Virtual learning environments, academic performance, and student satisfaction: Quantitative evidence from anthropology undergraduates at a Peruvian public university

Abstract

Using a quantitative methodology and a stratified random sampling method, data were obtained from 82 undergraduate Anthropology students at the National University of Altiplano (UNA) through an online questionnaire. This study explored the relationship between Virtual Learning Environments (VLEs) and academic achievement. Student survey responses were analyzed for statistical significance to identify relationships among variables such as student satisfaction, quality of course material, perception of VLE experience enriching learning, teacher interaction with learners, and university support. Spearman’s rank correlation coefficient and a Likelihood Ratio Test were used to determine the relationship between survey responses and academic performance. The study found a positive relationship between student satisfaction with their learning experience, quality of course material, and the perceived effect of VLE experience on academic performance. No statistical significance was observed between teacher interaction with students and university tech support. Additionally, the absence of hands-on experiences, which are essential elements of learning in Anthropology, impeded academic success in virtual learning environments. Faculty should develop and provide students with instructional materials that are clear, relevant, and engaging for both faculty members and students. They should also utilize learner-centered teaching strategies, such as developing instructional materials to meet students’ needs and promoting higher engagement and participation. Emphasizing pedagogical strategies to enhance the quality of virtual education is crucial, especially for students enrolled in institutions with limited or no digital access.