Academic Performance and Success: Rethinking Educational Metrics

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.