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Professors have had academic performance problems during the pandemic associated with their learning models. Primarily due to lack of preparation in distance learning resulting from the suddenness of the transition. One of the areas most affected were STEM subjects, which had advantages in a traditional face-to-face environment. The pandemic presented a challenge, especially for the teaching of Operations Research. At the beginning this subject was taught using a model of the physical environment with some digital tools, however the performance was not as expected. The study focuses on demonstrating the improvement of academic performance in the Operations Research subject using Cooperative Project Based Learning. Method: for the research, the Cooperative PBL learning model was applied on measurement indicators based on the quality assurance model from ICACIT accreditation, both within a distance learning environment during the pandemic. Performance data were taken from one semester of traditional distance learning and then from 2 semesters applying Cooperative PBL by observing and measuring student outcome performance. After the study, performance indicators were compared and an evolution was found by applying Cooperative PBL. Academic performance was more promising over time, finding a difference between the first experience versus the later application of the model. As for quantitative results, the academic performance of the student's increased up to 3.00%, 100% of students passed the subject. As qualitative results, the students obtained recognition in university contests, generating a better intrinsic motivation, improved their critical thinking and gave value and meaning to their learning. [ABSTRACT FROM AUTHOR]