The COVID-19 pandemic changed the teaching modality radically, which led to virtual education in institutions, which had to quickly adapt as well as students. The research was carried out with a non-experimental, descriptive and correlational quantitative approach, applied to a sample of 1804 students from a public university, two statistical studies were carried out, one supported by the academic database and the second through the application of a validated instrument to identify which factors have the greatest influence on the academic performance of students in the virtual modality. In the statistical analysis, it was found that academic performance improved in the virtual semester with respect to the face-to-face one; demographic factors: gender, age, study cycle, and career groups had a significant influence on academic performance. Finally, no significant influence was found between the technological and methodological dimensions with the academic performance of the virtual semester.