Digital government's impact on academic performance and service quality: Evidence from a peruvian graduate education unit

Jorge Luis Ilquimiche-Melly; Abel Tapia-Diaz; Ricardo Rashuaman-Flores; Enio Elias Tena-Jacinto; Jorge Luis Valencia-Jarama

doi:10.61286/e-rms.v4i.380

Authors

Jorge Luis Ilquimiche-Melly Universidad Cesar Vallejo, Lima, Perú. https://orcid.org/0000-0001-5974-1979
Abel Tapia-Diaz Universidad Nacional del Callao, Bellavista, Perú. https://orcid.org/0000-0003-3367-3490
Ricardo Rashuaman-Flores Universidad Nacional del Callao, Bellavista, Perú https://orcid.org/0000-0002-2247-7294
Enio Elias Tena-Jacinto Universidad Nacional del Callao, Bellavista, Perú https://orcid.org/0000-0003-0585-9407
Jorge Luis Valencia-Jarama Universidad Nacional del Callao, Bellavista, Perú https://orcid.org/0000-0002-8450-2344

DOI:

https://doi.org/10.61286/e-rms.v4i.380

Keywords:

digital government, e-government, academic performance, service quality, higher education evaluation, educational technology assessment.

Abstract

The study discusses how the implementation of digital government influences the academic performance and service perceptions of graduate students at a public university in Peru. Data were collected from 167 graduate students using a quantitative, non-experimental, cross-sectional correlational-causal design and validated tools with Cronbach's alpha exceeding 0.95. Spearman correlation analyses found statistically significant positive relationships between digital government and academic performance (ρ = 0.240, p < 0.01) and between digital government and service quality (ρ = 0.330, p < 0.01). The strongest came between technology implementation and this latter factor (ρ = 0.443, p < 0.01). A paradoxical finding was that while 73% of the subjects rated digital government as efficient, 67% found its actual impact to be low, indicating substantial gaps between the availability of infrastructure and perceived educational value. These results suggest that digital government can enhance learners' academic performance and the experiences of subjects, but without a strong focus on users or organizational change, its potential remains limited. In this way, these findings provide targeted directions for educational management and policymaking when we design future digital reform schemes.

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