Enhancing Teaching and Learning For Placement Training Through Learning Analytics Using R - Tool

IPASJ International Journal of Computer Science (IIJCS)
Web Site: http://www.ipasj.org/IIJCS/IIJCS.htm

A Publisher for Research Motivation ........ Email:editoriijcs@ipasj.org
Volume 6, Issue 9, September 2018 ISSN 2321-5992
ENHANCING TEACHING AND LEARNING FOR

PLACEMENT TRAINING THROUGH LEARNING
ANALYTICS USING R- TOOL
K.S.Sangeetha priya1, Dr.V.Ramesh2
Research Scholar1, Department of Computer Science and Applications
Assistant Professor2, Department of CSA,

Sri Chandrasekharendra Saraswathi Viswa Maha Vidyala, Kanchipuram, India
ABSTRACT
Teaching and Learning process of an educational institution should be observed and successfully examined for upgrade.
Teaching and Learning is a fundamental component for an educational establishment. It is additionally one of the criteria set
by dominant part of the Accreditation Agencies around the globe. Learning analytics and Educational Data Mining are
moderately new. Learning analytics refers to the collection of large volume of data about students in an educational setting and
to analyse the data to predict the students' future performance and interpret the results. Educational Data Mining (EDM) is
develops methods to analyse the data produced by the students in educational settings and these methods helps to understand
the students and the setting where they learn. Learning analytics solutions leverage the student learning data produced by next-
generation learning management systems to allow education institutions to monitor, evaluate and predict student performance.
As job assessment and placement activities become critical in the current market scenario, E-Learning technologies are now
able to improve these kinds of processes, by delivering advanced services for learners. Assessment activities are a pool of
services dedicated to skills and career development programs for Human Resources.
The goal of this study is to investigate and describes the concept of learning analytics. An e-learning platform created on area
of aptitude training which contains aptitude lessons, important formulas and testimonials. A total of 200 students participated.
Specifically we determined that behavior in learning style and interest of learner’s differs. Changes in their level of learning
correspondingly affect the results. This study performed clustering on the learning style to know how comfortable participants
would feel in reading the lesson. Classifying the score of students to know which they possess and comparing the scores of
various category of learner. According to our results, learners who were studied and go through the lessons have secured more
marks than who skip the lessons.
Keywords: educational data mining, learning analytics, placement training, R-Tool.
1.INTRODUCTION
“Learning is an experience. Everything else is just information”. Applying this quote in LA. Learner can get enormous
amount of knowledge through LMS/e-learning site. Both the success and failure are taken into the account of learner
which is therefore treated as learner’s experience. Those experience should not be taken as scar or it should not lead a
person to be head weighted. Experience of learner should get matured.so that experience to be estimated. In other word,
learning should be analysed. Yes, “everything else is just information”. These information will tell the learner how they
deviated from studies, reason for falling into the category called as factor.
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for
purposes of understanding and optimising learning and the environments in which it occurs. This definition is a useful
reference for several reasons. It highlights the practices associated with learning analytics – the measurement,
collection, analysis and reporting of data. It points out this data is about learners but also about context. And it offers
motivation - to understand and optimize learning and the environments in which it occurs. Learning analytics offers
additional ways to observe, reflect, and improve how we learn and teach, and the environment we create for each.
Learning examination is the estimation, accumulation, investigation and revealing of information about students and
their specific circumstances, for motivations behind comprehension and improving learning and the situations in which
it happens. This definition is a valuable reference for a few reasons. It features the practices related with learning
investigation – the estimation, accumulation, examination and reporting of data. It brings up this information is about
students yet additionally about context. Also it offers inspiration - to comprehend and enhance learning and the
conditions in which it happens. Learning analytics offers extra approaches to keenly observe, reflect, and enhance how
we learn and educate, and the environment we make for each learner.
Volume 6, Issue 9, September 2018 Page 7

Learning Analytics are, fundamentally, the accumulation of data that is assembled while students are taking part in the
eLearning background. Analytics comprises of the analysis and reporting of this data. Particularly concerning
eLearning, dynamic pieces of data are recorded all through the span of the eLearning course for instance, learners’
score on a specific test/exam, how rapidly they are advancing through a module, how many times have they have
logged in, whether they have participated in a discussion board, etc. At the same time, Learning Analytics also offer
online facilitators and instructors a comprehensive look at how a learner is performing, if he/she may need additional
help with a particular lesson or subject, and even if the learner is likely to pass or not an eLearning course. Such data
can then be used to make educational analysis and predictions that help to determine which learning materials are
appropriate, useful or irrelevant for the learners. This is primarily based upon learner’s performance, skill level, and
personal interests.
II REVIEW OF LITERATURE
Jose Aguilar , Priscila Valdiviezo-Díaz [1] shown the power of learning analytics in the field of education.
Researchers conducted classes and test on artificial intelligence and classify the students attempt towards questions
asked in the test. It make use fuzzy classification algorithm.
Kousuke Mouri, Chengiu Yin [2] worked on improvisation of learning materials based on E-book with assistance of
learning analytics. The purpose of this paper is to dig sensible information and analyse them in turn provide the
outcome in the visualization methods. This study mainly focus association analysis with apriori algorithm.logs for e-
book based learning analytics were collected in e-book system.
Yusep Rosmansyah1, Nunung Kartikasari2, Aciek Ida Wuryandari3 [3] presented their work under the name called
Learning Analytics Tool for Monitoring and Improving Students' Learning Process. They conducted Moodle classes for
two separate groups namely control group and experimental group. Researched follows statistical analysis using
Shapiro-Wilk test. Distinguishes the comparative result of both group. Finally experiment group shown progress.
Paulo Blikstein[4] have implemented learning analytics to assess students’ behavior in open-ended programming tasks.
Researcher had idea to analyse the programming skill of students. This study employed the NetLogo programming
environment. Capture the learner ability in programming skill. Time series algorithm were used to examine log files
from other student search of similarities.
Ryan Shaun Baker and Paul Salvador Inventado [5] presented paper captioned as “Educational Data Mining and
Learning Analytics “. This study clearly defines association between educational data mining and learning analytics.
Ultimate aim of both communities is to improve the support for any person who is learning, whenever they are
learning.
Yogesh Bharambe , Nikita More , Manisha Mulchandani , Dr. Radha Shankarmani and Sameer Ganesh Shinde [6]
described that methodology used data mining technique such as classification that is used to predict the employability
status of the students. Classification analysis was done and reveals that Random Forest has the highest accuracy over
other classification algorithms such as decision tree, KNN, Random forest, Naive Bayes, logistic regression, SVM
(Linearsvc), Multi-class Ada Boosted and Quadratic Discriminant Analysis(QDA); with 99% as measured on the
students skillset data. Thus Random Forest classification algorithm was used on students skillset data to predict the
students employability. Also students strengths and detailed weaknesses are analysed so that they can overcome their
weaknesses in order to get their expected company. Students are suggested the list of suitable companies having similar
requirements for the job profile as per their skillsets.
III PROPOSED WORK

This study travels as per flow depicted in architecture. First step is to create the elearning platform which is captioned
as “hopefulhands”. This site comprises of two major parts, one is for tutoring segment where it provides 5chapters on
the theme of aptitude. Each of chapter serves different training like non-verbal logical reasoning skill, problem solving,
blood relation, interpretation and logical problem. Each chapter instructs important formula, shortcut training and
sample solved problems. URL of site is https://hopefulhands.000webhostapp.com.

Figure:3.1 Architecture of this study
Once it was hosted in web. The site will not be out of our hands. We can manage coding by adding one more page or
delete page or correct the mistakes in page and also give updates to users. As well as able to maintain and control the
database. The rest of the work is left to learners. The first duty of them is to register in this site, if they already had
account learner can directly signup into site. Learner can able to read the lesson by attending the course on
employability training. Learner’s flow when attending lecture session which is depicted as below plotted flow chart.
Once learners entered into tutorial segment. They have two option either to skip or read chapter as per learner interest
.if they skipped again it shows that they were not interested if they read few chapters’ state and their reading on rest of
chapters treated as in progress. The action which ever performed by learner such as skipping, not showing interest to
lessons, reading chapters and progress state everything treated as traces which they left during the reading session and
which is programmed to convert as data and stored in database of server. Next session is assessing the learner’s
knowledge on aptitude skill. A set of 15 questions was framed to test the learner grasping power on aptitude skill. 3
questions from each category was asked in assessment. Each correct answer carries one mark and half mark reduced
when it is incorrect. By this way, learners cumulative scores taken into their account and stored in database of server.
The final score would be displayed to end user.
During the analytical process first step is to gather dataset. So, we have to request the server for accessing our dataset.
Extract those dataset from storage and convert them in to usable format in R. so that it is converted into csv file. Pre-
processing the data in R which eliminates missing values and noisy form of data in order to provide efficient result the
data processed by this way. Later, proceed by applying data mining techniques to provide analytical results. Data
mining techniques which used in this study is clustering and classification. Clustering which is used to group the
learner’s based on their readiness towards lecture session, classify their grades using c tree technique. Based on the
clustered result comparing the two category one is skipper and another one is studious with their scores. Feedback
collected after the assessment session. Those who given feedback are clustered into three groups simple, tough and
moderate.
IV EXPERIMENTS AND RESULTS

Here we evaluate the student answer by using some of the following algorithm called “c tree decision tree algorithm”.
The process starts by First admin frames the lessons to allow the students to gain knowledge on aptitude skill. Then
framing questions and options for the examination process. For each questions they can choose any one among 4. They
must answer all 15 questions. Each questions carries 1 mark if they fail to answer half mark will be reduced. The portal
which is designed with the outline as it mentioned above and action activity in each phase of learning such as learning
and assessment phase. These actions converted into data and stored in data storage. Once the student navigate one page
to another page it automatically converts an action in to data. In assessment phase students allowed to attend the all 15

question and the system will automatically calculate grade using classifier model. Before this evaluation process the pre-
processing technique is undergone. Here we use clustering and linear regression model for the comparisons and provide
visualize form of result
The main objectives of this study are,
 Grouping the learners’ style of learning the study material using k-mean clustering technique:
Learners are segregated in to groups based on their studying method using centres in the k mean clustering
technique. (for instance Skippers, In Progress, Not interested, Read are some categories used to cluster learners
in to group)
 Comparing the selected category of learners along with scores .selecting category of learner based on cluster:
Comparing the scores of learners from one category with the other using Classification trees (C Tree)
algorithm, to see which category students outperform the others.
 Grouping the feedback of learner into three category. Comparing the each category of feed backer along with
their scores:
Comparing the feedback received from each users of each group along with their performance result using R
statistical analytics and K mean clustering.
 Indicates the level of student’s performance which is a grade based on classification technique:
Based on the marks scored by the learners, they are classified into different grades, this is done in the
developer end using if condition. And are later C Tree classification technique.
The result of each process is presented in visualize format. Image can be stored or exported in different format
either pdf or image format. No need of taking screen shot of final outcome simply use copy to clipboard option
to paste the outcome directly from R to document.
4.1 COURSE CONTENT EVALUATION

Learners had left there traces in the form of action activity which directly associated with learning status on designed e-
learning portal. Collecting those traces and providing interesting set of outcomes. In this study it deals with grouping
those different set of learners based on their individual engagement with the provided e-learning platform. Totally 200
students enrolled in this platform.
Learning style Groups
(numbered)
4 Read(studious)
3 In progress
2 Not interested in
reading lessons
1 Skippers
Table: 4.1 learner’s cluster centers
By providing this kind of result instructor get benefits because these are the data taken without their knowledge.as they
student that they going to only navigate from one page to another but within that navigation option this study provided
interesting result which is worth to improve the lectures form instructor side .

Figure: 4.1 Visualize form of k-mean clustering of learner’s learning style
Accuracy: The course content evaluation of this proposed study achieved about 93.34
4.2 STUDENT’S PERFORMANCE EVALUATION
Classifying learner into category such as poor, average, good, exemplary with the help of their scores secured in
assessment process. To implement this idea suitable algorithm is conditional tree which special kind of tree. Process of
decision making using recursive partitioning with binary splits and early stopping when it meets best split point and
strong association between them.
Range Category
1-3 Poor
3-5 average
5-7 good
7-10 Exemplary
Table:4.2 classification model
Classifier model prepared with this range by setting some train data already prepared. Then the rest decision would be
routed by classifier model for the unknown dataset

Figure: 4.2 classifying student’s performance
In this visualization report it clearly depicts that student will come under in which category. Maximum number of
learners falls into category “average”. Next to that category “poor” followed by category: “exemplary” and least student
category is “good” grade. 200 dataset of learner were taken in 2 aspect train and test data. This dataset trained with
30% approximately 60 students and test data which is assigned as 70% of total candidates which 140 learners
approximately. Students who achieved “average “their score ranges between 3 and 5 out of 144 learners, 58 students
comes under the category average and poor whose score were greater than 2 and less than 5. Among 58 only 2
percentage falls into poor category rest of 8% falls into average category. 45 students comes under category of “poor”
whose score were less than or equal to 2. Among 45 everyone falls into poor category.29 students falls into “Exemplary”
category whose scores were greater than 7. Among 29 everyone falls into exemplary category.12 students falls into
“Good” category whose scores were greater than 5 and less than 7. Among 12 everyone falls into exemplary category so
it shows 100% bar in that chart.
4.3 COMPARATIVE STUDY OF VARYING LEARNER’S PERFORMANCE
In this study as it clusters different style of learners based on their activity during lecture session. Analytically moving to
next step. By answering question what can we do with that clustered data set?
Figure: 4.3 comparative study of skipper category learners and studious category learners

4.4 LEARNER’S FEEDBACK EVALUATION ON QUESTION PATTERN

First prior step is to cluster feedback given learners into three groups. Which is represented in legends section. Learner
who rated that the framed question was simple taken in to comparative study between scores and learner who opted it as
simple
Among twelve learners who gave their feedback to e-learning system on the motive improve learning material, four of
them opted that framed questions were moderate. The first plot of this graph denotes members who occupies this
category. Rest contiguous plot represents the scores of particular candidate. Final plot which depicts all members who
rated moderate against their score secured by them. This visualization form of representation which comes under the
technique called multiple plots.
Figure: 4.4 compared moderate feedback rated learner’s vs scores
V CONCLUSION AND FUTURE WORK

The proposed method provide clustering on the learning style to know how comfortable participants would feel in
reading the lesson. Classifying the score of students to know which they possess and comparing the scores of various
category of learner. According to our results, learners who were studied and go through the lessons have secured more
marks than who skip the lessons. Feedbacks were collected from user and comparative study between scores and the
three rated categories. According to comparative result of this is each classes what they felt exactly about framing of
questions reflects in the scores.
In future work, we plan to enhance the e-learning platform by providing forum discussion. Innovative analytics can be
performed in order to enhance the e-learning environment. More data mining techniques can be used. This proposal
can be extended in future for similar type of research work.
References
[1] J. James Dr. S. Hari Ganesh M. Lovelin Ponn Felciah(2014), ” Discovering Students’ Academic Performance
Based on GPA using K-Means Clustering Algorithm “ World Congress on Computing and Communication
Technologies.
[2] Mohamed Soliman,Mohamed Elemam Shehab,Essam M. Ramzy Hamed (2015),” Predicting Student Personality
Based on a DataDriven Model from Student Behavior on LMS and Social Networks”,IEEE.
[3] Jose Aguilar, Priscila Valdiviezo-Díaz (2017), "Learning Analytic in a Smart Classroom to Improve the
eEducation”,2017 Fourth International Conference on eDemocracy & eGovernment (ICEDEG) IEEE .

[4] C. Romero, S. Ventura, P. G. Espejo, C. Hervás (2008), “Data mining algorithms to classify students”, Proc
Educational Data Mining Conf., pp. 20–21.
[5] Uday Kumar Mothukuri, B Viswanath Reddy, P Naveen Reddy, Sarada Gutti, Kumar Mandula, Ramu Parupalli,
CH.A.S.Murty, E.Magesh, (2017) “Improvisation of learning experience using Learning Analytics in
eLearning” IEEE
[6] Han-Yu Sung, Po-Han Wu (2017), “A Learning Analytics Approach to Investigating the Impacts of Educational
Gaming Behavioral Patterns on Students’ Learning Achievements” 2017 6th IIAI International Congress on
Advanced Applied Informatics
[7] Megha Gupta and Naveen Aggarwal (2010), “Classification techniques analysis” -National Conference on
Computational Instrumentation.
[8] Jiawei Han and Michelin Kamber (2010), “Data Mining Concepts and Techniques”, Morgan Kaufmann publishers
[9] Yusep Rosmansyah1, Nunung Kartikasari2, Aciek Ida Wuryandari3 “Learning Analytics Tool for Monitoring
and Improving Students' Learning Process
[10] D. Kalles, C. Pierrakeas (2006),“Analyzing Student Performance in Distance Learning with Genetic
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IPASJ International Journal of Computer Science (IIJCS)

Web Site: http://www.ipasj.org/IIJCS/IIJCS.htm

ENHANCING TEACHING AND LEARNING FOR

Research Scholar1, Department of Computer Science and Applications

Assistant Professor2, Department of CSA,

Volume 6, Issue 9, September 2018 Page 7

III PROPOSED WORK

Volume 6, Issue 9, September 2018 Page 8

Figure:3.1 Architecture of this study

IV EXPERIMENTS AND RESULTS

Volume 6, Issue 9, September 2018 Page 9

4.1 COURSE CONTENT EVALUATION

Volume 6, Issue 9, September 2018 Page 10

Figure: 4.1 Visualize form of k-mean clustering of learner’s learning style

4.2 STUDENT’S PERFORMANCE EVALUATION

Table:4.2 classification model

Volume 6, Issue 9, September 2018 Page 11

Figure: 4.2 classifying student’s performance

4.3 COMPARATIVE STUDY OF VARYING LEARNER’S PERFORMANCE

Volume 6, Issue 9, September 2018 Page 12

4.4 LEARNER’S FEEDBACK EVALUATION ON QUESTION PATTERN

Figure: 4.4 compared moderate feedback rated learner’s vs scores

V CONCLUSION AND FUTURE WORK

Volume 6, Issue 9, September 2018 Page 13

Volume 6, Issue 9, September 2018 Page 14

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