Technology, pedagogical models and academic performance: analysis in educational institutions of Loja and Guayaquil

Abstract

This study examined how pedagogical models and technological integration affected the academic performance of 682 lower‑ and upper‑secondary students in four schools in Loja and Guayaquil (Ecuador) during the 2024‑2025 school year. An explanatory sequential mixed‑methods design was applied: the quantitative quasi‑experimental phase compared three teaching approaches (Traditional, Collaborative‑ICT and Digital‑Constructivist) using standardized tests, learning‑management analytics and three‑level linear mixed modelling; the qualitative phase triangulated interviews, focus groups and classroom observations. Results indicated that the Digital‑Constructivist model outperformed the Traditional one by 0.88 points on average (≈ 12 %) and the Collaborative‑ICT model by 0.25 points, with statistically significant differences (F = 48.27; p < 0.001). Each additional point on the Technological Use Index was associated with a 0.38‑point increase in grades, whereas geographic location showed no independent effect. Multimodal interaction patterns—video, forums and co‑creation—were linked to a reduced dropout rate of 3.2 %. The study concluded that aligning technology, constructivist pedagogy and learning analytics enhances achievement regardless of urban context. The findings provide evidence for teacher‑training policies grounded in TPACK 2.0 and for the adoption of interoperable educational dashboards. Future research should explore the sustainability of these effects and their cost‑effectiveness in rural and bilingual settings.