Abstract

MOTA RODRIGUEZ, Geoconda de los Ángeles; MEJIA VERA, Susana Esther  and  GARCIA TAMAYO, Japsson Vicente. Relationship of teaching method and academic performance in face-to-face, online, and hybrid education. Revista InveCom [online]. 2025, vol.5, n.2, e502058.  Epub Mar 13, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.13737822.

The academic performance of students can be impacted by teaching methods, whether face-to-face, online or hybrid; hence the objective of the research presented here sought to analyze the relationship between these methods and the academic performance of university students in Ecuador. The study followed a descriptive-correlational type of research, from the quantitative approach, with a non-experimental, cross-sectional design, whose technique for data collection was the survey through a questionnaire that was applied to a sample of 100 students from public and private universities in Ecuador. Among the main results, 72% of students prefer face-to-face teaching, valuing its greater motivation and quality; the chi-square test for this modality showed a value of 19.292 with 16 degrees of freedom and a significance of 0.254, indicating that there is no statistically significant association with academic performance. In contrast, the majority do not believe that online teaching has improved their grades; The chi-square value in this case was 24.112 with a significance of 0.087 and 0.057 for the likelihood ratio, suggesting a possible trend without statistical significance. Regarding hybrid teaching, the perception was mostly negative, while the chi-square showed a value of 38.158 with a significance of 0.001, indicating a significant association with adaptation to academic needs. It was concluded that face-to-face teaching is preferred by most students, while the online or hybrid modality presents mixed results in terms of academic improvement.

Keywords : face-to-face teaching; virtual education; hybrid method; academic performance.

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