Impact of technological media on the learning of middle school students in urban contexts of Ecuador

Abstract

This study investigates how technological media influence the learning processes of lower secondary school students in Ecuador's urban context, focusing specifically on the city of Echandía. A mixed-methods approach was adopted to examine the correlation between systematic and guided use of digital devices, educational platforms, and pedagogical software, and four educational dimensions: academic performance, student motivation, peer collaboration, and teacher perceptions. Using stratified sampling, a total of 200 students and 20 teachers were recruited. Validated instruments and Likert-scale questionnaires were used for quantitative variables, complemented by semi-structured interviews and focus groups. Statistical analysis revealed positive and significant correlations between technology use and academic performance (r ≈ 0.35–0.40; p < 0.01), along with beneficial effects on motivation and collaboration. However, limitations were noted due to uncontrolled confounding variables, including socioeconomic status and the level of familial support. The findings suggest that appropriate pedagogical integration of digital technologies tends to enhance academic performance and provide valuable empirical support for the development of inclusive educational policies in Ecuador’s urban settings.