Abstract
The constant evolution of technology has reshaped the economies of families, businesses, and countries, as well as education, shifting from traditional modes of teaching and learning to ones mediated by technology. In this regard, the present study aimed to estimate the impact or causal effect of virtual teaching application on university academic performance in the second and third semesters of the Economics program at the Gabriel Rene Moreno Autonomous University (Santa Cruz - Bolivia) during the 2019-2020 period. The methodology used is an econometric impact evaluation approach, with the applied method being Difference in Difference. The estimated results indicate that virtual teaching had an incidence of 19.10% on university academic performance. Furthermore, the effect on women is +0.0035% higher than that on men. The inclusion of other state and control variables modifies the interaction variable from 19.10% to 18.30% in absolute terms. The dynamic effect for 2020 is 18.33%. In conclusion, the application of virtual teaching as an educational policy in higher education had a positive and significant impact on university performance for the analysis period.
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