Technological strategy to improve the analysis of academic performance.

Abstract

 This research addressed the existing limitations in the grade recording and reporting processes at an educational institution, identifying how these hampered the performance of detailed analysis of student academic performance and data-driven decision-making based on concrete and accurate data. The main objective was to design a technological strategy to improve this analysis through the use of analytical tools. A mixed-methods approach, descriptive and exploratory in nature, was adopted, with a non-experimental and cross-sectional design. The techniques applied included observation, surveys, interviews, and document analysis, using inductive-deductive and analytical-synthetic methods. The implementation of early warnings, especially the change to green in the cells upon reaching the minimum required grade, allowed for continuous monitoring of academic progress, strengthening timely and personalized decision-making. Furthermore, greater family participation was achieved in monitoring student performance, reflecting progress in communication and institutional commitment. The proposed strategy not only contributed to improving efficiency in grade management but also promoted the development of more effective educational practices focused on student academic success. The strategy was applied in a controlled environment and was positively valued by a group of specialists.