Abstract

CASTRO CAYLLAHUA, Fidel et al. Academic performance of students through a multiplatform tutoring system, Faculty of Engineering, Universidad Peruana Los Andes. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS07082025.  Epub Sep 23, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.258.

The Faculty of Engineering at the Universidad Peruana Los Andes (UPLA) has historically faced problems of low academic performance and student dropout, exacerbated by the absence of effective pedagogical monitoring mechanisms. The previous tutoring system, fragmented among professional schools, motivated the implementation of a unified and technologically advanced multiplatform model. The research adopted a hybrid methodology with a pre-experimental action-research approach, using a single-group design with before-and-after measurements. The population consisted of students with low academic performance. Surveys, direct observation, and document review were used, and the reliability of the instruments was validated by the Cronbach's alpha coefficient. The results were significantly positive. Digital competencies increased from a mean of 2.31 to 4.18; collaboration and communication, from 2.57 to 4.05; and social integration, from 2.49 to 4.09. The Student's t-test confirmed statistically significant improvements in all variables, including perceived educational quality, participation, and student satisfaction. The study concludes that a comprehensive and well-structured tutoring system not only improves academic performance but also positively impacts socio-emotional and technological development. Its institutionalization is recommended to ensure continuous and sustainable support, positioning digital tutoring as a strategic tool to strengthen professional training and reduce dropout.

Keywords : multiplatform digital tutoring; academic performance; student dropout; digital competencies; social integration; inclusive higher education.

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