Estudio comparativo del rendimiento académico en la asignatura estadística: Un análisis desde una innovadora perspectiva de analítica del aprendizaje

Raúl López Fernández; Elizabeth Esther Vergel Parejo

doi:10.31637/epsir-2025-2406

Authors

Raúl López Fernández Universidad Bolivariana del Ecuador
Elizabeth Esther Vergel Parejo Universidad Bolivariana del Ecuador

DOI:

https://doi.org/10.31637/epsir-2025-2406

Keywords:

Learning Analytics, Educational Quality, Virtual Environments, Quantitative Methodology, Moodle, Teaching Interventions, Academic Performance

Abstract

Introduction: Learning analytics (LA) has become a key tool for improving educational quality in virtual environments, by enabling the analysis of data on student behavior and facilitating timely pedagogical decision-making. Objective: The aim is to demonstrate that the integration of learning analytics in the study of academic performance not only enriches educational practice, but also drives continuous improvement in the quality of the training process. Methodology: This study was developed at the Universidad Bolivariana del Ecuador (UBE), in the Statistics subject of the Psychology degree. A quantitative methodology with a positivist approach was applied, developed in two phases: a comparative analysis of performance between two groups of students, and a review of the reports generated by the Moodle platform. In the first phase, descriptive statistics and the nonparametric Mann-Whitney test were used to identify differences in performance, without finding significant variations in the grade point average. In the second phase, Moodle reports were analyzed to identify patterns of participation, use of resources and levels of interaction. Results: Unequal student participation was evident, highlighting the usefulness of Learning Analytics for early detection of risks of underachievement and guiding teaching interventions. Conclusion: The potential of Learning Analytics to enrich pedagogical practice, personalize learning, and promote inclusive, adaptive, and student-centered education is highlighted.

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