Uso de plataformas virtuales y su influencia en el rendimiento académico de los estudiantes.

This study aimed to determine the influence of using virtual platforms on the academic performance of students across intermediate and upper levels of General Basic Education and the Unified General Baccalaureate at an educational institution in Ecuador. The research employed a quantitative approach with a non-experimental, cross-sectional, and correlational design. The sample consisted of 150 students selected through non-probability convenience sampling. Data collection involved a structured questionnaire using a Likert scale, validated by expert judgment and demonstrating adequate reliability via Cronbach's alpha coefficient. Data were processed using IBM SPSS Statistics software (version 27) through descriptive and inferential statistical analysis. The results showed that the majority of students frequently use virtual platforms and believe they contribute to strengthening learning, organizing academic activities, facilitating interaction with teachers, and developing digital competencies. It is concluded that the appropriate use of virtual platforms positively influences academic performance, serving as a pedagogical strategy that enhances the quality of the teaching-learning process within the Ecuadorian educational context.