Abbas Ali Mandviwala

200640147

BA1530: INFORMATION SYSTEMS AND

ORGANIZATION STUDIES
TABLE OF CONTENT

TABLE OF CONTENT.................................................................................................................................1
EXECUTIVE SUMMARY.............................................................................................................................2
INTRODUCTION.......................................................................................................................................2
DATA ANALYTICS.....................................................................................................................................3
Relationship between GPA and Academic Year...................................................................................3
Relationship between GPA and Country..............................................................................................3
Relationship between GPA and Gender..............................................................................................4
Relationship between GPA and Living In Status..................................................................................4
INTERACTIONS BETWEEN SIGNIFICANT FACTORS...................................................................................5
VALEDICTORIAN AND LEAST PERFORMING STUDENT.............................................................................6
ANALYSIS.................................................................................................................................................6
CONCLUSION...........................................................................................................................................9
REFERENCES..........................................................................................................................................10
EXECUTIVE SUMMARY
The excel sheet provided a data set which was used to analyze and generate data to
give an insight to the dean in relation to the differences in GPA. The research was
segmented around important questions in order to improve student’s GPA. Aligning the
business problem and solutions to tackle the imperfections and problems in a business
through information systems will be discussed.

INTRODUCTION

The task of this assignment is to analyze information and data provided by the Hartford
College in Maine, USA, to internalize student’s performance and progress. The college
has hired a new dean with having previous experience of learning that the GPA of
students was declining by the year. Furthermore the dean has requested an analysis to
study data to conclude what factors seem to influence grade point average (GPA)
performance the most. The Hartford College under the tenure of its previous dean was
recognized to excel students to the next academic year even if they failed. All students
complete their four years and are eligible to graduate where they are faced with higher
levels of success in the real world. Factors that may influence the GPA are considered
to be interactive with one another, them being Student’s gender, Student's home
county, whether the student lives in College or not and the Student's academic year 1,
2, 3 or 4. An assumption made by the new dean is she would like to study, if the GPA
has any variations amongst students from different counties living on campus to
students living on campus from all counties. Another interesting analysis to be derived is
if gender also may have a role to play in influencing the GPA of the students.
DATA ANALYTICS

Relationship between GPA and Academic Year

Row Labels Average of GPA

1 2.685333333 0.150583
2 2.835916667 0.165806
3 3.001722222 0`.047986
4 3.049708333
Grand Total 2.893170139

In this analysis there is a visible increase in the

average GPA of students to their respective by year
year. In year one the average GPA calculated is 3.1
2.6853, in year two the average GPA calculated 3
is 2.8359, in year three the average GPA 2.9
calculated is 3.0017 and in year four the 2.8
average GPA calculated is 3.0497. As student’s 2.7
progress to the next year, their average GPA 2.6
also increases by 0.3 henceforth we can say 2.5
that there is a relationship between year and 1 2 3 4

GPA.

Relationship between GPA and Country

Row Labels Average of GPA

COUNTY1 2.933528951 -0.04036
COUNTY2 2.886012907 0.007157
COUNTY3 2.917795139 -0.02462
OTHER 2.832727016 0.060443
Grand Total 2.893170139

The Dean has inquired to know if the county’s average GPA is .10 or higher in overall
average, she would prefer to recruit more students to attend Hertfordshire from that
county even though the general rule of the university is to register students equally from
each county. Using a pivot table, we can reach a conclusion that if there is a margin of .
10 there is a relationship between county and average GPA, further along we can see
that there is no such counties that can be placed under the margin, hence there is no
relationship and the dean will have to resort to recruiting students in the same manner.

Relationship between GPA and Gender

gender Average of GPA

F 3.021263644 0.25428 -0.12809
M 2.766983733 0.126186
Grand Total 2.893170139

The dean has inquired to understand if

there is any relationship between the by gender
3.05
Gender and GPA. Does another gender
3
perform better in academics compared to 2.95
the other? Making a pivot table, we can 2.9
analyze that there is a clear and 2.85 Total
2.8
distinguish difference between Females
2.75
and males. The average GPA of a female 2.7
is 3.02 while the average GPA for males 2.65
is 2.76. there is a difference of 0.25 which 2.6
F M
tells us that females do indeed perform
better indicating that there is a relationship
between gender and average GPA.

Relationship between GPA and Living In Status

living Average of GPA

N 2.885052572 -0.01588 0.008118
Y 2.900930454 -0.00776
Grand Total 2.893170139

The dean has inquired to understand if students who are residing on campus perform
better in university to those students who reside in their county. The analysis retrieved
from the pivot table shows that there is no relationship between Average GPA and living
In students because the difference between the two is calculated to be 0.015.

INTERACTIONS BETWEEN SIGNIFICANT

FACTORS

Row Labels Average of GPA

1 2.685333333
F 2.807051282
M 2.553472222
2 2.835916667
F 2.869636964
M 2.801515152
3 3.001722222
F 3.203267974
M 2.791950113
4 3.049708333
F 3.232685185
M 2.9
Grand Total 2.893170139
AVERAGE NUMBER GPA DIFFERENCE
ALL STUDENTS 800 2.89317  
YEAR 1 200 2.69247 0.200697917
YEAR 2 200 2.83571 -0.14323611
YEAR 3 200 2.83904 -0.00333333
YEAR 4 200 3.20181 -0.3627681
       
MALE 403 2.76698  
FEMALE 397 3.02126 -0.25427991
       
YEAR 1 FEMALE 206 2.807  
YEAR 1 MALE 192 2.533 0.274
YEAR 2 FEMALE 200 2.869 -0.336
YEAR 2 MALE 99 2.801 0.068
YEAR 3 FEMALE 102 3.203 -0.402
YEAR 3 MALE 98 2.79 0.413
YEAR 4 FEMALE 90 3.232 -0.442
YEAR 4 MALE 110 2.9 0.332
There are 200 students in Year 1, Year 2, Year 3, and Year 4. After a thorough analysis
of the GPA and how they perform data shows that students who are in Year 4 perform
relatively better than those who are in Year 3 and the students in Year 3 perform better
than those who are in Year 2 and similarly those who are in Year 2 perform better than
those who are in Year 1. It can be said that the students in Year 1 perform the least well
when compared. This brings us to the conclusion backed by the data that students
higher in grade perform relatively better than those who are lower in grade. Therefore
the hypothesis that academic year does affect GPA is true.
Similarly, a relationship between GPA and gender is also formed after analyzing the
data carefully and finding the relation between the two factors. As the table above
shows females have a GPA of 3.02 however males have a GPA of 2.766 on average. It
can be generally said that females have a higher GPA than males in the Hartford
College.
If both of these factors are combined the statement that females who are in the fourth
year of the academic program have the highest GPA is true as according to statistics
the females perform better than males and those students who are higher in their
academic year perform better too thus this statement can also be held.

VALEDICTORIAN AND LEAST PERFORMING

STUDENT

VALEDICTORIAN 1081
LOWEST GRADE 1072

1081 Student ID will be the Valedictorian for Hartford College for this academic session.
The student has a GPA of 3.991. The least performing student however is 1072 and has
the lowest GPA of 1.4.

ANALYSIS
Learning Analytics is revealing information about students and their unique situations,
for reasons for comprehension and upgrading learning and the conditions in which it
happens. [ CITATION YiS \l 1033 ]
Generally, the absolute most normal employments of learning examination is the
expectation of students in academic achievement, and all the more explicitly, the
distinguishing proof of understudies who are in danger of bombing a course or exiting
their investigations. While it is sensible that these two issues pulled in a ton of
consideration, learning investigations are undeniably more remarkable. The proof from
exploration and practice shows that there are undeniably more gainful and powerful
methods of utilizing investigation for supporting instructing and learning. The absolute
most mainstream objective of learning examination include:
 Supporting understudy advancement of deep-rooted acquiring abilities and
systems.
 Arrangement of customized and convenient input to understudies concerning
their learning.
 Supporting the improvement of significant abilities, for example, joint effort, basic
reasoning, correspondence, and inventiveness.
 Create understudy mindfulness by supporting self-reflection.
 Backing quality learning and educating by giving exact proof on the
accomplishment of academic advancements. [ CITATION YiS \l 1033 ]

"One of the main thrusts behind the development in the learning examination field is
that instructive establishments are currently confronting the test of restricted assets
and expanded responsibility, which is driving innovativeness and revelation," says
Melisa LaCroix, an information base executive and Northeastern University alumna.
"The investigation programs that were once saved for enormous organizations are
presently being generally utilized in advanced education and K-12 establishments to
gauge understudy development, advise educational plan choices, and distinguish
understudies in danger of bombing a course or program." [ CITATION ByK20 \l 1033 ]
Notwithstanding these functional employments of learning examination, the training
is frequently used to measure key pointers of understudy execution, Backing
understudy advancement, Comprehend and improve the adequacy of instructing
rehearses, and Illuminate institutional choices and procedure "Having an
investigation program set up is anything but a mystical answer for instructive
difficulties, be that as it may," LaCroix notes.[ CITATION ByK20 \l 1033 ]
All things considered, any learning investigation activity ought to be supplemented
by solid correspondence between the examiner and instructors to effectively use the
bits of knowledge gathered by the exertion.
The C4S is a proactive, college wide and completely computerized framework
dependent on enrolment information and foreordained triggers (segment information,
social information, understudy overview and self-report) will be enhanced with
triggers took care of from the other information sources (Blackboard, RightNow,
scholastic references, mid semester grades).
This early admonition apparatus tries to improve student achievement and by
suggestion, their maintenance and graduation rates. The C4S naturally banner
students who are probably going to need additional help to finish their examinations.
Whenever understudies have been recognized, they will be alluded onto the suitable
administrations inside the college by the C4S group. Notwithstanding day by day
reports, a progression of combined reports will be shipped off key uphold
administrations and resources inside the college (Jackson and Read, 2012).
In a Criterion Conference on Improving Student Retention and Success held at
Sydney dated 27 June 2013, Dr Dirk Ifenthaler from OUA introduced the PASS, an
early alarm device planned and worked to upgrade student commitment and
maintenance in a web based learning climate (Figure 4). In view of individual
attributes, social web, educational plan and actual information drawn from various
frameworks (My investigation place study pals, savvy thinking-online examination
uphold, conversation gatherings, web-based media pages, understudy achievement
center and others) in an internet learning climate are coordinated, handled and
broke down by a learning investigation motor, personalization and adaption motor
and announcing motor assists with distinguishing high-hazard understudies who
might be battling or encountering separation. In light of the different pointers utilized,
the PASS produces visual signs, execution levels, self-appraisal, prescient course
dominance, feature social collaboration, suggests substance and exercises and
gives a customized climate. [ CITATION Ama13 \l 1033 ]
The AWE is an early ready motor planned and worked to upgrade student
commitment and maintenance at UNE. The AWE depends on the fruitful Emoticons
recognizable proof movement installed in the online UNE understudy entrance
(myUNE) and other information in various college frameworks (e-Motion, e-save,
LMS, SRM-understudy relationship the board, SMS-understudy the executives
framework, unit suspension survey, and the Vibe) identified with students
communications with the college and their educators, utilization of offices and their
responsiveness to cutoff times. The AWE's, 'proof-based arrangement of
maintenance' assists with distinguishing high-hazard students who might be battling
or encountering separation from their courses (Leece and Hale, 2009). Given the
markers, the AWE produces day by day or week after week wellbeing reports which
subtleties purposes behind withdrawal and health joy appraisals inside individual
schools and courses. [ CITATION Ama13 \l 1033 ]
CONCLUSION
The above given investigation can be utilized to the new dean to make significant
strategy changes. Initially it would be incredible if the dean can expand the utilization to
learning examination. This won't upgrade the nature of schooling offered to the
understudies at Hartford College. Moreover the dean ought to likewise consider
abrogating the surprising act of advancing the understudy without considering his/her
scholarly records.
REFERENCES

Amara Atif, D. R., 2013. Learning Analytics in Higher Education: A Summary of tools and Approaches.
Conference.

Miller, B. K., 2020. WHAT IS LEARNING ANALYTICS & HOW CAN IT BE USED?. North Western University
Graduate Programs.

Tsai, Y.-S., n.d. SOLAR. [Online]

Available at: https://www.solaresearch.org/about/what-is-learning-analytics/#:~:text=LEARNING
%20ANALYTICS%20is%20the%20measurement,even%20as%20the%20field%20has