Virtual vs. Distance Learning: A Comparative Analysis of Student Pass Rates in Secondary Education Based on the Experience of the National College of Distance Education (NCDE), Costa Rica

Abstract

Introduction. Non-face-to-face learning modalities, including virtual and distance learning, aim to transfer instructional content from face-to-face education to remote environments mediated by technology and the internet, without the need for physical attendance in a classroom. Objective. To compare student pass rates in secondary education under virtual and distance learning modalities in Costa Rica, based on data from the National College of Distance Education (NCDE) for 2024. Method. This quantitative, nonexperimental, comparative study included a sample of 804 students from educational sites offering virtual and distance learning. Data were collected from NCDE records and analyzed using descriptive statistics and Bayesian hypothesis testing. Results. The pass rate was higher in the virtual modality (79.2%) than in the distance learning modality (73.4%), although the difference was not statistically significant. Women showed a significantly higher average pass rate (77.0%) than men (58.3%). No statistically significant differences were found between women and men within each modalities. Conclusions. The pass rate in virtual and distance learning is equivalent and does not depend on student gender, suggesting comparable student performance across both modalities, although it is important to note that women performed significantly better. This implies that online education can replace traditional distance education without a significant change in student performance.