Academic Performance and Success: Rethinking Educational Metrics
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| Title: | Academic Performance and Success: Rethinking Educational Metrics |
|---|---|
| Language: | English |
| Authors: | Pascal Roubides (ORCID |
| Source: | Acta Educationis Generalis. 2026 16(2):1-15. |
| Availability: | Paradigm Publishing Services, a company of De Gruyter Poland. Nowogrodzka 4/3, 00-513 Warsaw, Poland. Tel: +48-22-245-3355; e-mail: contact@pps.pub; Web site: https://paradigmpublishingservices.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Evaluation Methods, Higher Education, Academic Achievement, Test Validity, Performance Factors, College Mathematics, Minority Serving Institutions, Success, Test Interpretation, Blended Learning, Competency Based Education |
| Geographic Terms: | Florida |
| DOI: | 10.2478/atd-2026-0010 |
| ISSN: | 2585-7444 |
| Abstract: | Introduction: This article discusses results emanating from a study examining the validity of current measures of academic success in higher education. Methods: The study uses a quasi-experimental quantitative design to compare outcomes of traditional online College Algebra courses and the same course using a hybrid competency-focused model with a polyparadigm delivery approach. Results: Preliminary findings showed differences in the proportions of successful course completions based on how "success" was interpreted. Discussion: These findings imply that conventional performance-based metrics may not adequately represent authentic learning or student academic growth. Limitations: Limitations include substantial differences in sample sizes being compared and confounding variables related to the course delivery design and implementation, even the actual metrics being measured. Conclusions: A broader reconceptualization of academic success is necessary, balancing quantitative and qualitative measures to capture the complexity of learning in digital learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508851 |
| Database: | ERIC |
| Abstract: | Introduction: This article discusses results emanating from a study examining the validity of current measures of academic success in higher education. Methods: The study uses a quasi-experimental quantitative design to compare outcomes of traditional online College Algebra courses and the same course using a hybrid competency-focused model with a polyparadigm delivery approach. Results: Preliminary findings showed differences in the proportions of successful course completions based on how "success" was interpreted. Discussion: These findings imply that conventional performance-based metrics may not adequately represent authentic learning or student academic growth. Limitations: Limitations include substantial differences in sample sizes being compared and confounding variables related to the course delivery design and implementation, even the actual metrics being measured. Conclusions: A broader reconceptualization of academic success is necessary, balancing quantitative and qualitative measures to capture the complexity of learning in digital learning environments. |
|---|---|
| ISSN: | 2585-7444 |
| DOI: | 10.2478/atd-2026-0010 |
