The academic performance of university students currently represents a concern due to the diversityof
influential factors in the era of the advancement of globalization, technology and information. Coupledwithpersonal, social, economic, cultural, political, and educational factors specific to each scenario. AggravatedbytheCovid 19 Pandemic situation that confined the world’s population to the home environment, in whichschool
contexts were no exception. Reflection that guided the concern to analyze academic performancethroughpresence and virtuality in the Topography course at the Faculty of Engineering of the Catholic Universityof
Temuco Chile, during the years 2018 to 2021. A study of quantitative nature, descriptive type is presented. , documentary with field design in which four evaluations were applied, comprising tests, tasks and laboratory, forfour years, with the implementation of in-person and digital strategies. The population, sample included, is205Engineering students, from the Topography Course. The compilation discriminated by year, accordingtotheevaluations during the course, was subjected to percentage descriptive statistical analysis, with theuseof
measures of central tendency and dispersion to determine the variability of partial and final approval. As aresult,
the passing rate during the four years showed insignificant differences in the development of tasks andlaboratorytests in the field, both in person and virtually, and in person/digital. The approval rate with the highest weight waslocated in 2019, as in-person classes, followed by 2021, in virtuality, with little variation, which shows that theCovid 19 pandemic did not represent an impediment to approval. In the Topography Course. It is recommendedtostrengthen the online modality and implement hybrid transformations, to optimize learning results in evaluationswith reduced contributions such as tests.