Use of Digital Tools and Academic Performance in University Students: A Cross-Sectional Study

Background/purpose. The use of digital tools influences academic performance, either improving learning or distracting students. In that framework, the research was conducted to analyze how the use of digital tools influences the academic performance of university students from a cross-sectional perspective. The objective was to investigate the relationship between the use of digital tools and academic performance among university students at the National University of the Altiplano (NUA) in Puno. Materials/methods. The methodology was based on the positivist paradigm, with a quantitative, non-experimental approach and a cross-sectional correlational design. The population consisted of 2887 students, and the sample of 340 students was selected through probability sampling. The survey was applied for the two study variables and the instruments were the digital tools use questionnaire and the university academic performance scale. The normality test was performed using skewness and kurtosis, and it was found that the data have a normal distribution. Results. The results indicate a positive average correlation between the study variables. Conclusion. It is concluded that greater use of digital tools is significantly associated with better academic performance. However, the relationship is not strong, suggesting that other factors may be at play.