Information Management and Academic Effectiveness in Digital Higher Education: Evidence from Peruvian Engineering Students
DOI:
https://doi.org/10.55873/995r5j09Keywords:
digital competence, information literacy, learning outcomes, self-regulated learning, technology-mediated learningAbstract
Digital higher education requires students to locate, evaluate, organize, and use academic information efficiently; this study determined the relationship between information management and academic effectiveness among 150 Civil Engineering students in Tarapoto, Peru, during 2026; a quantitative, basic, non-experimental, cross-sectional design was applied, using census sampling and two 18-item Likert questionnaires with Cronbach's alpha coefficients of .940 and .908; information management reached a high level in 64.70% of participants and academic effectiveness in 64.00%; because distributions were non-normal, Spearman's rho was used, showing a moderate positive relationship between both variables (rho = .513, p < .001), as well as significant associations for processes (rho = .764), capabilities (rho = .742), and structures (rho = .562); the findings indicate that stronger information management practices are linked to greater academic effectiveness without establishing causality.
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Copyright (c) 2026 Axl Enrique Navarro-García, Gabriela Alexandra Caro-García, María García-Paredes, Erick Arnold Saavedra-Ruiz, Jhosep Sánchez-Flores
This work is licensed under a Creative Commons Attribution 4.0 International License.
