Abstract

There is extensive literature concerning the use of ICT and its relationship with academic performance; however, the results are not conclusive due to the difference obtained in empirical studies. The objective of this research was to determine the relationship between ICT skills and the academic performance of English students in a Peruvian educational institution. A quantitative, cross-sectional, correlational study on a sample of 260 high school students of the English subject was performed, using a questionnaire consisting of three dimensions and thirty-three items. The questionnaire’s Cronbach’s alpha values were 0.935, 0.947, and 0.950 for the dimensions of information management, communication management, and portable technology management, respectively. This research identifies the theory that supports the study on ICT skills and academic performance, as well as the type of association among these variables. This research represents a novel effort to evaluate the relationship between the use of ICT and academic performance, specifically in English as a subject in Peru. It found a significant and strong correlation among ICT skills and academic performance (r = 0.910, p ≤ 0.001). It also found significant and strong correlations between the information management dimension and academic performance (r = 0.955; p ≤ 0.001); between the communication management dimension and academic performance (r = 0.838; p ≤ 0.001); and between the portable technology management dimension and academic performance (r = 0.799; p ≤ 0.001).