Academic tutoring plays a crucial role in enhancing the quality of education, aligning with institutional accreditation standards and the evolving demands of the Ecuadorian higher education system. This study evaluates the effectiveness of an institutional academic tutoring program implemented at Universidad Técnica de Manabí (Ecuador), focusing on student perceptions during virtual academic periods. The research considers student dissatisfaction regarding the tutoring support received. A quantitative cross-sectional approach was employed, analyzing 4,286 tutorial records from students enrolled in the Systems Engineering, Basic Education, and Pedagogy of National and Foreign Languages programs between 2020 and 2024. The analysis focused on three key variables: expectations, punctuality, and satisfaction in relation to effective tutoring sessions. Findings revealed a strong positive correlation (above 80%) among these variables, indicating that students with higher expectations tend to report greater satisfaction and perceive tutoring as punctual. However, this high correlation does not imply a direct causal relationship, suggesting that additional factors influence students’ assessments of tutoring effectiveness. In conclusion, the study advocates for an optimization of the academic tutoring system, emphasizing structured tutorial plans and programs that strengthen the tutor-student relationship. This approach seeks to establish a comprehensive support system that ensures continuous guidance from the scheduling of tutoring sessions to their final evaluation.