Assessing the Relevance of Information Sources for Modelling Student Performance in a Higher Mathematics Education Course
Abstract
:1. Introduction
2. Materials and Methods
2.1. Statistical Learning Models
2.1.1. Gaussian Process Regression
2.1.2. Partial Least Squares
2.1.3. LASSO
2.1.4. Ridge Regression
2.2. Data-Set Harmonisation
2.2.1. Moodle Log-File Data
2.2.2. Socio-Economic Data
2.2.3. Course Marks
3. Experiments and Results
3.1. Correlation Analysis
3.1.1. Correlation between Input Variables
3.1.2. Correlation between Inputs and Output Variable
3.2. Feature Ranking Analysis
3.2.1. Moodle LMS
3.2.2. Socio-Economic Data
3.2.3. Subject’s Marks
3.3. Student Performance Analysis
4. Conclusions and Future Work
4.1. Conclusions from the Presented Study
4.2. Limitations and Future Work
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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# | Description | # | Description |
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# | Name | Detailed Description |
---|---|---|
1 | gender | student’s gender (male, female, other) |
2 | age | student’s age |
3 | address | student’s home address type (urban or rural) |
4 | famsize | family size |
5 | Pstatus | parent’s cohabitation status |
6 | Medu | mother’s education |
7 | Fedu | father’s education |
8 | Mjob | mother’s job |
9 | Fjob | father’s job |
10 | reason | reason for choosing this university |
11 | guardian | student’s guardian |
12 | traveltime | home-t0 faculty travel time |
13 | studytime | weekly study time |
14 | failures | number of past class failures |
15 | famsup | family educational support |
16 | paid | extra paid classes within the course subject |
17 | activities | extra-curricular activities |
18 | higher | wants to take higher education (post-grade) |
19 | romantic | with a romantic relationship |
20 | famrel | quality of family relationships |
21 | freetime | free time after school |
22 | goout | going out with friends |
23 | Walc | weekend alcohol consumption |
24 | health | current health status |
25 | absences | number of school absences |
Number | Detailed Description |
---|---|
1 | Classroom works mark |
2 | Exam mark |
3 | Videos’ mark |
4 | Seminars’ mark |
5 | Practicals’ marks |
6 | Voluntary homework’s marks |
Metric | Data Source | GP | PLS | LASSO | RR |
---|---|---|---|---|---|
RMSE | Moodle | 2.04 (1.82) | 2.76 (2.58) | 2.93 (2.30) | 2.61 (2.39) |
Socio-Economic | 2.26 (1.84) | 3.58 (2.98) | 3.15 (2.30) | 2.10 (1.58) | |
Subject marks | 2.45 (2.59) | 1.38 (1.36) | 1.29 (1.28) | 1.11 (1.22) | |
NRMSE | Moodle | 0.20 (0.18) | 0.28 (0.26) | 0.29 (0.23) | 0.26 (0.24) |
Socio-Economic | 0.23 (0.18) | 0.36 (0.30) | 0.31 (0.23) | 0.21 (0.16) | |
Subject marks | 0.24 (0.26) | 0.14 (0.14) | 0.13 (0.13) | 0.11 (0.12) | |
CV | Moodle | 0.89 | 0.93 | 0.78 | 0.92 |
Socio-Economic | 0.81 | 0.83 | 0.73 | 0.75 | |
Subject marks | 1.06 | 0.99 | 0.99 | 1.09 | |
Pearson | Moodle | 0.33 | 0.25 | 0.30 | 0.30 |
Socio-Economic | 0.24 | −0.06 | 0.07 | 0.42 | |
Subject marks | 0.22 | 0.74 | 0.77 | 0.81 | |
Spearman | Moodle | 0.50 | 0.54 | 0.45 | 0.57 |
Socio-Economical | −0.02 | −0.10 | −0.01 | 0.34 | |
Subject marks | 0.67 | 0.73 | 0.75 | 0.81 |
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Pérez-Suay, A.; Ferrís-Castell, R.; Van Vaerenbergh, S.; Pascual-Venteo, A.B. Assessing the Relevance of Information Sources for Modelling Student Performance in a Higher Mathematics Education Course. Educ. Sci. 2023, 13, 555. https://doi.org/10.3390/educsci13060555
Pérez-Suay A, Ferrís-Castell R, Van Vaerenbergh S, Pascual-Venteo AB. Assessing the Relevance of Information Sources for Modelling Student Performance in a Higher Mathematics Education Course. Education Sciences. 2023; 13(6):555. https://doi.org/10.3390/educsci13060555
Chicago/Turabian StylePérez-Suay, Adrián, Ricardo Ferrís-Castell, Steven Van Vaerenbergh, and Ana B. Pascual-Venteo. 2023. "Assessing the Relevance of Information Sources for Modelling Student Performance in a Higher Mathematics Education Course" Education Sciences 13, no. 6: 555. https://doi.org/10.3390/educsci13060555