ABSTRACT

Purpose: This study investigates the effectiveness of an academic management model in enhancing student academic performance at Nanhang Jincheng College, China. Specifically, it aims to develop an integrated online–offline classroom model grounded in academic management principles to improve learners’ academic achievement and compare the opinions of teachers, students and managers with this academic management model,as a structured and sustainable academic management approach to enhance learning achievement. Methodology: The study uses a quantitative research approach, drawing data from 783 respondents, including 392 students, 220 teachers, and 171 managers. A structured questionnaire was used for data collection, and the data were analysed using SPSS, Descriptive statistics were used to summarize respondents’ opinions, and independent-samples t-tests and ANOVA were employed to compare perceptions between teachers and students and across relevant groups. Findings: The results reveal that content delivery effectiveness, interaction frequency, and task completion consistency have a significant influence on students' academic performance. Additionally, access to digital media positively moderates these relationships, reinforcing the strength and effectiveness of hybrid classroom implementation. Recommendations: Institutions should strengthen digital access infrastructure and design courses that intentionally promote frequent, meaningful interaction through online collaborative platforms. They should also establish systematic mechanisms to monitor and support task completion so as to reinforce students’ academic performance within the integrated academic management model. Implications: This study provides actionable evidence for higher education institutions seeking to integrate online and offline modalities into a coherent, performance-oriented blended academic management model. It underscores that effective hybrid implementation depends not only on pedagogical design, but also on coordinated policies for digital access, interaction, and task management.