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Register a new userAcademic Performance and Behavioral Patterns
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Added by
Valentin Kassarnig
Publication date
2017
fields
Informatics Engineering
and research's language is
English
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Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect and/or small sample sizes, there is currently no quantification of the interplay of these factors. Here, we study the academic performance among a cohort of 538 undergraduate students forming a single, densely connected social network. Our work is based on data collected using smartphones, which the students used as their primary phones for two years. The availability of multi-channel data from a single population allows us to directly compare the explanatory power of individual and social characteristics. We find that the most informative indicators of performance are based on social ties and that network indicators result in better model performance than individual characteristics (including both personality and class attendance). We confirm earlier findings that class attendance is the most important predictor among individual characteristics. Finally, our results suggest the presence of strong homophily and/or peer effects among university students.
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Quantitative understanding of relationships between students behavioral patterns and academic performances is a significant step towards personalized education. In contrast to previous studies that mainly based on questionnaire surveys, in this paper, we collect behavioral records from 18,960 undergraduate students smart cards and propose a novel metric, called orderness, which measures the regularity of campus daily life (e.g., meals and showers) of each student. Empirical analysis demonstrates that academic performance (GPA) is strongly correlated with orderness. Furthermore, we show that orderness is an important feature to predict academic performance, which remarkably improves the prediction accuracy even at the presence of students diligence. Based on these analyses, education administrators could better guide students campus lives and implement effective interventions in an early stage when necessary.
We describe a data-driven discovery method that leverages Simpsons paradox to uncover interesting patterns in behavioral data. Our method systematically disaggregates data to identify subgroups within a population whose behavior deviates significantly from the rest of the population. Given an outcome of interest and a set of covariates, the method follows three steps. First, it disaggregates data into subgroups, by conditioning on a particular covariate, so as minimize the variation of the outcome within the subgroups. Next, it models the outcome as a linear function of another covariate, both in the subgroups and in the aggregate data. Finally, it compares trends to identify disaggregations that produce subgroups with different behaviors from the aggregate. We illustrate the method by applying it to three real-world behavioral datasets, including Q&A site Stack Exchange and online learning platforms Khan Academy and Duolingo.
The needs for precisely estimating a students academic performance have been emphasized with an increasing amount of attention paid to Intelligent Tutoring System (ITS). However, since labels for academic performance, such as test scores, are collected from outside of ITS, obtaining the labels is costly, leading to label-scarcity problem which brings challenge in taking machine learning approaches for academic performance prediction. To this end, inspired by the recent advancement of pre-training method in natural language processing community, we propose DPA, a transfer learning framework with Discriminative Pre-training tasks for Academic performance prediction. DPA pre-trains two models, a generator and a discriminator, and fine-tunes the discriminator on academic performance prediction. In DPAs pre-training phase, a sequence of interactions where some tokens are masked is provided to the generator which is trained to reconstruct the original sequence. Then, the discriminator takes an interaction sequence where the masked tokens are replaced by the generators outputs, and is trained to predict the originalities of all tokens in the sequence. Compared to the previous state-of-the-art generative pre-training method, DPA is more sample efficient, leading to fast convergence to lower academic performance prediction error. We conduct extensive experimental studies on a real-world dataset obtained from a multi-platform ITS application and show that DPA outperforms the previous state-of-the-art generative pre-training method with a reduction of 4.05% in mean absolute error and more robust to increased label-scarcity.
The number of social media sites have increased exponentially with new ones cashing in on the weaknesses of older ones and others going beyond community guidelines by offering uncensored content. The vendors of these platforms in order to have a wider reach do not place restrictions on viewing age, promises young people with fame, and other such attractive offers that make the youths addicted to the site. The possibility of hacking into accounts of users and using same for fraud is another rave among Nigerian youths with desire for quick riches. The crash in prices of data, smart phones, and related digital devices have increased availability and access thereby closing digital divide and widening its adverse effects on the youths morals and academic pursuits. It is important that the Nigerian government understand factors that contribute to the dwindling performance level of students in government owned institutions to put in place policies and infrastructure that would help combat the challenges. This study investigated the effects of social media on students academic activities, mood and time management abilities. The result indicated that association between social media and academic activities is statistically significant. However, a negative association exists between them which implies that the high the level of social media activity, the lower academic activities participation. Similar association was observed on the effects of social media on students time management ability.
It is not news that our mobile phones contain a wealth of private information about us, and that is why we try to keep them secure. But even the traces of how we communicate can also tell quite a bit about us. In this work, we start from the calling and texting history of 200 students enrolled in the Netsense study, and we link it to the type of relationships that students have with their peers, and even with their personality profiles. First, we show that a Hawkes point process with a power-law decaying kernel can accurately model the calling activity between peers. Second, we show that the fitted parameters of the Hawkes model are predictive of the type of relationship and that the generalization error of the Hawkes process can be leveraged to detect changes in the relation types as they are happening. Last, we build descriptors for the students in the study by jointly modeling the communication series initiated by them. We find that Hawkes-modeled telecommunication patterns can predict the students Big5 psychometric traits almost as accurate as the user-filled surveys pertaining to hobbies, activities, well-being, grades obtained, health condition and the number of books they read. These results are significant, as they indicate that information that usually resides outside the control of individuals (such as call and text logs) reveal information about the relationship they have, and even their personality traits.
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