Continuing education in project management in Peru: impact of teaching modality on academic performance

Puertas M.A.; Yalta E.; Flores-Molina J.C. · European Public and Social Innovation Review (2026) · DOI: 10.31637/epsir-2026-1875

Resumen

Introduction: The transition to online learning is a challenge for the educational at all levels. This can be seen in continuing education in project management, where there is a gap in research on how the modality affects academic performance. The aim of this research is to analyse the impact of the teaching modality on the academic performance of Peruvian students in project management. Methodology: The sample is composed of 753 students from 3 training programmes in project management. ANOVA, t-tests and Cohen's d were applied. Results: The face-to-face modality had a greater effect in two programmes (p = <.001, η²p = 0.091, d = 0.77; p = 0.048, η²p = 0.032, d = 0.36), while the third programme showed a favourable performance in the online modality (p = <.001, η²p = 0.026, d =-0.44). In addition, differences were found according to gender and age. Discussions: The need for a differentiated approach in the design of training programmes is emphasised, taking into account the characteristics and needs of the student. Conclusions: The teaching modality has a varied impact on the academic performance of the project management student.

Instituciones: Pontificia Universidad Católica del Perú