Impact
of digital transformation on academic performance: A study at the Minerva
Educational Unit (2023)
Impacto
de la transformación digital en el rendimiento académico: Un estudio en la
Unidad Educativa Minerva (2023)
Impacto
da transformação digital no desempenho académico: um estudo na Unidade
Educativa de Minerva (2023)
John
Granados Romero*
Catalina
Vargas Pérez*
Carlos
Barros Bastidas*
Abstract
This bibliographic
review article has the objective of carrying out an integrative review of the
literature in English and Spanish on IQ and non-verbal intelligence as
references for the consolidation of a holistic state of the art. The scope of
the study is retrospective from 2013 to 2023, jointly, the use of the
Integrative Review of Literature and its stages as guidelines for information
filtering, highlighting the criteria for analysis of bibliographic information
in the second stage, jointly, the RedENSO instrument
to collate the data. The results denote that the literature related to IQ and
non-verbal intelligence is incipient, most of the analyzed studies focus their
development on praxis, and the qualitative scientific works are minimal. The
relationship between IQ and nonverbal intelligence is complex. While IQ focuses
on verbal and logical cognitive skills, nonverbal intelligence encompasses
visual and spatial skills, as well as understanding emotions through nonverbal
means. Both aspects are important for a full understanding of a person's
intelligence, and it is essential to recognize and assess both verbal and
nonverbal abilities when assessing intellectual ability.
Keywords: IQ;
non-verbal intelligence, Raven's test, progressive matrices, colored scale,
fluid intelligence.
Resumen
This study analyzes how the integration of digital technologies impacts
the academic performance of high 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. It is
concluded 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.
Palabras clave: : Digital transformation, academic performance,
education, connectivity, digital inclusion.
Resumo. Este estudo
analisa o impacto da integração das tecnologias digitais no desempenho
académico dos alunos do ensino primário da Unidad Educativa Minerva, localizada
em Guayaquil, Equador. Para tal,
foi utilizada uma abordagem
netnográfica que incluiu a observação de interações em plataformas digitais,
inquéritos a alunos e professores e a análise das notas antes e depois da
implementação de ferramentas digitais. A amostra foi constituída por 150 alunos
selecionados de acordo com critérios de diversidade de género, estatuto
socioeconómico e desempenho académico. Os resultados revelam um aumento médio
de 15% nas notas, uma maior participação dos alunos nas actividades académicas
e um aumento da perceção positiva da aprendizagem, tanto por parte dos alunos
como dos professores. No entanto, subsistem desafios, como os problemas de
conetividade e a necessidade de formação dos professores em ferramentas
tecnológicas. Conclui-se que a transformação digital tem um efeito positivo no
desempenho académico quando acompanhada de investimentos em infra-estruturas
tecnológicas, programas de formação de professores e estratégias que promovam a
inclusão digital em contextos educativos com recursos limitados.
Palavras-chave: Transformação
digital, desempenho académico, educação, conetividade, inclusão 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, which hinders 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
primary 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
Unidad Educativa Minerva. The specific objectives
include:
1. 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 the
improvements in academic performance after 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 Unidad Educativa Minerva, 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 to 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. The teaching staff has 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 Unidade Educativa Minerva 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 their performance (Yamamoto et al., 2021; López
et al., 2021).
In this paper, the general objective is to evaluate how the use of digital
technologies impacts the academic performance of elementary school students in
the Minerva Educational Unit. Why is it important to study the impact of
digital transformation on academic performance in 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
digitalization unfolds 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 how 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 digitization by
providing 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, a 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 allowed us 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, although valuable for
capturing digital interactions in real time, 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 quantitative outcome analysis. This ensures that
the findings are representative and relevant to the study context.
The netnographic
approach used in this research was based on observing 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 system of
data triangulation 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 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, perform tasks,
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
on social networks such as Facebook or Twitter that are used for educational
purposes, such as study groups or dissemination of relevant information, will
be analyzed.
The selection of the 150 students was made under 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 us to cover a sample that reflected the
heterogeneous dynamics of the Minerva Educational Unit, capturing both the
barriers and opportunities students face when integrating digital technologies
into their learning.
The data collected through the netnographic research were used:
Activity logs: records of access to platforms, assignments completed,
participation in discussion forums, and interactions with teachers will be
analyzed.
User-generated content: Messages, comments,
publications and files shared on the 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. It 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 student and teacher surveys, which will provide
information on their perceptions, attitudes and experiences with 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 the Minerva
Educational Unit.
Finally, combining the netnographic approach with
academic performance analysis 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 conducted with a sample of
150 students from the Minerva Educational Unit, selected using convenience
criteria to ensure diversity of academic levels and age groups.
Two main instruments were used:
Questionnaires: Applied to students and
teachers to learn about their perceptions on the use of digital technologies in
the classroom.
Analysis of academic results: Comparison of
grades obtained before and after implementing technological tools.
Phases of the study
·
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, student results on these tests
will be analyzed to evaluate 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
discussions, both face-to-face and virtual, will be considered as an indicator
of their engagement and learning.
The relationship between the data obtained through netnography and the
academic performance measures 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.
We analyzed the participation of students
who participate more actively in discussion forums, perform more online
assignments and attend videoconferences have higher grade point averages. It
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 complex relationships between
different variables and understand how technology can influence learning
indirectly.
Table 1: Impact on
academic performance before and after implementation.
Although connectivity continues to be a
challenge, a partial improvement was evidenced due to individual and group
efforts.
Source: Own elaboration based on the results of the study at Unidad Educativa Minerva.
The findings reveal an average increase of 15% in grades after the
implementation of digital technologies. In addition:
- 85% of students perceived that 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 correlation observed 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.
CONCLUSSION
In summary, this study demonstrates that
digital transformation can have a positive and significant impact on students'
academic performance, provided that strategies are implemented that address the
identified constraints. Key recommendations include:
Academic performance: The use of digital tools has been shown to be a key
factor in improving student grades, highlighting their potential to transform
learning in educational contexts with limited resources.
Student engagement: Digital technologies significantly increased students'
active participation, suggesting that these tools are effective in promoting
collaborative learning and academic engagement.
Teacher training: Improved teacher preparation has been crucial to the
success of technology implementation, although greater coverage in training
programs is still required.
These results provide a solid foundation for future research and
educational practices that seek to maximize the benefits of digital
transformation in educational contexts.
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