The COVID-19 pandemic brought about many changes, especially in the educational process, such as at the Autonomous Metropolitan University (UAM) Azcapotzalco, which approved the Remote Teaching Emerging Program (PEER). This program facilitated the transition for students between traditional face-to-face education and virtual remote education, using multi-technology in a specific temporality, in addition to having much flexibility, especially considering the different circumstantial factors for the continuation of students' studies, as well as support for connectivity and remote access, finally, under these conditions the courses were taught. This document explores engineering students' academic behavior, specifically in general chemistry courses.

The pre-pandemic record for the dropout rate in general chemistry courses did not exceed 40% when the pandemic began; this percentage increased to 50.9%; it is suspected that this was due to the physical distance between teachers and students and then decreased to 42.5% for the penultimate quarter of application of the program above (PEER), finally for the last quarter, the dropout rate was 66.0%; It is believed that students no longer wanted so much flexibility and asked for more rigor in the application of teaching methods.

Subsequently, the university gradually implemented another program to return to teaching activities with appropriate security measures. This program was called the Mixed Mode Teaching Transition Program (PROTEMM) and was established in the last quarter of 2021. However, the situation did not improve; dropout rates increased significantly by 89.7% in the last quarter in which this program was implemented.

Finally, a different normality was returned to; courses are currently taught in three modalities: in-person, remote, and mixed. The first chemistry courses in this new normality still had repercussions on the dropout rate, which increased to its maximum in the third quarter of 2022, reaching an unusual 99.4%. From then on, this percentage began to decrease, improving the academic performance of the students considerably.

At the institution (UAM), academic performance is measured through different evaluations where a non-numeric grade is assigned: MB (very good, with a grade higher than 9.0), B (good, for a value between 7.5 and 8.99), S (sufficient, less than 7.5 and greater than 6), NA (not approved), therefore, the best academic performance is the one that has a grade of MB. In that sense, in the chemistry courses during the PEER, only 14.9% were obtained for students with excellent performance, 22.5% with good performance, and 11.8% with low performance; the general result is 49.2% approval of students who took the general theoretical chemistry courses during that period.

In the case of the second program (PROTEMM), only 17.8% of students passed the courses with good grades. However, no improvement was observed in the new normal since only 12.2% of students passed the courses, increasing during the last quarter analyzed, with 16% passing. It is important to note that currently, in this new normal, all theoretical chemistry courses are taught in a mixed modality, where there is participation by the teacher with the support of technology, a situation that did not occur before.

Keywords: Education, innovations, mixed systems.