The impact of online educational platforms on the academic performance of upper secondary school students.

Abstract

This article analyzes the impact of the use of online educational platforms on the academic performance of upper secondary school students, in the context of increasing educational digitization driven by the COVID-19 pandemic. Using a quantitative and qualitative approach, a structured Likert-type survey was administered to 60 students, evaluating variables such as frequency of use, perceived usefulness, motivation, and autonomy. The results show that 65% of students frequently use these platforms and 85% consider them useful for improving their understanding of the content. Likewise, the positive role of asynchronous learning and flexibility in time management is highlighted. However, challenges were also identified, such as differences in technological access, socioeconomic inequalities, limitations in social interaction, and the need to foster student autonomy and motivation. Although 60% perceive a positive impact on their motivation, interaction with teachers and peers still shows mixed results. Furthermore, autonomy, although valued, can become an obstacle without established study habits. The study concludes that online educational platforms, when well integrated and accompanied by appropriate pedagogical planning, can significantly improve learning. However, their effectiveness depends on contextual factors that must be addressed through inclusive educational policies, ongoing teacher training, and the strengthening of digital infrastructure. Technology, far from being a one-size-fits-all solution, should be considered a complementary resource that promotes more equitable, flexible, and student-centered education.