The darker side of quantitative academic performance metrics

This study aimed to investigate the effect of using McGraw-Hill Education (MGHE) Connect on students' academic performance. It examined the effects of MGHE Connect on the course letter grade, pass rate, retention rate, total score, and final exam score in addition to the proportions of having more A and B grades in the course. The study used a posttest-only control group design. The 95-student sample was selected by sampling four sections using a simple one-stage cluster method. Then two sections were randomly assigned as a treatment group (N=45), in which using MGHE Connect Chemistry was required to com-plete course assignments, quizzes, and tests, and the other two assigned as a con-trol group (N=40) in which students completed the course conventionally. The study used ordinal logistic regression, binomial logistic regression, and multiple linear regression. The study indicated that when controlling the effect of students' CGPA, there was no significant difference in the odds of having higher letter grades between the experimental treatment and control groups. Also, the experi-mental group did not significantly have a higher proportion of A and B grades compared to the control group. The course pass rates and the retention rates in both groups differed insignificantly. The total course score and the course final exam score did not differ significantly. The study findings of students' academic performance metrics in the study indicating no statistically significant positive ef-fect of the MGHE Connect on the student academic performance.

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Taking Goodhart’s Law Meta: Gaming, Meta-Gaming, and Hacking Academic Performance Metrics

Gaming the Metrics ◽

10.7551/mitpress/11087.003.0007 ◽

2020 ◽

Keyword(s):

Academic Performance ◽

Performance Metrics

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NCAA Academic Performance Metrics: Implications for Institutional Policy and Practice

The Journal of Higher Education ◽

10.1080/00221546.2011.11779092 ◽

2011 ◽

Vol 82 (2) ◽

pp. 217-235 ◽

Cited By ~ 1

Author(s):

Larry LaForge ◽

Janie Hodge

Keyword(s):

Academic Performance ◽

Performance Metrics ◽

Institutional Policy ◽

Policy And Practice

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Student Study Group and Design Team Formation Based on Academic Performance Metrics

Journal of Higher Education Theory and Practice ◽

10.33423/jhetp.v20i15.3943 ◽

2020 ◽

Vol 20 (15) ◽

Keyword(s):

Academic Performance ◽

Performance Metrics ◽

Team Formation ◽

Study Group ◽

Design Team

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Role of an Academic Performance Committee

Journal of Dental Education ◽

10.1002/j.0022-0337.1969.33.1.tb00135.x ◽

1969 ◽

Vol 33 (1) ◽

pp. 101-104

Author(s):

JC Hickey ◽

MT Romano ◽

RK Jarecky

Keyword(s):

Academic Performance

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Can the Academic Self-Concept be Positive and Realistic?

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.19.3.132 ◽

2005 ◽

Vol 19 (3) ◽

pp. 129-132 ◽

Cited By ~ 6

Author(s):

Reimer Kornmann

Keyword(s):

Academic Performance ◽

Opposite Effect ◽

Self Esteem ◽

Point Of View ◽

The Other ◽

Self Concept ◽

High Ability ◽

Self Image ◽

Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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