Work

Competency-based Grouping and Academic Performance: Evidence From a Cluster Analysis Intervention

Year: 2026

Type: article

Abstract: This study examines how competency-based working groups influence academic performance in higher education. Drawing on peer learning and cooperative learning, it evaluates a teaching intervention in which voluntary group work was organized through cluster analysis using prior performance indicators from Mathematics. The intervention was implemented in a Finance course and compared with the previous academic year, when groups were formed by personal affinity, while teaching conditions remained constant. Non-parametric tests, linear regression and quantile regression were applied. The results show that competency-based grouping improves final grades compared with friendship-based grouping, especially among higher-performing students, without negative effects on lower-performing students. The study concludes that objective indicators can support group formation, enhance academic performance and inform teaching and assessment strategies in higher education.

Source: Acta Innovations

DOI: 10.62441/actainnovations.vi.2621

Authors: Inmaculada C. Masero-Moreno, María Victoria Avilés-Blanco, Manuela Vega-Pascual

Institution: Universidad de Sevilla

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W7224318462

FWCI:

Cites:

Cited by:

Related to: 10