excluded perspectives from students who are less actively engaged in
digital environments. To mitigate this bias, qualitative data were combined
with structured surveys, ensuring the inclusion of underrepresented voices. In
addition, the interpretation of digital interactions was triangulated with data
obtained from interviews and ratings analysis, reducing the risk of
subjectivity in the analysis.
In summary, the methodology applied allowed for a
comprehensive understanding of the impact of digital technologies on academic
performance, balancing the depth of the netnographic
approach with the breadth provided by the surveys and the analysis of
quantitative results. This ensures that the findings are representative and
relevant to the study context.
The netnographic approach
used in this research was based on the observation of digital interactions of
students and teachers on educational platforms, intentionally selecting active
participants to ensure rich and relevant data. To ensure representativeness,
variables such as academic level, frequency of use of the platforms and
previous experience with digital tools were considered. This process allowed
capturing a diversity of perspectives, ensuring that the data collected reflect
both predominant practices and atypical experiences. Additionally, a data
triangulation system was used, contrasting netnographic
observations with survey responses and analysis of academic results,
strengthening the validity of the findings.
To carry out the research, the digital platforms
that are most frequently used at the Minerva Educational Unit for the
teaching-learning process were analyzed. Among these platforms are:
Institutional virtual learning platform: This
platform is used to share educational materials, complete assignments,
participate in discussion forums and communicate with teachers.
Videoconferencing platforms: Platforms such as Zoom
or Google Meet will be used to analyze interactions during virtual classes and
meetings between teachers and students.
Educational social networks: Interactions in social
networks such as Facebook or Twitter that are used for educational purposes,
such as study groups or the dissemination of relevant information, will be
analyzed.
The selection of the 150 students was based on
convenience criteria, prioritizing diversity in terms of gender, socioeconomic
level and academic performance. To ensure representation of all educational
levels, students from different grades were included, ensuring a proportional
balance between age groups and subjects. This strategy allowed for a sample
that reflected the heterogeneous dynamics of the Minerva Educational Unit,
capturing both the barriers and opportunities faced by students when integrating
digital technologies into their learning.
The data collected through the netnographic
research was used:
Activity logs: Access logs to the platforms, tasks
performed, participation in discussion forums and interactions with teachers
will be analyzed.
User-generated content: Messages, comments,
publications and files shared on digital platforms will be analyzed.
Videoconference recordings: Recordings of virtual
classes and meetings between teachers and students will be analyzed to
understand the dynamics of interaction and communication in these environments.
Data will be analyzed using qualitative analysis
techniques, such as thematic coding, pattern identification and narrative
construction. We will seek to identify the learning strategies used by students
in digital environments, the ways in which teachers facilitate learning through
technology, and the challenges faced by both students and teachers in the
integration of technology in the teaching-learning process.
The data obtained through netnography
were complemented with data from surveys of students and teachers, which will
provide information on their perceptions, attitudes and experiences with the
digital transformation in education. In addition, students' academic results
will be analyzed to assess the impact of technology on their performance. The
combination of these different types of data will provide a more complete and
richer picture of the impact of digital transformation at Unidad Educativa Minerva.
Finally, combining the netnographic
approach with the analysis of academic performance is an underexplored area of
research. While netnography has proven to be a
valuable tool for understanding practices and experiences in digital
environments, its application to assess the impact of technology on academic
performance is still limited. This study seeks to contribute to this area of
research by using netnography to analyze the digital
interactions and perceptions of students and teachers in relation to academic
performance at the Minerva Educational Unit.
The research was carried out with a sample of 150
students from the Minerva Educational Unit, selected by means of convenience
criteria to guarantee the diversity of academic levels and age groups.
Two main instruments were used:
Questionnaires: Applied to students and teachers to
know their perceptions about the use of digital technologies in the classroom.
Analysis of academic results: Comparison of grades
obtained before and after implementing technological tools.
Study phases
- Phase 1:
Initial diagnosis through surveys to assess the level of familiarity with
digital technologies.
- Phase 2:
Implementation of technological tools during one academic semester.
- Phase 3:
Impact evaluation through comparison of participants' ratings and perceptions.
Results
The results obtained can be contrasted with studies
such as those of Brown et al. (2023), who identified that the integration of
digital tools significantly improves collaboration among students, but also
faces challenges related to connectivity. Similarly, research such as Yamamoto
et al. (2021) highlights that innovative methodologies such as gamification can
enhance student engagement, aligning with the findings of this research on
increased participation. This analysis would allow placing the results in a
global context, reinforcing the relevance of the study. To
measure academic performance in this study, the following variables will be
used:
Grade point averages: The grade point averages of
students in the subjects taught at the Minerva Educational Unit will be
analyzed, both in the period prior to the implementation of digital tools and
in the period after.
Standardized test results: If the institution
participates in standardized tests, students' results in these tests will be
analyzed to assess the impact of the digital transformation on their academic
performance compared to previous years.
Participation in academic activities: Student
participation in academic activities such as group work, projects,
presentations and debates, both face-to-face and virtual, will be considered as
an indicator of their commitment and learning. The
relationship between the data obtained through netnography
and the measures of academic performance will be established through a
correlation analysis. It will be sought to identify whether there is a
significant relationship between active participation in digital platforms,
interaction with teachers and peers, and students' academic performance.
Students who participate more actively in discussion
forums, do more online homework and attend videoconferences have higher grade
point averages. We will also seek to identify whether there are patterns of
behavior on digital platforms that correlate with better academic performance.
It is important to note that this study does not seek to establish a direct
causal relationship between digital transformation and academic performance.
The nature of qualitative research allows us to explore the complex relationships
between different variables and to understand how technology can influence
learning indirectly.
Table 1: Impact on academic performance before and after
implementation
|
Variable |
Before
Implementation |
After
Implementation |
Absolute
Variation |
Interpretation |
|
Overall grade point average |
7.8 (out of 10) |
9.0 (out of 10) |
+15% |
The results reflect a significant increase in
average scores associated with the use of digital tools. |
|
Active student participation |
65% |
85% |
+20 percentage points |
The increase in participation can be attributed to interaction in
forums, digital tasks and videoconferences. |
|
Student satisfaction |
70% |
85% |
+15 percentage points |
A higher perception of effective learning was
observed among students after digitization. |
|
Teacher training |
45% of teachers trained |
78% of teachers trained |
+33 percentage points |
Teacher training programs strengthened their capacities to integrate
technologies in the classroom. |
|
Connectivity problems |
Reported by 50% of students |
Reported by 30% of students |
-20 percentage points |
Although connectivity remains a challenge, partial
improvement was evidenced due to individual and group efforts |
Source: Own elaboration based on the results of the
study at the Minerva Educational Unit.
The findings reveal an average 15% increase in
ratings following the implementation of digital technologies. In addition:
85% of the students perceived that the digital tools
facilitated their learning.
78% of teachers observed significant improvements in
student participation.
Despite these advances, challenges such as
connectivity problems and lack of teacher training were identified.
To support the observed correlation between
participation in digital platforms and academic performance, it is recommended
to include statistical analyses such as Pearson correlation tests to measure
the relationship between quantitative variables. In addition, the use of
multiple regression analysis could identify the specific influence of factors
such as frequency of access, interaction in forums and completion of digital
assignments on grade point average. This approach would allow the relative
impact of each variable to be quantified, providing a more solid basis for the
study's conclusions.
The findings of this study are consistent with
previous research highlighting the benefits of digitization in education
(Herrera et al., 2020; Brown et al., 2022). However, they also highlight the
need to address existing barriers, such as unequal access to technological
resources and lack of adequate teacher training.
Further analysis could examine how factors such as
gender, socioeconomic status or specific subjects moderate the relationship
between digital transformation and academic performance. For example, one could
analyze whether female students perceive greater technological barriers or
whether subjects such as mathematics present greater challenges in digital
environments. This type of analysis would help identify specific interventions
for vulnerable groups and learning areas with greater potential for improvement.
The pedagogical implications of this study include
the importance of designing educational programs that integrate digital tools
in an equitable and sustainable manner. Also, recommends longitudinal studies
to assess the long-term impact of digital transformation.
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Ph.D, University
of Guayaquil, John.granadosr@ug.edu.ec, https://orcid.org/0000-0002-1726-3283
Ph.D Universidad de Guayaquil,catalina.vargasp@ug.edu.ec ,
https://orcid.org/0000-0002-8555-4496
MSc. University of Guayaquil,
gisella.alvaradof@ug.edu.ec, https://orcid.org/0000-0001-5191-9955