https://doi.org/10.59654/vkcb8150

Evaluation of academic performance through the

application of ICT in teaching and learning processes

Evaluación del rendimiento académico aplicando las TIC en los

procesos de enseñanza y aprendizaje

Abstract

The present study aimed to evaluate academic performance through the use of ICT in the teaching and learning

processes of the subject Geography, History, and Citizenship. A quantitative approach was adopted, with a descriptive

level and field design. The data collection technique was the survey, using a questionnaire applied to two populations:

the first composed of 65 students, and the second of two subject facilitators. The results showed that the integration

of ICT significantly enhances academic performance. However, it is recommended that teachers have access to the

necessary resources and training to select the most appropriate strategies according to the characteristics of their

groups. Likewise, it is essential that students receive both training and adequate tools to manage information and

communication technologies effectively, in order to optimize the teaching and learning process and achieve better

academic outcomes.

Keywords: Academic performance, Information systems, Teaching methods, Learning processes.

Resumen

El presente estudio tuvo como objetivo evaluar el rendimiento académico mediante la aplicación de las TIC en los

procesos de enseñanza y aprendizaje en la asignatura Geografía, Historia y Ciudadanía. Se adoptó un enfoque

cuantitativo, con nivel descriptivo y diseño de campo. La técnica de recolección de datos fue la encuesta, utilizando

como instrumento un cuestionario aplicado a dos poblaciones: la primera conformada por 65 estudiantes, y la se-

gunda por dos facilitadores del área. Los resultados permitieron concluir que la incorporación de las TIC favorece

significativamente el rendimiento académico. Sin embargo, se recomienda que los docentes dispongan de los re-

cursos y capacitación necesarios para seleccionar las estrategias más adecuadas según las características del grupo.

Asimismo, se resalta la importancia de que los estudiantes reciban formación y equipamiento para el uso efectivo

de las tecnologías de información y comunicación, a fin de optimizar el proceso de enseñanza y aprendizaje.

Palabras clave: Rendimiento académico, Sistemas de información, Métodos de enseñanza, Procesos de aprendizaje.

How to cite this article (APA): Di Tillo, C.. M. y Lobo, C. L. A. (2026). Evaluación del rendimiento académico

aplicando las TIC en los procesos de enseñanza y aprendizaje. Revista Digital de Investigación y Postgrado,

7(13), 59-68. https://doi.org/10.59654/vkcb8150

María Elena Di Tillio Cárdenas*

Assistant Professor at the Universidad de los Andes, Venezuela. Táchira Campus (NUTULA), attached

to the Department of Pedagogy.

Luis Alejandro Lobo Caicedo**

Assistant Professor at the Universidad de los Andes, Táchira Campus (NUTULA), affiliated with the

Department of Sciences.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Introduction

Assessment as a continuous process properly addresses any educational process, provided the indi-

vidual is aware of the objectives they intend to assess at specific times and of both the internal and

external environment. Assessment must be a reflective framework that allows for the optimization

and improvement of educational and teaching-learning processes. Students require dynamic proces-

ses, which necessitates the inclusion of strategies tailored to their needs, without forgetting that the

teacher's priority is to teach with perseverance and provide students with conceptual, attitudinal, and

procedural skills.

Today's demands are shaped by the vast amount of information existing in the world; what matters is

understanding this information. Information and communication technology (ICT) has facilitated tea-

ching and learning processes through technological resources that aid in understanding the thematic

structures involved in a specific area of study. For this research, the focus is on Geography, History,

and Citizenship. However, the current context requires technological tools to develop assessment

strategies that foster meaningful learning.

Now, History, Geography, and Citizenship, whether national or global, is certainly an extensive field

of study with a deeply traditionalist approach to teaching and learning. It is often viewed as a discipline

with very few strategies for engagement, and in certain aspects, it involves the memorization of dates,

events, structures, designs, and norms, with very little interpretation, leading to significant issues in

student performance.

Faced with this, another reality is the great disinterest among students toward Geography, History,

and Citizenship, seen as a tedious area that does not respond to current reality. It is perceived as li-

mited to books, written exams, and endless lectures, condemned to not breaking its mold and drifting

further away from innovation and alignment with the reality of new generations of students.

This study on the evaluation of academic performance contributes to teaching and learning processes

by recognizing the teaching of strategies through ICT. It is vitally important that both teachers and

students are aware of technological assessment resources and know how to develop them, considering

that all resources used must always be adapted to learning needs, teaching purposes, and the specific

context. Currently, students respond to and use ICT in their daily lives as the primary means for de-

veloping their daily, school, personal, and other activities. So, why not harness this tool for teaching

and learning processes, specifically in the field of Geography, History, and Citizenship?

Therefore, the following objectives were developed: to diagnose the use of ICT in the teaching and

learning processes of 4th-year high school students in the field of Geography, History, and Citizenship;

to determine the appropriate ICT for teaching and learning processes in this field; and to specify the

impact generated by the use of ICT in teaching and learning processes on the academic performance

of students in Geography, History, and Citizenship.

Global-scale changes, a product of globalization, have made education, throughout history, the most

suitable process and the guiding axis for all social development and renewal. It is the foundation for

the formation and preparation of the human resources necessary for a well-rounded individual.

Through the educational process, fundamental values and the preservation of cultural and civic identity

are transmitted. This continues to position the school as the place for acquiring and disseminating

relevant knowledge and as the means for multiplying productive capacities.

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

Instituto de Estudios Superiores de Investigación y Postgrado

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Evaluation of academic performance through the application of ICT in teaching and learning processes

Education is viewed from an elementary perspective, as affirmed by Ibarra (2012). Although education

is an essential and permanent element of individual and social life, it has not always been conducted

in the same way. Instead, it has varied according to the needs and aspirations of each people and

each era. For example, Socrates conversed with his disciples about the need to travel to increase their

body of knowledge. Thus, education and its style varied according to the different cultures of peoples

and evolved at the same pace as human thought.

There have been many changes that the educational process has undergone over time, which leads one

to believe that the development of societies, at different stages and moments in human history, has always

been notably centered on education, as the vehicle guaranteeing the transmission of knowledge.

The various definitions of information and communication technologies encompass a very broad and

variable concept, referring to a range of services, applications, and technologies. These use various

types of electronic equipment (hardware) and software programs (software), primarily employed for

communication through networks. Regarding ICT, Cebreiro (2007) indicates that they "revolve around

four basic media: computing, microelectronics, multimedia, and telecommunications" (p.163). Most

importantly, they operate in an interactive and interconnected manner, enabling the creation of new

communicative realities and enhancing those that can exist in isolation.

In these various definitions, there is some agreement in considering technologies as technical instru-

ments that revolve around information or its transmission. That is, they are implicitly seen as means

for carrying out the communication process.

The teaching profession requires mastery of a series of elements and procedures belonging to the

diversity formed by the school context. Among these is the didactic axis, which consists of planning

and the assessment of learning, as well as the teaching strategies that allow for the completion of the

two aforementioned procedures.

These statements highlight the importance of didactic strategies in the educational endeavor. Didactic

strategies consist of the affective, cognitive, and procedural processes that enable the student to cons-

truct learning and allow the teacher to carry out instruction. Consequently, it is affirmed that didactic

strategies are fundamentally deliberate procedures by the teaching or learning entity, with defined

intentions and motivations. This entails a diversity of differing definitions where the complexity of their

elements has diversified, depending on subjectivity, available resources, and the specific context in

which didactic actions occur.

The diversity in the use and definition of the elements of a didactic strategy by the teaching staff

transforms, in most cases, into a complication at the time of its design and subsequent implementation.

In this regard, Díaz and Hernández (2003) note: "Didactic strategies are the procedures that the tea-

ching agent uses in a reflective and flexible manner to promote the achievement of meaningful lear-

ning in students" (p.70). Likewise, they are defined as the means or resources to provide pedagogical

assistance to students. This type of strategy in current teaching practice must focus on breaking away

from traditional teaching, giving way to teaching and learning processes that achieve the formation

of an autonomous, critical student, capable of transforming their reality—that is, nurturing through

education a dynamic being.

Teaching strategies are defined, according to Díaz and Hernández (2003), as "the procedures or re-

sources used by teaching agents to promote meaningful learning." Various teaching strategies can

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

Instituto de Estudios Superiores de Investigación y Postgrado

be included before (pre-instructional), during (co-instructional), or after (post-instructional) specific

curricular content, whether in a text or in the dynamics of teaching work. In this sense, Díaz and Her-

nández (2003):

Pre-instructional strategies generally prepare and alert the student regarding what and how •

they are going to learn (activation of relevant prior knowledge and experiences) and allow

them to situate themselves in the appropriate learning context. Some typical pre-instructional

strategies are: objectives and the advance organizer.

Co-instructional strategies support curricular content during the teaching process itself or •

the reading of instructional texts. They cover functions such as: detection of main information;

conceptualization of content; delimitation of the organization, structure, and interrelationships

among said contents; and maintenance of attention and motivation. Strategies such as the

following can be included here: illustrations, semantic networks, concept maps, and analogies,

among others.

Post-instructional strategies are presented after the content to be learned and allow the student •

to form a synthetic, integrative, and even critical view of the material. In other cases, they allow

students to assess their own learning. Some of the most recognized post-instructional strate-

gies are: embedded questions, final summaries, semantic networks, and concept maps.

Another valuable classification by Díaz and Hernández (2003) can be developed based on the cog-

nitive processes that strategies use to promote better learning. Thus, a second classification is propo-

sed, which is briefly described below.

Strategies for activating (or generating) prior knowledge and establishing appropriate expec-•

tations in students: These are strategies aimed at activating students' prior knowledge or

even generating it when it does not exist. In this group, we can also include those strategies

that focus on clarifying the educational intentions that the teacher aims to achieve by the

end of the cycle or educational situation.

In this regard, Díaz and Hernández (2003) state the following: A learning strategy “is a procedure (a

set of steps and skills) that a student acquires and employs in a traditional manner as a flexible ins-

trument for meaningful learning and for solving academic problems and demands” (p.70). This means

that the specific objectives of any teaching strategy can consist of affecting the way new knowledge

is selected, acquired, organized, or integrated, or even modifying the learner's affective or motivational

state, so that they learn curricular and extracurricular content more effectively.

The classification of learning strategies is a difficult task, given that different authors have approached

them from a variety of perspectives. In this regard, Pozo (1990) points out: “Learning strategies can be

classified according to how general or specific they are, the domain of knowledge to which they are

applied, the type of learning they promote, the type of particular techniques they combine…” (p.16).

Methodology

The research was framed within the positivist paradigm, understood as the search for causes in social

phenomena through systematic observation, the correlation of variables, and the formulation of ge-

neralizations (Arias, 2012). This approach allowed for the evaluation of academic performance based

on the incorporation of Information and Communication Technologies (ICT) in the teaching and lear-

ning processes in the area of Geography, History, and Citizenship.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Evaluation of academic performance through the application of ICT in teaching and learning processes

Criterion Population A Population B

Element Educations institution Educations institution

Unidad muestral Institución educativa Geography, history, and citizenship facilitators / instructors

Scope 4th-year students A and B Municipio San Cristóbal

Time April 2023 April 2023

According to the nature of the problem and the stated objectives, a descriptive research level was

defined, whose purpose is to collect and analyze information to identify characteristics, dimensions,

and key aspects of the phenomenon (Hernández et al., 2006). In this sense, the study sought to des-

cribe the use and perception of ICT as a pedagogical resource in the subject.

The research design was a field study, as data were collected directly in the context where the events

occur, without manipulation of variables (Palella and Martins, 2010). Data collection was carried out at

the selected educational institution during April 2023, through the application of surveys.

The population consisted of 4th-year high school students (section A = 33 students and section B =

32 students), with a total of 65 enrolled students according to data provided by the institution's ad-

ministration and the two facilitators responsible for the subject. The definition of the population follo-

wed Malhotra's criteria (2016). Regarding the sample, intentional sampling (Sabino, 2010) was used,

taking the entire population: 65 students and 2 teachers (a census sample). This decision allowed for

the coverage of all relevant analysis units for the study's objectives.

Table 1

Population A and B according to Malhotra

Source: Lobo and Di Tillio (2023).

The data collection technique used was the survey, understood as a systematic search for information

through questions directed at participants (Vidal, 2001). As an instrument, structured questionnaires

were applied, defined as a system of logical and coherent questions that facilitate obtaining data from

primary sources (García, 2004). Two instruments were developed: Questionnaire A, aimed at students,

and Questionnaire B, administered to facilitators. Both questionnaires were standardized, with clo-

sed-ended questions inquiring about the use, acceptance, and perceived impact of ICT in teaching

and learning processes.

Results

Regarding students

Students believe that the study methods used for teaching and learning processes in the area of Geo-

graphy, History, and Citizenship do not benefit academic performance. This was observed in the aca-

demic results obtained during the first term of the 2022-2023 academic period, from October to

December 2022, where the average score for the curricular unit was 13.14 points on a scale of 1 to 20.

All students believe that the area of Geography, History, and Citizenship has become tedious when

developing the programmatic content. According to the instrument's results, this likely generated low

motivation and, consequently, affected academic performance.

In line with this, a higher proportion, specifically 48 participants representing 74%, consider that the

strategy currently applied to the teaching process does not adapt to their needs. On the contrary, te-

chnological advancement has notably influenced the educational process. Students' current needs

are oriented towards the secure use of technology; they prefer to interact with technological tools,

software, among others. It is notably affirmed that the strategies currently used by facilitators in the

area of Geography, History, and Citizenship are not adapted to the current context. Just as globaliza-

tion advances at paradigmatic levels, the strategies applied in the teaching process must change. In

the current context, Information and Communication Technologies are a viable alternative.

Regarding Teachers

Although teachers show willingness to apply and develop teaching and learning strategies, they have

not been trained to implement them in the learning environment. However, they consider it interesting

to improve the training process by using new technological learning methods. Meaningful learning is

a study variable that must be acquired by students in such a way that they do not forget the knowledge

required for subsequent academic periods. Therefore, all facilitators affirm that through technologies,

participants can achieve meaningful learning.

The findings also argue that students are currently not motivated by the strategies used in the area

of Geography, History, and Citizenship. Therefore, the variable of tedium is related to students' low

motivation to carry out the different assessment strategies employed in the area.

Regarding teaching and learning strategies

Table 2 below shows the ICT resources most commonly used in education, along with their functionality

in relation to the defined assessment strategy. Following a documentary review of various sources

presenting ICT resources, the most suitable ones for the teaching and learning processes of 4th-year

high school students in the field of Geography, History, and Citizenship were determined.

Tabla 2

Herramientas TIC`s empleadas con frecuencia en la educación

Note: Belloch (2018).

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

Instituto de Estudios Superiores de Investigación y Postgrado

ICT Tool Strategy to be used

Google Apps for education

Create work environments (concept maps, mind maps, outlines, among others).Edmodo

Goconqr

Padlet

Debates, communication, and collaboration.

Prezi

Popplet

Glogster

Kahoot Interactive games.

Moodle Virtual classrooms.

Camtasia Screen recordings, presentations.

Wix Websites.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Evaluation of academic performance through the application of ICT in teaching and learning processes

Regarding the impact of ICT on academic performance the planning developed during the first aca-

demic term of the 2022-2023 school year shows only traditional assessment strategies, such as written

tests, presentations, and essays assigned without implementing information and communication te-

chnology tools. For the first assessment, a workshop in the learning environment, students brought

support material on the thematic unit of Gran Colombia corresponding to the History subject. Sub-

sequently, the facilitator assigned a series of questions to be answered based on the researched sup-

port material.

For the assessment strategy of the second thematic unit, corresponding to Venezuela's economic

structure from 1830-1870 in the History subject, a presentation was conducted using a sheet of bond

paper as a visual aid. For the third thematic unit, Venezuela's social structure from 1830-1870 in the

History subject, an individual written test was administered with true/false questions, multiple-choice,

and open-ended response items. Finally, for the last thematic unit on the abolition of slavery, an essay

was assigned in the learning environment. The facilitator provided the title, and participants began

writing according to the given instructions.

In comparison with the planning for the first term, during the second term, to assess the first thematic

unit, Venezuelan Political Process 1870-1899 for the History subject, a video was produced using the

technological tool Camtasia. Each participant created a series of slides in Microsoft PowerPoint, then

recorded an explanation of the assigned content. Upon completion, they uploaded the videos to the

corresponding YouTube channel and shared the link via email to 4toañoghc@gmail.com, provided

by the teacher.

Regarding the second thematic unit, “Venezuelan Economic Structure 1870-1899” in the History sub-

ject, they developed a presentation using the Prezi program and submitted it similarly via email. For

the third and fourth thematic units, titled Governments of Cipriano Castro and Juan Vicente Gómez

and Venezuelan Economic and Social Structure between 1899-1935 for the History subject, they used

the GoConqr program to create a concept map and a mind map.

The results obtained regarding the academic performance of the 4th-year high school students in

the first two academic terms are presented in the following table.

Table 3

Academic performance of 4th-year high school students

Note: Data provided by the evaluation coordination department.

An increase in academic performance is observed for each of the 4th-year high school sections, as well

as in the overall index. Furthermore, the number and proportion of passing students increases from one

term to the next. This positive outcome contributes to the comprehensive development of the student,

Section Average in the subject area

for the first term

Average in the subject area for

the second term

A 12,18 points 14,63 points

B 14,10 points 14,23 points

General 13,14 points 14,43 points

teaching them to use technological tools within the current context and meeting their needs. It reduces

tedium, and students become motivated to complete the applied assessment strategies.

Discussion

The study's results revealed that the majority of students had not used information and communication

technologies in their learning processes, although they showed a high willingness to integrate them

into the classroom. This finding aligns with what was noted by Belloch (2018), who states that the use

of ICT creates more motivating and engaging learning environments, reducing the tedium associated

with traditional strategies.

On the other hand, it was observed that teachers maintained conventional methodologies, which limited

the pedagogical use of ICT. This situation reflects the gap between the potential of technology and teaching

practices, which is consistent with what was highlighted by Cebreiro (2007), who points out that ICT imple-

mentation requires not only infrastructure but also teacher training to design effective strategies.

The increase in academic averages obtained after the incorporation of digital resources corroborated

the assertion by Díaz and Hernández (2003), who emphasize that innovative didactic strategies sti-

mulate meaningful learning. Likewise, it was confirmed that students felt more motivated and engaged,

reinforcing what was proposed by Pozo (1990) regarding the importance of strategies that develop

student autonomy and participation.

However, the teachers' lack of proficiency in handling technological tools constitutes a significant li-

mitation. This finding relates to what was presented by Ibarra (2012), who argues that changes in edu-

cation require overcoming methodological inertia and embracing innovation as a central axis in

pedagogical practice. The willingness shown by teachers to receive training, nevertheless, constitutes

an opportunity to transform teaching and learning processes in this disciplinary field.

Consequently, the research provided evidence that the use of ICT contributes to improving the quality of

learning, provided there is coherence between didactics and the use of technological resources. Further-

more, the results suggest that the inclusion of virtual environments, applications, and educational software

not only elevates academic performance but also fosters digital competencies essential in today's society.

Finally, it should be noted that this study was limited to a small population of students and teachers

at a single educational institution, which restricts the generalization of the results. Future research

could expand the sample and explore comparisons between different institutions or curricular areas,

thereby strengthening the external validity of the findings.

Conclusions

The educational endeavor influences all facets of life; it constitutes an essential activity in the formation

of the individual within the school environment and is oriented towards a fundamental benefit: mea-

ningful learning. Education must be appreciated in all its breadth, opening doors to the world of in-

formation and new ICT trends in a globalized context.

Currently, the strategies employed in the area of Geography, History, and Citizenship are not entirely

adequate for the educational process. Traditional methods persist, generating tedium and low moti-

vation among students, while teachers lack technological resources for planning ICT-based lessons,

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

Instituto de Estudios Superiores de Investigación y Postgrado

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Evaluation of academic performance through the application of ICT in teaching and learning processes

limiting the learning that students require for their comprehensive development as future professionals.

Hence, the concern of this research arises: to assess academic performance, identify deficiencies, and

propose opportunities for improvement in teaching and learning processes through innovative tools.

The study focused on 4th-year high school students, diagnosing the use of ICT as a study method

and as a teaching strategy in planning. Since cognitive processes lead to the development of skills

and the acquisition of new knowledge, it is expected that students achieve more meaningful learning

and master various strategies.

By recognizing the student's inclination towards using ICT, the teacher must assume that planning

based on these technologies improves teaching and academic performance. The inclusion of appli-

cations, software, and online resources represents an advantage, as it allows young people to select

and combine strategies that enhance their own cognitive process.

The teacher's work, although often conditioned by policies, guidelines, and regulations, requires will,

enthusiasm, and creativity to design innovative proposals that strengthen autonomous learning, wit-

hout neglecting pedagogical support. Thus, the student will face the world with appropriate and mea-

ningful resources, valuing the classroom not only as a space for content but for formative experiences,

where the relationships between geography, history, and citizenship become an enriching, aesthetic,

and transformative process.

Confidentiality: Not applicable.

Funding: This work has not received any type of funding.

Conflict of interest: The authors declare that they have no conflict of interest.

Artificial intelligence use statement: The authors of this article declare that we have not used

Artificial Intelligence in its preparation.

Referencias

Arias, F. (2012). El proyecto de investigación: Introducción a la metodología científica. 5.ª ed. Episteme.

Belloch, C. (2018). Las tecnologías de información y comunicación en el aprendizaje. Club Universitario

España. https://medac.es/articulos-educacion-infantil/las-herramientas-tic-en-la-educacion/

Cebreiro, J. (2007). Metodología de la investigación. Editorial Club Universitario España.

https://books.google.co.ve/books?isbn=8484546160

CRediT authorship statement

Author Roles performed

MEDTC Conceptualization, Data Curation, Formal Analysis, Writing – Original Draft.

LALC Conceptualization, Data Curation, Project Administration.

Díaz, F. y Hernández, G. (2003). Estrategias docentes para un aprendizaje significativo: Una interpre-

tación constructivista. McGraw-Hill.

García, M. (2004). El cuestionario: Recomendaciones metodológicas para el diseño de cuestionarios. Limusa.

Hernández, R., Fernández, C. yBaptista, P. (2006). Metodología de la investigación. 4.ª ed.. McGraw-Hill.

Ibarra, Y. (2012). Juran y la calidad por el diseño. Madrid: Díaz de Santos.

http://books.google.co.ve/books?isbn=8479782153

Malhotra, N. (2016). Investigación de mercados: Un enfoque aplicado. (4.ª ed.). Pearson Educación.

Palella, S. y Martins, F. (2010). Metodología de la investigación cuantitativa. Elizcom.

Pozo, I. 1990 Estrategias de aprendizaje. En Coll, C., A. Marchesi y J. Palacios (Comps.) Desarrollo psi-

cológico y educación. II. Psicología de la Educación. Alianza.

Sabino, C. (2010). El proceso de investigación. (9.ª ed.). Panapo.

Silva, L. (2006). Juicio de expertos en investigación educativa. Universidad Central de Venezuela.

Vidal, C. (2001). Manual de trabajo de campo en la encuesta. Trotta.

Article received: August 14, 2025

Article accepted: September 4, 2025

Approved for layout: September 9, 2025

Publication date: January 10, 2026

Notes on the contributors

•María Elena Di Tillio Cárdenas holds a Bachelor's degree in Education with a specialization in Geography and Earth

Sciences from the Universidad de Los Andes, Táchira, Venezuela. She earned a Magister Scientiae (M.Sc.) in Educational

Assessment from the Universidad de Los Andes, Táchira, Venezuela. She is currently developing a research line in Edu-

cational Assessment. She is a student in the Doctorate in Humanities with a specialization in Education at the Instituto

de Estudios Superiores de Investigación y Posgrado, Táchira, Venezuela. She is a Full-time Assistant Professor at the Uni-

versidad de los Andes, Táchira Campus (NUTULA), affiliated with the Department of Pedagogy. Contact email: ditillio-

maria15@gmail.com

** Luis Alejandro Lobo Caicedo holds a degree in Industrial Engineering from the Universidad Nacional Experimental del

Táchira. He earned a Higher Technical University Diploma in Personnel Administration from the Instituto Universitario

Jesús Enrique Lozada. He is a Licensed Educator specializing in Mathematics from the Universidad Nacional Experimental

de los Llanos Occidentales Ezequiel Zamora. He holds a Master's in Business Management with a specialization in Finance

from the Universidad Nacional Experimental del Táchira. He is a Lawyer, graduated from the Universidad Nacional Ex-

perimental de los Llanos Occidentales Ezequiel Zamora. He holds a Doctorate in Mathematics from the Instituto de Es-

tudios Superiores de Investigación y Postgrado. He is a Full-time Assistant Professor at the Universidad de los Andes,

áchira Campus (NUTULA), affiliated with the Department of Sciences. Contact email: luis.lobo0811@gmail.com

María Elena Di Tillio Cárdenas and Luis Alejandro Lobo Caicedo

Instituto de Estudios Superiores de Investigación y Postgrado