Guidelines for the use of machine learning to predict student project group academic performance
- Authors: Evezard, Ryan
- Date: 2020
- Subjects: Academic achievement , Machine learning
- Language: English
- Type: Thesis , Masters , MIT
- Identifier: http://hdl.handle.net/10948/46042 , vital:39476
- Description: Education plays a crucial role in the growth and development of a country. However, in South Africa, there is a limited capacity and an increasing demand of students seeking an education. In an attempt to address this demand, universities are pressured into accepting more students to increase their throughput. This pressure leads to educators having less time to give students individual attention. This study aims to address this problem by demonstrating how machine learning can be used to predict student group academic performance so that educators may allocate more resources and attention to students and groups at risk. The study focused on data obtained from the third-year capstone project for the diploma in Information Technology at the Nelson Mandela University. Learning analytics and educational data mining and their processes were discussed with an in-depth look at the machine learning techniques involved therein. Artificial neural networks, decision trees and naïve Bayes classifiers were proposed and motivated for prediction modelling. An experiment was performed resulting in proposed guidelines, which give insight and recommendations for the use of machine learning to predict student group academic performance.
- Full Text:
- Date Issued: 2020
- Authors: Evezard, Ryan
- Date: 2020
- Subjects: Academic achievement , Machine learning
- Language: English
- Type: Thesis , Masters , MIT
- Identifier: http://hdl.handle.net/10948/46042 , vital:39476
- Description: Education plays a crucial role in the growth and development of a country. However, in South Africa, there is a limited capacity and an increasing demand of students seeking an education. In an attempt to address this demand, universities are pressured into accepting more students to increase their throughput. This pressure leads to educators having less time to give students individual attention. This study aims to address this problem by demonstrating how machine learning can be used to predict student group academic performance so that educators may allocate more resources and attention to students and groups at risk. The study focused on data obtained from the third-year capstone project for the diploma in Information Technology at the Nelson Mandela University. Learning analytics and educational data mining and their processes were discussed with an in-depth look at the machine learning techniques involved therein. Artificial neural networks, decision trees and naïve Bayes classifiers were proposed and motivated for prediction modelling. An experiment was performed resulting in proposed guidelines, which give insight and recommendations for the use of machine learning to predict student group academic performance.
- Full Text:
- Date Issued: 2020
Academic performance and cognitive critical thinking skills of certificate in theory of accounting students at Nelson Mandela University
- Authors: Pienaar, Joné
- Date: 2019
- Subjects: Academic achievement , Thought and thinking , Cognitive learning , Educational tests and measurements , Academic achievement -- South Africa -- Port Elizabeth -- Evaluation
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/43196 , vital:36759
- Description: With advances in computerisation, the skills that accountants need to remain relevant in an ever-changing world deserves consideration. Literature indicates that “critical thinking skills” form part of the required skill set. However, the development and assessment of critical thinking skills in the accounting curriculum has not received sufficient attention. This study focuses on evaluating the assessment of accounting students’ critical thinking skills, specifically those aspiring to be CAs (SA), who are in their final year of university education. The primary objective of this study is to establish whether a relationship exists between cognitive critical thinking skills and academic performance of CTA students at Nelson Mandela University. The research followed a positivistic mixed method research methodology. Using the Watson-Glaser Critical Thinking Appraisal (W-GCTA), the cognitive critical thinking ability of the sample (CTA students (n=60)) was determined and compared to their academic performance using various statistical techniques. Since the proxy for academic performance was the final marks of which the year-end examination forms a very large component, the examiners of each of the modules comprising the CTA programme also completed a questionnaire wherein they indicated the critical thinking skills assessed, and the assessment characteristics used in the examination papers. The results indicate that a relationship exists between cognitive critical thinking skills and academic performance of the sample in three of the four modules of the CTA programme: Accounting, Taxation and Estate Planning and Management Accounting. The questionnaire feedback indicates that cognitive critical thinking skills were assessed in the CTA programme to some extent, but that focus was placed on skills not assessed by the W-GCTA.
- Full Text:
- Date Issued: 2019
- Authors: Pienaar, Joné
- Date: 2019
- Subjects: Academic achievement , Thought and thinking , Cognitive learning , Educational tests and measurements , Academic achievement -- South Africa -- Port Elizabeth -- Evaluation
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/43196 , vital:36759
- Description: With advances in computerisation, the skills that accountants need to remain relevant in an ever-changing world deserves consideration. Literature indicates that “critical thinking skills” form part of the required skill set. However, the development and assessment of critical thinking skills in the accounting curriculum has not received sufficient attention. This study focuses on evaluating the assessment of accounting students’ critical thinking skills, specifically those aspiring to be CAs (SA), who are in their final year of university education. The primary objective of this study is to establish whether a relationship exists between cognitive critical thinking skills and academic performance of CTA students at Nelson Mandela University. The research followed a positivistic mixed method research methodology. Using the Watson-Glaser Critical Thinking Appraisal (W-GCTA), the cognitive critical thinking ability of the sample (CTA students (n=60)) was determined and compared to their academic performance using various statistical techniques. Since the proxy for academic performance was the final marks of which the year-end examination forms a very large component, the examiners of each of the modules comprising the CTA programme also completed a questionnaire wherein they indicated the critical thinking skills assessed, and the assessment characteristics used in the examination papers. The results indicate that a relationship exists between cognitive critical thinking skills and academic performance of the sample in three of the four modules of the CTA programme: Accounting, Taxation and Estate Planning and Management Accounting. The questionnaire feedback indicates that cognitive critical thinking skills were assessed in the CTA programme to some extent, but that focus was placed on skills not assessed by the W-GCTA.
- Full Text:
- Date Issued: 2019
The role of psychosocial factors in academic performance of first year psychology students at a historically white university
- Authors: Dlamini, Sipho Solomon
- Date: 2017
- Subjects: Rhodes University -- Students , Academic achievement , Undergraduates -- South Africa , Dropouts -- South Africa , College students -- South Africa , Psychology students -- South Africa , Minorities -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5150 , vital:20781
- Description: The success rate of students in higher education has been a cause for concern in South Africa (Letseka & Maile, 2008; Department of Higher Education and Training, 2015). This has been particularly concerning for first-year students, where the rate of attrition is especially high (Letseka, Cosser, Breier, and Visser, 2010). A number of factors have been identified in past research as having an effect on academic performance, which influences attrition and graduation. These factors include age (Justice, & Dornan, 2001), gender (Buchmann, & DiPrete, 2006), socio-economic status which is confounded by race (Letseka & Breier, 2008), type of educational background (Spreen, & Vally, 2006), and whether a student is a domestic or international student (Li, Chen, Duanmu, 2009), social capital (Young & Strelitz, 2014), whether the student is a first language speaker of the language of instruction at the university (Snowball, and Boughey, 2012), student wellbeing (Quinn, & Duckworth, 2007), locus of control (Findley, & Cooper, 1983), and frequency of lecture attendance (van Wallbeek, 2004). The study was conducted at Rhodes University, a small historically white South African institution. For this study, academic performance was measured using the participant’s midyear exam results for an introductory psychology cause, a course that straddles faculties. Of the 690 students registered for the course, 361 (52%) completed an electronic survey that explored the various factors associated with academic performance. A hierarchical regression analysis indicates that pre-university factors (age, gender, race, nationality, language, type of school, and socio-economic status) were the only significant predictors of academic performance, contributing 11% of the effect. Race and nationality, when all the other factors were controlled for, were the only predictors of academic performance. The implications of these findings pose troubling questions of the institutional culture at the university.
- Full Text:
- Date Issued: 2017
- Authors: Dlamini, Sipho Solomon
- Date: 2017
- Subjects: Rhodes University -- Students , Academic achievement , Undergraduates -- South Africa , Dropouts -- South Africa , College students -- South Africa , Psychology students -- South Africa , Minorities -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5150 , vital:20781
- Description: The success rate of students in higher education has been a cause for concern in South Africa (Letseka & Maile, 2008; Department of Higher Education and Training, 2015). This has been particularly concerning for first-year students, where the rate of attrition is especially high (Letseka, Cosser, Breier, and Visser, 2010). A number of factors have been identified in past research as having an effect on academic performance, which influences attrition and graduation. These factors include age (Justice, & Dornan, 2001), gender (Buchmann, & DiPrete, 2006), socio-economic status which is confounded by race (Letseka & Breier, 2008), type of educational background (Spreen, & Vally, 2006), and whether a student is a domestic or international student (Li, Chen, Duanmu, 2009), social capital (Young & Strelitz, 2014), whether the student is a first language speaker of the language of instruction at the university (Snowball, and Boughey, 2012), student wellbeing (Quinn, & Duckworth, 2007), locus of control (Findley, & Cooper, 1983), and frequency of lecture attendance (van Wallbeek, 2004). The study was conducted at Rhodes University, a small historically white South African institution. For this study, academic performance was measured using the participant’s midyear exam results for an introductory psychology cause, a course that straddles faculties. Of the 690 students registered for the course, 361 (52%) completed an electronic survey that explored the various factors associated with academic performance. A hierarchical regression analysis indicates that pre-university factors (age, gender, race, nationality, language, type of school, and socio-economic status) were the only significant predictors of academic performance, contributing 11% of the effect. Race and nationality, when all the other factors were controlled for, were the only predictors of academic performance. The implications of these findings pose troubling questions of the institutional culture at the university.
- Full Text:
- Date Issued: 2017
An evaluation of intercultural communication challenges and their impacts on academic performance of the University of Fort Hare students
- Mgogo, Quatro https://orcid.org/0000-0003-3041-9753
- Authors: Mgogo, Quatro https://orcid.org/0000-0003-3041-9753
- Date: 2015-07
- Subjects: Intercultural communication--South Africa , Academic achievement , Communication--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25151 , vital:63982
- Description: This study aims to evaluate intercultural communication challenges and their impact on the academic performance of University of Fort Hare students. Intercultural communication has been an issue ever since nations started to link together, particularly in trading and job market. However, people have been looking at ways of fitting in and being able to meet halfway with regards to accommodating one another’s culture during the process of intercultural communication. Many scholars have given explicit definitions on intercultural communication, but some are not deep enough to make it clearer and more understandable. Scholars like Pinto (2000) define intercultural communication as communication between individuals or groups from distinctive cultures. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2015
- Full Text:
- Date Issued: 2015-07
- Authors: Mgogo, Quatro https://orcid.org/0000-0003-3041-9753
- Date: 2015-07
- Subjects: Intercultural communication--South Africa , Academic achievement , Communication--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25151 , vital:63982
- Description: This study aims to evaluate intercultural communication challenges and their impact on the academic performance of University of Fort Hare students. Intercultural communication has been an issue ever since nations started to link together, particularly in trading and job market. However, people have been looking at ways of fitting in and being able to meet halfway with regards to accommodating one another’s culture during the process of intercultural communication. Many scholars have given explicit definitions on intercultural communication, but some are not deep enough to make it clearer and more understandable. Scholars like Pinto (2000) define intercultural communication as communication between individuals or groups from distinctive cultures. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2015
- Full Text:
- Date Issued: 2015-07
The impact of child sexual abuse (CSA) on the school life experiences and academic performance of adult CSA survivors
- Ah Hing, Antoinette Danielle
- Authors: Ah Hing, Antoinette Danielle
- Date: 2010
- Subjects: Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9478 , http://hdl.handle.net/10948/1259 , Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Description: Child Sexual Abuse (CSA) is a societal problem whose origins date back to the times of the ancient Greeks and Romans. It is found in all levels of society, from the wealthiest to the poorest; and the short-term and long-term impacts it has on the lives of the victims, can be devastating. There are many reasons for the occurrence of child sexual abuse, but in all cases, the ultimate accountability rests on the shoulders of the sexual offender. The nature of child sexual victimisation varies from verbal suggestions to violent physical force. Irrespective of which type the child is being subjected to, as the weaker partner in the pedagogical relationship with the adult, s/he is never able to defend herself/himself. The global phenomenon, and the increase in CSA, has given rise to the research question, namely: How does child sexual abuse impact on the school life experiences and academic performance of learners at school? The purpose of this research study was to provide insight into the following issues: • The nature and identification of the symptoms of child sexual abuse; • The manner in which sexually abused children manifest their experiences of sexual abuse at school; • How sexually abused children cope with their learning tasks; and • Recommendations for educators. The literature relating to CSA was reviewed, with the aim of establishing a solid theoretical foundation for the study. CSA has been looked at holistically, encompassing the accepted definitions, the related concepts, the nature of sexual abuse, the prevalence and incidence of CSA, the possible causes, the short-term and long-term impacts, and the suggestions by adult survivors for use by educators in their efforts to help abused learners. 11 In an attempt to provide acceptable answers to the research problem, a mixed- method research design was implemented. The research study was conducted in two phases: Stage 1 consisted of an exploration of the research problem by means of the following question put to the participants: In your experience as an adult survivor of child sexual abuse how did the abuse impact on your school life experiences, including your academic performance? A total of nineteen participants from the Eastern Cape Province shared their experiences, by means of writing their life story as a narrative. Purposive and availability sampling of adult survivors was undertaken. In order to ensure the trustworthiness and authenticity of the research methodology, Guba’s model of data verification was used. Accepted ethical measures were taken into consideration and adhered to during the research. The analysed data were taken directly from the narratives that the individual participants saved onto flashdrives. Consensus by the researcher and coder was reached regarding the identification of themes, categories and subcategories. The following four significant themes emerged, based on the results of the data analysis: Theme One: Health, sexuality and the sexual experiences of sexual abused children and adolescents. Theme Two: The social development of sexually abused children and adolescents. Theme Three: School-related experiences and academic performance of sexually abused children and adolescents. Theme Four: Advice and suggestions from adult survivors for young victims of CSA. 12 Stage 2 offered recommendations to the teachers of learners who are, or have been sexually abused, derived from the findings of Phase 1. The conclusion was reached that CSA does have an impact on the academic performance of learners. Therefore, teachers are in need of a greater understanding and awareness of CSA, in order to help these learners.
- Full Text:
- Date Issued: 2010
- Authors: Ah Hing, Antoinette Danielle
- Date: 2010
- Subjects: Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9478 , http://hdl.handle.net/10948/1259 , Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Description: Child Sexual Abuse (CSA) is a societal problem whose origins date back to the times of the ancient Greeks and Romans. It is found in all levels of society, from the wealthiest to the poorest; and the short-term and long-term impacts it has on the lives of the victims, can be devastating. There are many reasons for the occurrence of child sexual abuse, but in all cases, the ultimate accountability rests on the shoulders of the sexual offender. The nature of child sexual victimisation varies from verbal suggestions to violent physical force. Irrespective of which type the child is being subjected to, as the weaker partner in the pedagogical relationship with the adult, s/he is never able to defend herself/himself. The global phenomenon, and the increase in CSA, has given rise to the research question, namely: How does child sexual abuse impact on the school life experiences and academic performance of learners at school? The purpose of this research study was to provide insight into the following issues: • The nature and identification of the symptoms of child sexual abuse; • The manner in which sexually abused children manifest their experiences of sexual abuse at school; • How sexually abused children cope with their learning tasks; and • Recommendations for educators. The literature relating to CSA was reviewed, with the aim of establishing a solid theoretical foundation for the study. CSA has been looked at holistically, encompassing the accepted definitions, the related concepts, the nature of sexual abuse, the prevalence and incidence of CSA, the possible causes, the short-term and long-term impacts, and the suggestions by adult survivors for use by educators in their efforts to help abused learners. 11 In an attempt to provide acceptable answers to the research problem, a mixed- method research design was implemented. The research study was conducted in two phases: Stage 1 consisted of an exploration of the research problem by means of the following question put to the participants: In your experience as an adult survivor of child sexual abuse how did the abuse impact on your school life experiences, including your academic performance? A total of nineteen participants from the Eastern Cape Province shared their experiences, by means of writing their life story as a narrative. Purposive and availability sampling of adult survivors was undertaken. In order to ensure the trustworthiness and authenticity of the research methodology, Guba’s model of data verification was used. Accepted ethical measures were taken into consideration and adhered to during the research. The analysed data were taken directly from the narratives that the individual participants saved onto flashdrives. Consensus by the researcher and coder was reached regarding the identification of themes, categories and subcategories. The following four significant themes emerged, based on the results of the data analysis: Theme One: Health, sexuality and the sexual experiences of sexual abused children and adolescents. Theme Two: The social development of sexually abused children and adolescents. Theme Three: School-related experiences and academic performance of sexually abused children and adolescents. Theme Four: Advice and suggestions from adult survivors for young victims of CSA. 12 Stage 2 offered recommendations to the teachers of learners who are, or have been sexually abused, derived from the findings of Phase 1. The conclusion was reached that CSA does have an impact on the academic performance of learners. Therefore, teachers are in need of a greater understanding and awareness of CSA, in order to help these learners.
- Full Text:
- Date Issued: 2010
The relationship of academic aptitude and study habits to academic success : a study of first year students' experience of academic life with specific reference to the University of Fort Hare
- Authors: Penny, Alan Joseph
- Date: 1980
- Subjects: Academic achievement , Student adjustment -- South Africa , College students, Black -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1379 , http://hdl.handle.net/10962/d1001445
- Description: Any enquiry follows some incident which has prompted the question that leads to the enquiry. This study was prompted by a review of the 1974 first year examination results at the University of Fort Hare. The average percentage pass rate for that year was 59.3%. The cynic may remark that this is no different to the first year pass rate at white South African universities (cf. Erens and Louw, 1978), but when it is realised that students entering Fort Hare, or any other black university for that matter, are a highly select group, these figures have more Impact. The consequences of failure in terms of the wastage of human potential are immense (cf. Auerbach, 1977) but are more critical when this occurs, as It does, "... in a society which is competitive rather than co-operative, where people are for ever being classified according to what they have rather than that they can contribute and where competition plus classification inevitably breeds fears." Bligh (1978). A review of the first year examination results for the five years from 1971 revealed an average pass rate of 55.5% and for 1976, 1977 and 1978 a marked decline to 39.32%. For the earlier period, Downing (1977) found that 19.69% of students completed their degree courses In the minimum number of years. For the latter period (1976 to 1978) this has dropped to 16.3%, which, with the figure for the earlier period, suggests that whilst the failure rate may be highest at the end of the first year, in subsequent years it is also high. In this respect Fort Hare differs from white universities where about 75% of students complete their degrees in minimum time (cf. Erens and Louw, 1978)
- Full Text:
- Date Issued: 1980
- Authors: Penny, Alan Joseph
- Date: 1980
- Subjects: Academic achievement , Student adjustment -- South Africa , College students, Black -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1379 , http://hdl.handle.net/10962/d1001445
- Description: Any enquiry follows some incident which has prompted the question that leads to the enquiry. This study was prompted by a review of the 1974 first year examination results at the University of Fort Hare. The average percentage pass rate for that year was 59.3%. The cynic may remark that this is no different to the first year pass rate at white South African universities (cf. Erens and Louw, 1978), but when it is realised that students entering Fort Hare, or any other black university for that matter, are a highly select group, these figures have more Impact. The consequences of failure in terms of the wastage of human potential are immense (cf. Auerbach, 1977) but are more critical when this occurs, as It does, "... in a society which is competitive rather than co-operative, where people are for ever being classified according to what they have rather than that they can contribute and where competition plus classification inevitably breeds fears." Bligh (1978). A review of the first year examination results for the five years from 1971 revealed an average pass rate of 55.5% and for 1976, 1977 and 1978 a marked decline to 39.32%. For the earlier period, Downing (1977) found that 19.69% of students completed their degree courses In the minimum number of years. For the latter period (1976 to 1978) this has dropped to 16.3%, which, with the figure for the earlier period, suggests that whilst the failure rate may be highest at the end of the first year, in subsequent years it is also high. In this respect Fort Hare differs from white universities where about 75% of students complete their degrees in minimum time (cf. Erens and Louw, 1978)
- Full Text:
- Date Issued: 1980
An investigation into the relationship between creativity and academic performance in school children
- Authors: Noble, Sybil
- Date: 1970
- Subjects: Creative ability , Academic achievement , Performance in children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3221 , http://hdl.handle.net/10962/d1012964
- Description: The subject of creativity is of interest not only to the research worker and educationist but also, with its related mental health aspect, to the clinical psychologist. As the writer's interest is in clinical psychology the opportunity, which occurred in 1968, to undertake research on creativity, was welcomed. This opportunity arose out of a larger piece of research into the relationships between personality variables and mathematical ability in school children. This involved the administration of personality tests and tests of arithmetic and mathematical ability to all the English speaking school children in Grahamstown from Standard 2 to Standard 10. The writer assisted in this testing program and did the greater part of the marking, scoring and entering on computer sheets. Thus personality test scores for over 2,000 children from the age of 8 or 9 to 17 or 18, both boys and girls were available. It was found possible to extend the computer program to calculate a score for creativity based on a combination of Cattell's personality factors and it was decided to compare these creativity scores with actual school performance, as measured by internal school examinations, which with the cooperation and agreement of the Cape Education Department and local schools, the writer was able to obtain. Intro., p.1.
- Full Text:
- Date Issued: 1970
- Authors: Noble, Sybil
- Date: 1970
- Subjects: Creative ability , Academic achievement , Performance in children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3221 , http://hdl.handle.net/10962/d1012964
- Description: The subject of creativity is of interest not only to the research worker and educationist but also, with its related mental health aspect, to the clinical psychologist. As the writer's interest is in clinical psychology the opportunity, which occurred in 1968, to undertake research on creativity, was welcomed. This opportunity arose out of a larger piece of research into the relationships between personality variables and mathematical ability in school children. This involved the administration of personality tests and tests of arithmetic and mathematical ability to all the English speaking school children in Grahamstown from Standard 2 to Standard 10. The writer assisted in this testing program and did the greater part of the marking, scoring and entering on computer sheets. Thus personality test scores for over 2,000 children from the age of 8 or 9 to 17 or 18, both boys and girls were available. It was found possible to extend the computer program to calculate a score for creativity based on a combination of Cattell's personality factors and it was decided to compare these creativity scores with actual school performance, as measured by internal school examinations, which with the cooperation and agreement of the Cape Education Department and local schools, the writer was able to obtain. Intro., p.1.
- Full Text:
- Date Issued: 1970
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