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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 0009-0005-8819-3533)
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
FullText Text:
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  Data: Academic Performance and Success: Rethinking Educational Metrics
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  Data: <searchLink fieldCode="AR" term="%22Pascal+Roubides%22">Pascal Roubides</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-8819-3533">0009-0005-8819-3533</externalLink>)
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  Data: 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/
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  Data: Y
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Interpretation%22">Test Interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Education%22">Competency Based Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: 10.2478/atd-2026-0010
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  Data: 2585-7444
– Name: Abstract
  Label: Abstract
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  Data: 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.
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Performance Factors
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      – SubjectFull: Minority Serving Institutions
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