Academic performance in basic physics according to modality, gender and teacher in higher education

This study analyzes the academic performance of 489 students in the Basic Physics course, taught by three professors in face-to-face and blended learning modalities, at a public university in the Dominican Republic. Using a descriptive-comparative quantitative approach, variables such as gender, educational modality, and the responsible professor were evaluated to identify patterns that influence promotion, failure, and dropout rates. The results reveal significant differences among professors: Manuel Fermín obtained the highest promotion rate (56%) and lowest dropout rate (12%), while Luis Céspedes and Carlos Flores presented more intermediate results. The face-to-face sections showed better performance indicators, especially under Céspedes' instruction, although Flores maintained stable results in both modalities. Regarding gender, men had a slightly higher promotion rate (41.3% vs. 38.7%) but also a higher dropout rate (19.3% vs. 13.2%). These findings highlight the interaction between pedagogical, structural, and sociodemographic factors, and underscore the need for differentiated academic support policies. It is concluded that the variables analyzed jointly influence academic performance, confirming the achievement of the study's objective.