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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2027
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| Online Access: | https://doi.org/10.5281/zenodo.18059271 |
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| _version_ | 1866901099902926848 |
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| author | GIGO, Sani |
| author_facet | GIGO, Sani |
| contents | <p><strong><span lang="fr-NE">Abstract </span></strong></p> <p><span lang="fr-NE">The success rate is one of the most widely used indicators for assessing the performance of classes, teachers, and educational institutions. Calculated using the classical formula that relates the number of successful candidates to the number of candidates present, it serves as a basis for numerous statistical comparisons and educational decisions. However, this formula relies on a variable reference base, which generates significant biases when comparing entities of different sizes.</span></p> <p><span lang="fr-NE">This study provides an in-depth scientific analysis of the classical formula for calculating school success and failure rates, examining its mathematical, statistical, and pedagogical foundations. The findings show that the rates produced are relative measures and that cohort average rates generally do not correspond to any standard statistical mean. The analysis also reveals a structural bias favoring small entities, a systematic underestimation of performance in large entities, and a loss of information resulting from the exclusion of absent students.</span></p> <p><span lang="fr-NE">These limitations lead to biased interpretations, questionable school rankings, and pedagogical distortions that may undermine educational equity. The study concludes by arguing for the abandonment of the classical formula for comparative purposes and proposes a methodological shift toward weighted success rates based on a constant reference population, enabling objective and scientifically robust comparisons across heterogeneous educational entities and cohorts.</span></p> <p><strong><span lang="fr-NE">Keywords </span></strong></p> <ul> <li><span lang="fr-NE">Success rate</span></li> <li><span lang="fr-NE">Failure rate</span></li> <li><span lang="fr-NE">Educational assessment</span></li> <li><span lang="fr-NE">Relative rates</span></li> <li><span lang="fr-NE">Weighted rates</span></li> <li><span lang="fr-NE">School performance indicators</span></li> <li><span lang="fr-NE">Statistical comparability</span></li> <li><span lang="fr-NE">Educational equity</span></li> <li><span lang="fr-NE">School rankings</span></li> </ul> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18059271 |
| institution | Zenodo |
| language | eng |
| publishDate | 2027 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Scientific Analysis of the Classical Formula for Calculating School Success and Failure Rates: Limitations and Implications GIGO, Sani Education school assessment Statistics Social sciences Mathmatics <p><strong><span lang="fr-NE">Abstract </span></strong></p> <p><span lang="fr-NE">The success rate is one of the most widely used indicators for assessing the performance of classes, teachers, and educational institutions. Calculated using the classical formula that relates the number of successful candidates to the number of candidates present, it serves as a basis for numerous statistical comparisons and educational decisions. However, this formula relies on a variable reference base, which generates significant biases when comparing entities of different sizes.</span></p> <p><span lang="fr-NE">This study provides an in-depth scientific analysis of the classical formula for calculating school success and failure rates, examining its mathematical, statistical, and pedagogical foundations. The findings show that the rates produced are relative measures and that cohort average rates generally do not correspond to any standard statistical mean. The analysis also reveals a structural bias favoring small entities, a systematic underestimation of performance in large entities, and a loss of information resulting from the exclusion of absent students.</span></p> <p><span lang="fr-NE">These limitations lead to biased interpretations, questionable school rankings, and pedagogical distortions that may undermine educational equity. The study concludes by arguing for the abandonment of the classical formula for comparative purposes and proposes a methodological shift toward weighted success rates based on a constant reference population, enabling objective and scientifically robust comparisons across heterogeneous educational entities and cohorts.</span></p> <p><strong><span lang="fr-NE">Keywords </span></strong></p> <ul> <li><span lang="fr-NE">Success rate</span></li> <li><span lang="fr-NE">Failure rate</span></li> <li><span lang="fr-NE">Educational assessment</span></li> <li><span lang="fr-NE">Relative rates</span></li> <li><span lang="fr-NE">Weighted rates</span></li> <li><span lang="fr-NE">School performance indicators</span></li> <li><span lang="fr-NE">Statistical comparability</span></li> <li><span lang="fr-NE">Educational equity</span></li> <li><span lang="fr-NE">School rankings</span></li> </ul> |
| title | Scientific Analysis of the Classical Formula for Calculating School Success and Failure Rates: Limitations and Implications |
| topic | Education school assessment Statistics Social sciences Mathmatics |
| url | https://doi.org/10.5281/zenodo.18059271 |