data
Data Descriptor
Predicting Student Dropout and Academic Success
Valentim Realinho 1,2, * , Jorge Machado 2 , Luís Baptista 2 and Mónica V. Martins 2
Citation: Realinho, V.; Machado, J.;
Baptista, L.; Martins, M.V. Predicting
Student Dropout and Academic
Success. Data 2022, 7, 146.
https://doi.org/10.3390/
data7110146
Academic Editors: Antonio
Sarasa Cabezuelo and Ramón
González del Campo
Rodríguez Barbero
Received: 11 October 2022
Accepted: 25 October 2022
Published: 28 October 2022
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4.0/).
Data 2022, 7, 146. https://doi.org/10.3390/data7110146
1 VALORIZA—Research Center for Endogenous Resource Valorization, Instituto Politécnico de Portalegre,
7300-555 Portalegre, Portugal
2 Escola Superior de Tecnologia e Gestão, Instituto Politécnico de Portalegre, 7300-555 Portalegre, Portugal
* Correspondence: vrealinho@ipportalegre.pt
Abstract: Higher education institutions record a significant amount of data about their students,
representing a considerable potential to generate information, knowledge, and monitoring. Both
school dropout and educational failure in higher education are an obstacle to economic growth,
employment, competitiveness, and productivity, directly impacting the lives of students and their
families, higher education institutions, and society as a whole. The dataset described here results
from the aggregation of information from different disjointed data sources and includes demographic,
socioeconomic, macroeconomic, and academic data on enrollment and academic performance at
the end of the first and second semesters. The dataset is used to build machine learning models for
predicting academic performance and dropout, which is part of a Learning Analytic tool developed
at the Polytechnic Institute of Portalegre that provides information to the tutoring team with an
estimate of the risk of dropout and failure. The dataset is useful for researchers who want to
conduct comparative studies on student academic performance and also for training in the machine
learning area.
Dataset: https://doi.org/10.5281/zenodo.5777339.
Dataset License: CC BY 4.0
Keywords: academic performance; machine learning in education; imbalanced classes; multi-class
classification; educational data mining; learning management system; prediction
1. Introduction
Academic success in higher education is vital for jobs, social justice, and economic
growth. Dropout represents the most problematic issue that higher education institu-
tions must address to improve their success. There is no universally accepted definition
of dropout. The proportion of students who dropout varies between different studies
depending on how dropout is defined, the data source, and the calculation methods [1].
Frequently, dropout is analyzed in the research literature based on the timing of the dropout
(early vs. late) [2]. Due to differences in reporting, it is not possible to compare dropout
rates across institutions [3]. In this work, we define dropouts from a micro-perspective,
where field and institution changes are considered dropouts independently of the timing
these occur. This approach leads to much higher dropout rates than the macro-perspective,
which considers only students who leave the higher education system without a degree.
According to the independent report for the European Commission, too many students
drop out before the end of their higher education courses [4]. Even in the most successful
country (Denmark), only around 80% of students complete their studies, while in Italy, this
rate is only 46%. This report highlights key factors that lead students to drop out, with the
major cause being socioeconomic conditions.
Namoun and Alshanqiti [5] performed an exhaustive search that found 62 papers
published in peer-reviewed journals between 2010 and 2020, which present intelligent
https://www.mdpi.com/journal/data
Data 2022, 7, 146 2 of 17

models to predict student performance. Additionally, in recent years, early prediction of

student outcomes has attracted increasing research interest [6–9]. However, despite the
research interest and the considerable amount of data that the universities generate, there
is a need to collect more and better administrative data, including dropout and transfer
reasons [2].
This descriptor presents a dataset created from a higher education institution (acquired
from several disjoint databases) related to students enrolled in different undergraduate
degrees, such as agronomy, design, education, nursing, journalism, management, social
service, and technologies. The dataset includes information known at the time of student
enrollment (academic path, demographics, and macroeconomics and socioeconomic factors)
and the students’ academic performance at the end of the first and second semesters. The
data are used to build classification models to predict student dropout and academic success.
The problem is formulated as a three-category classification task (dropout, enrolled, and
graduate) at the end of the normal duration of the course. These classification models are
part of a Learning Analytic tool that includes predictive analyses which provide information
to the tutoring team at our higher education institution with an estimate of the risk of
dropout and failure. With this information, the tutoring team provides more accurate help
to students.
The dataset contained 4424 records with 35 attributes, where each record represents
an individual student and can be used for benchmarking the performance of different algo-
rithms for solving the same type of problem and for training in the machine learning area.
In addition to this introduction section, the rest of the descriptor is organized as
follows. Section 2 provides the details of the dataset. Section 3 presents the methodology
that was followed for the development of this dataset and also presents a brief exploratory
data analysis. Section 4 presents the conclusions, which are followed by references.

2. Data Description
The dataset includes demographic data, socioeconomic and macroeconomic data, data
at the time of student enrollment, and data at the end of the first and second semesters.
The data sources used consist of internal and external data from the institution and include
data from (i) the Academic Management System (AMS) of the institution, (ii) the Support
System for the Teaching Activity of the institution (developed internally and called PAE),
(iii) the annual data from the General Directorate of Higher Education (DGES) regarding
admission through the National Competition for Access to Higher Education (CNAES),
and (iv) the Contemporary Portugal Database (PORDATA) regarding macroeconomic data.
The data refer to records of students enrolled between the academic years 2008/2009
(after the application of the Bologna Process to higher education in Europe) to 2018/2019.
These include data from 17 undergraduate degrees from different fields of knowledge,
such as agronomy, design, education, nursing, journalism, management, social service, and
technologies. The final dataset is available as a comma-separated values (CSV) file encoded
as UTF8 and consists of 4424 records with 35 attributes and contains no missing values.
Table 1 describes each attribute used in the dataset grouped by class: demographic,
socioeconomic, macroeconomic, academic data at enrollment, and academic data at the
end of the first and second semesters. Appendix A contains the descriptions of possible
values for the attributes, and the URL referenced in the Supplementary Material contains
more detailed information.
Data 2022, 7, 146 3 of 17

Table 1. Attributes used grouped by class of attribute.

Class of Attribute Attribute Type

Marital status Numeric/discrete
Nationality Numeric/discrete
Displaced Numeric/binary
Demographic data
Gender Numeric/binary
Age at enrollment Numeric/discrete
International Numeric/binary
Mother’s qualification Numeric/discrete
Father’s qualification Numeric/discrete
Mother’s occupation Numeric/discrete
Father’s occupation Numeric/discrete
Socioeconomic data
Educational special needs Numeric/binary
Debtor Numeric/binary
Tuition fees up to date Numeric/binary
Scholarship holder Numeric/binary
Unemployment rate Numeric/continuous
Macroeconomic data Inflation rate Numeric/continuous
GDP Numeric/continuous
Application mode Numeric/discrete
Application order Numeric/ordinal
Academic data at enrollment Course Numeric/discrete
Daytime/evening attendance Numeric/binary
Previous qualification Numeric/discrete
Curricular units 1st sem (credited) Numeric/discrete
Curricular units 1st sem (enrolled) Numeric/discrete
Curricular units 1st sem (evaluations) Numeric/discrete
Academic data at the end of 1st semester
Curricular units 1st sem (approved) Numeric/discrete
Curricular units 1st sem (grade) Numeric/continuous
Curricular units 1st sem (without evaluations) Numeric/discrete
Curricular units 2nd sem (credited) Numeric/discrete
Curricular units 2nd sem (enrolled) Numeric/discrete
Curricular units 2nd sem (evaluations) Numeric/discrete
Academic data at the end of 2nd semester
Curricular units 2nd sem (approved) Numeric/discrete
Curricular units 2nd sem (grade) Numeric/continuous
Curricular units 2nd sem (without evaluations) Numeric/discrete
Target Target Categorical

3. Materials and Methods

This section describes the process that was followed for building the dataset and also
presents a brief exploratory data analysis highlighting some relevant issues that may help
other researchers quickly get their hands on the dataset and work with it, such as the
imbalanced nature of data, the multicollinearity found in the features, and the results of
permutation feature importance using the most used algorithms in similar problems shown
in the literature.

3.1. Data Preprocessing

The data are collected in three different formats: (i) as Microsoft Access databases
from CNAES; (ii) as comma-separated values (CSV) files from the AMS; and (iii) as manual
data collected from the site of PORDATA concerning macroeconomics data.
Apart from the data received from CNAES, which are processed through a Visual
Basic for Applications (VBA) program in a Microsoft Windows system, all the other code
(in Python) runs on the Ubuntu operating system on an NVIDIA DGX Station computer
with 2 CPU Intel Xeon E5-2698V4 with 20 core 2.2 GHz, 256 GB of memory, and 4 NVIDIA
Tesla V100 GPU. This same computer was also used for training the machine learning
 Apart from the data received from CNAES, which are processed through a Visual
Basic for Applications (VBA) program in a Microsoft Windows system, all the other code
Data 2022, 7, 146 (in Python) runs on the Ubuntu operating system on an NVIDIA DGX Station computer 4 of 17
with 2 CPU Intel Xeon E5-2698V4 with 20 core 2.2 GHz, 256 GB of memory, and 4 NVIDIA
Tesla V100 GPU. This same computer was also used for training the machine learning
models and to predict students’ performance, which is part of the Learning Analytics tool
models and to predict students’ performance, which is part of the Learning Analytics
developed.
tool developed.
Figure 1 shows the workflow designed to create the dataset, which contains four
Figure 1 shows the workflow designed to create the dataset, which contains four steps
steps that are described next.
that are described next.

Workflowdesigned
Figure1.1.Workflow
Figure designedtotocreate
createthe
thedataset.
dataset.

1. Prepare National Competition Data. The data relating to the National Competition
1. Prepare National Competition Data. The data relating to the National Competition
for Access to Higher Education (CNAES) are received, every year, after the results
for Access to Higher Education (CNAES) are received, every year, after the results of
of the competition, as a Microsoft Access database. We developed a Visual Basic
the competition, as a Microsoft Access database. We developed a Visual Basic for
for Applications (VBA) program that collects, from the different Microsoft Access
Applications (VBA) program that collects, from the different Microsoft Access data-
databases (one for each year), the information needed and exports a CSV file (com-
bases (one for each year), the information needed and exports a CSV file (competi-
petition.csv) that contains one row for each student with fields related to the group
tion.csv) that contains one row for each student with fields related to the group “Data
“Data at Enrollment” described in Table 1.
at Enrollment” described in Table 1.
2. Prepare Student Records Data. In this step, the CSV received from the AMS with
2. Prepare Student Records Data. In this step, the CSV received from the AMS with
students’ records is prepared to be processed in the next steps. This file contains
students’ records is prepared to be processed in the next steps. This file contains
13,992 rows and 398 columns, with a significant number of rows and columns that
13,992 rows and or
are duplicated 398 columns,towith
irrelevant a significant
our study. number
To resume, this of rows
step and columns
comprises that
the deletion
are duplicated or irrelevant to our study. To resume, this step comprises
of students’ records enrolled in old courses that do not currently accept enrollments, the deletion
ofthe
students’
deletionrecords enrolled
of students’ in oldwith
records courses that do
irrelevant not of
ways currently
enrollment accept
suchenrollments,
as Erasmus,
the deletion of students’ records with irrelevant ways
the selection and renaming of relevant columns, and the elimination of of enrollment such asduplicated
Erasmus,
the selection
rows. At theandendrenaming
of this step, of all
relevant columns,
data related to theand the elimination
groups “Demographics of duplicated
Data” and
rows. At the end of this step, all data related to the groups
“Socioeconomics Data” (see Table 1) are gathered to be used in the next steps. “Demographics Data” and
3. “Socioeconomics
Prepare StudentData” (see Table
Evaluations Data.1) In
arethis
gathered
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CSV used
filein theall
with next
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information
3. Prepare
related to the evaluation attempts of students is processed. For eachinformation
Student Evaluations Data. In this step, the CSV file with all the student that
related
resultstofrom
the evaluation
the processing attempts
in theofprevious
studentsstep,is processed.
the attributesFor each student
related to thethat re-
groups
sults from the
“Academic processing
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1stprevious
semester” step,
andthe attributes
“Academic related
data to the groups
are calculated at the
“Academic
end of 2nddata at the end
semester” (seeof 1st semester”
Table 1). and “Academic data are calculated at the
4. end of 2nd
Merge andsemester”
Preprocessing(see Table
Data. 1).All data gathered in the previous steps are merged into
4. Merge and Preprocessing Data.
one single dataset in which are added All data thegathered
attributes inrelated
the previous steps are merged
to “Macroeconomics Data”.
into
Then,onewesingle datasetrigorous
performed in whichdata are added the attributes
preprocessing to handlerelated to “Macroeconom-
anomalies, unexplainable
icsoutliers, and missing
Data”. Then, values. Finally,
we performed rigorous each
datastudent is classified
preprocessing as a dropout,
to handle enrolled,
anomalies,
or graduate depending
unexplainable outliers, and onmissing
their situation at the end
values. Finally, each ofstudent
the normal duration
is classified as of
a the
course (3 years, except Nursing which has 4 years). The
dropout, enrolled, or graduate depending on their situation at the end of the nor- result is the final dataset,
available
mal duration at https://doi.org/10.5281/zenodo.5777339
of the course (3 years, except Nursing which (accessed on 10 October
has 4 years). The result2022).
is
the final dataset, available at https://doi.org/10.5281/zenodo.5777339 (accessed on 10
3.2. Data Analysis
October 2022).
We performed a brief exploratory data analysis in Python 3 using the Pandas library
version 1.4.3, the Scikit-learn library version 1.1.1, and the Bokeh library version 2.4.3
for visualizations.

3.2.1. Descriptive Analysis

Tables 2–8 contain basic statistics about all the attributes. These tables include a his-
togram of attribute values, the central tendency of each attribute value (mode for categorical
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0.025
23.130 020
20 0 1.358
0.320
6.262
0.320 017
170 170 1 70
Age at enrollment
International 23.130
0.025 020 0.320
6.262 017 170
Age at enrollment
International Table 3. Basic statistics information 23.130about socioeconomics
0.025 020 0.320
data.6.262 017 170
Age at International
enrollment
International
International Table 3. Basic statistics information 23.130
0.025about socioeconomics
0.025
0.025 0020
0 0.320
6.262
data.6.262
6.262 01700 170 1 1
Age at enrollment
International
Attribute Table 3. Basic statistics
Distrib. 23.130
0.025
information about
Mean 20
0
socioeconomics
Median data. 0.320
6.262
Dispersion Min.17
0 Max. 70
1
International
Attribute Table 3. BasicDistrib. 0.025
statistics information about socioeconomics
Mean 0
Median 6.262
data.Dispersion Min. 0 Max. 1
International
Attribute Table 3. BasicDistrib. 0.025
statistics information about socioeconomics
Mean 0
Median 6.262
data.Dispersion Min. 0 Max. 1
International
Father’s qualification
Attribute Table
Table 3.
3. Basic
Basic
Table statistics
statistics
Distrib. 0.025
information
information about
about
16.460 0
socioeconomics
socioeconomics
Mean aboutMedian
3. Basic statistics information 14
socioeconomics data.
data. 6.262
0.670
Dispersion
data. Min. 0
1 34
Max. 1
International
Father’s qualification
Attribute Table 3. Basic
Distrib. 0.025
statistics information 16.460
Mean 0 14
about socioeconomics
Median data. 6.262
0.670
Dispersion Min. 10 341
Max.
Father’s qualification
Attribute
Attribute Table 3. Basic statistics
Distrib.
Distrib. information about
16.460
Mean
Mean socioeconomics
14
Median
Median data. 0.670
Dispersion
Dispersion 1
Min.
Min. 34
Max.
Max.
Father’s Attribute
qualification
Attribute Table 3. BasicDistrib.
statistics information
Distrib. Mean
16.460
Mean Median
about socioeconomics 14
Median Dispersion
data. 0.670
Dispersion Min.
Min. 1 34 Max.
Max.
Mother’s
Father’s qualification
Attribute
qualification Table 3. Basic statistics
Distrib. information about
12.320
Mean
16.460 socioeconomics13
Median
14 data. 0.730
Dispersion
0.670 Min.1 29
Max.
34
Father’s
Mother’s Attribute
qualification
qualification Table 3. Basic statistics information
Distrib. about socioeconomics
Mean
16.460
12.320 Median 14 data.Dispersion
0.670 Min.111 Max. 34 34
Father’s qualification
Father’s qualification 16.460
16.460 1413
14 0.730
0.670
0.670 29
34
Father’s
Mother’s Attribute
qualification
qualification Distrib. Mean
16.460
12.320 Median
13 14 Dispersion
0.670
0.730 Min.
11 Max.
29 34
Father’s
Mother’s qualification
Attribute
qualification Distrib. 16.460
Mean
12.320 Median
13 14 0.670
Dispersion
0.730 Min. 11 Max.
29 34
Father’s
Mother’s qualification
occupation
qualification
Mother’s qualification 16.460
7.820
12.320
12.320 1313814 0.670
0.620
0.730
0.730 111 46
29 34 29
Mother’s qualification
Father’s qualification
Mother’s occupation 16.460
12.320
7.820
12.320 814
13 13 0.670
0.730
0.620
0.730 11 46
29 34
29
Mother’s qualification
qualification
Father’s occupation 16.460
12.320
7.820 81314 0.670
0.730
0.620 11 46 34
29
Mother’s
Father’s qualification
occupation
Father’s occupation 12.320
7.820
7.820 8 813 0.730
0.620
0.620 111 46 29 46
Mother’s qualification
occupation
Father’s occupation 12.320
7.320
7.820 6813 0.730
0.550
0.620 11 32
46 29
Mother’s
Father’s
Father’s
Data 2022, 7, x FOR qualification
occupation
occupation
occupation
PEER REVIEW 12.320
7.320
7.820
7.820 6813
8 0.730
0.550
0.620
0.620 11 32
46 629
46of 17
Mother’s
Father’s
Data 2022, qualification
occupation
occupation
7, xMother’s
FOR PEER occupation
REVIEW 12.320
7.320
7.820
7.320 6 613 8 0.730
0.550
0.620
0.550 111 32 29of 32
646 17
Data
Data Mother’s
Father’s
2022,
2022,7,7,xxFOR
FOR occupation
occupation
PEER
PEERREVIEW
REVIEW 7.320
7.820 68 0.550
0.620 11 632 646 ofof 17
17
Educational
Father’s
Mother’s special
occupation needs 0.012
7.820 068 9.260
0.620 011 1 46
2022, 7, x FORoccupation
DataEducational PEER REVIEW
special needs
7.320
0.012
0.550 632 of 17
Father’s
Mother’s
Mother’s occupation
occupation
Educational special needs 7.820
7.320
7.320
0.012 00 686 9.260
0.620
0.550
0.550
9.260 0101 32146
32 1
Educational
Mother’s special
occupation
Father’s occupation needs 0.012
7.320
7.820 068 9.260
0.550
0.620 01 13246
Educational
Mother’s
Tuition special
feesoccupation
up toneeds
date 0.012
7.320
0.881 061 9.260
0.550
0.368 010 1321 1
Educational
Mother’s Debtor Debtorneeds
special
occupation 0.114
0.114
0.012
7.320 00 016 2.792
2.792
9.260
0.550 0001 1132
Tuition
Educational fees
Debtor up
specialto date
needs 0.881
0.114
0.012 0 0.368
2.792 0 0 1 11
Educational
Mother’s
Tuition feesspecial
occupation
up
upto needs
todate 0.012
7.320
0.881 060 9.260
9.260
0.550 010 132
Tuition
Educational
Mother’s
fees
Debtorspecial
occupation
date
needs 0.881
0.114
0.012
7.320 01061 0.368
0.368
2.792
9.260
0.550 00010 113211
Tuition
Educational feesspecial
Tuition
Debtor up
feestoupdate
to date
needs 0.881
0.881
0.114
0.012 11 000 0.368
0.368
2.792
9.260 0000 111 1
Scholarship holder 0.248 1.739 0 1
Educational Debtor
Scholarship special
holder needs 0.114
0.012
0.248 0 0
0 2.792
9.260
1.739 0 0
0 111
Educational
ScholarshipDebtor
Debtorspecial
holder needs 0.114
0.114
0.012
0.248 000 2.792
2.792
9.260 000000 11111 1
Scholarship
Educational Scholarship
Debtor holder
special holder
needs
0.248
0.248
0.114
0.012 0 00 1.739
1.739
1.739
2.792
9.260
ScholarshipDebtor holder 0.248
0.114 0 0 1.739 0 1
Table 4. Basic statistics information about macroeconomics data. 2.792 0 1
Debtor Table 4. Basic statistics information 0.114
about macroeconomics 0 data. 2.792 0 1
Debtor Table
Table4.Table
4.Basic
0.114 0 2.792 0 1
Attribute
Debtor Distrib.4.statistics
Basic statisticsinformation
information
Basic statistics Mean about
aboutmacroeconomics
information
0.114 macroeconomics
Median
about macroeconomics
0 data.
data. data.
Dispersion
2.792 Min.0 Max. 1
Attribute Table 4.Distrib.
Basic statistics information
Mean about macroeconomics
Median data.
Dispersion Min. Max.
Attribute
Attribute
Attribute Distrib.
Distrib.
Distrib. Mean
Mean
Mean Median
Median
Median Dispersion
Dispersion
Dispersion Min.
Min.
Min. Max.
Max.
Unemployment
Attribute rate Distrib. 11.566
Mean 11.100
Median 0.230
Dispersion 7.600
Min. 16.200Max.
Max.
Unemployment rate 11.566 11.100 0.230 7.600 16.200
Unemployment
Unemployment
Unemployment rate
raterate 11.566
11.566
11.566 11.100
11.100
11.100 0.230
0.230
0.230 7.600
7.600
7.600 16.200
16.200 16.200
Unemployment rate 11.566 11.100 0.230 7.600 16.200
Inflation rate 1.228 1.400 1.126 −0.800 3.700
Inflation raterate
Inflation 1.228
1.228 1.400
1.400 1.126
1.126 −0.800
−0.800 3.7003.700
Inflation
Inflationrate rate 1.228
1.228 1.400
1.400 1.126
1.126 −0.800
−0.800 3.700
3.700
Inflation rate 1.228 1.400 1.126 −0.800 3.700
GDPGDP 0.002
0.002 0.320
0.320 1152.820
1152.820 −4.100
−4.100 3.5003.500
GDP 0.002 0.320 1152.820 −4.100 3.500
GDP
GDP 0.002
0.002 0.320
0.320 1152.820
1152.820 −4.100
−4.100 3.500
3.500
GDP 0.002 0.320 1152.820 −4.100 3.500
Table 5. Basic statistics information about academic data at enrollment.
Table 5. Basic statistics information about academic data at enrollment.
Attribute Table
Table5.5.Basic
Basicstatistics
statisticsinformation
Distrib. Meanabout
information aboutacademic
academic
Median data
dataatatenrollment.
enrollment.
Dispersion Min. Max.
Attribute Table 5. Basic statistics information
Distrib. Meanabout academic
Median data at enrollment.
Dispersion Min. Max.
Attribute
Attribute Distrib.
Distrib. Mean
Mean Median
Median Dispersion
Dispersion Min.
Min. Max.
Max.
Application
Attributemode Distrib. 6.890
Mean 8
Median 0.770
Dispersion 1
Min. 18
Max.
 GDP rate
Inflation 0.002
1.228 0.320
1.400 1152.820
1.126 −4.100
−0.800 3.500 3.700
GDP rate
Inflation 0.002
1.228 0.320
1.400 1152.820
1.126 −4.100
−0.800 3.500 3.700
GDP rate
Inflation 0.002
1.228 0.320
1.400 1152.820
1.126 −4.100
−0.800 3.500 3.700
GDPGDP rate
Inflation Table 5. Basic statistics information 0.002
0.002
1.228about academic 0.320
0.320
1.400 1152.820
1152.820
data at enrollment. 1.126 −4.100
−4.100
−0.800 3.500 3.500
3.700
GDP Table 5. Basic statistics information 0.002about academic 0.320data at enrollment. 1152.820 −4.100 3.500
GDP
Attribute Table 5.Distrib.
Basic statistics information 0.002about academic
Mean Median0.320 data atDispersion 1152.820
enrollment. −4.100
Min. 3.500
Max.
GDP
Attribute Table 5. Distrib.
Basic statistics information 0.002about academic
Mean 0.320
Median data atDispersion
enrollment.
1152.820 −4.100
Min. 3.500
Max.
Data 2022, 7, 146GDP Table Table 5. Basic
5.Distrib.
Basic statistics
statistics information
information0.002aboutabout academic
academic0.320 data
data at enrollment.
atDispersion
enrollment.
1152.820 −4.100 6 of 17
3.500
Attribute Mean Median Min. Max.
Application
Attribute mode Table 5. Basic
Distrib. statistics information
6.890
Mean about academic
8
Median data at enrollment.
0.770
Dispersion 1
Min. 18
Max.
Application
Attribute
Attribute mode TableDistrib.
5. Distrib.
Basic statistics information
MeanMean aboutMedian
6.890 academic
8
Median dataDispersion
atDispersion
enrollment.
0.770 Min.1Min. 18
Max.Max.
Application
Attributemode Table 5.Distrib.
Basic statistics information
Mean about academic
6.890 8
Median data atDispersion
enrollment.
0.770 1Min. 18Max.
Application
Attributemode Table5.5.Basic
Table Basicstatistics
statisticsinformation
Distrib. information
6.890
Meanaboutaboutacademic
academic
8
Median dataatatenrollment.
data enrollment.
0.770
Dispersion 1Min. 18Max.
Application
Application
Attributeorder
modemode Distrib. 1.730
6.890
6.890
Mean 18 8
Median 0.760
0.770
0.770
Dispersion 1Min. 1 9Max.
18 18
Application
Application
Attributeorder
mode Distrib. 1.730
6.890
Mean 1 8
Median 0.760
0.770
Dispersion 1Min.1 9 18
Max.
Application Attribute
Application order
mode Distrib. Mean
1.730
6.890 Median 1 8 Dispersion 0.760
0.770 Min. 1 1 Max.9 18
Application
Application order
mode 1.730
6.890 1 8 0.760
0.770 1 1 9 18
Courseorder
Application
Application
Application order
mode
mode 9.900
1.730
1.730
6.8906.890 8 101 18 0.7700.440
0.760
0.760
0.770 1 1 1 17
189 189
Course order
Application 9.900
1.730 10 1 0.440
0.760 1 1 17 9
Course order
Application 9.900
1.730 10 1 0.440
0.760 1 1 17 9
Course order
Daytime/evening
Application
Application order 9.900
1.7301.730 1 10 1 0.7600.440
0.760 1 1 1 17
9 9
Courseorder
Course
Daytime/evening
Application 0.891
9.900
9.900
1.730 1 10
10 1 0.350
0.440
0.440
0.760 01 1 1 17
17 9
attendance
Course
Daytime/evening 0.891
9.900 1 10 0.350
0.440 0 1 1 17
attendance 0.891
Course
Daytime/evening
Course
attendance 9.9009.900 10 1 10 0.4400.350
0.440 1 0 1 171 17
Course
Daytime/evening
Daytime/evening 0.891
9.900 1 10 0.350
0.440 0 1 1 17
attendance
Previous qualification
Course
Daytime/evening 2.530
0.891
0.891
9.900 1 101 1.570
0.350
0.350
0.440 10 01 17
1 171
Previous attendance
attendance
qualification
Daytime/evening
Daytime/evening attendance 2.530
0.8910.891 1 1 1 0.3501.570
0.350 0 1 0 17
1 1
Previous attendance
qualification
Daytime/evening 2.530
0.891 1 1 1.570
0.350 1 0 17 1
Previous attendance
qualification
Daytime/evening 2.530
0.891 1 1 1.570
0.350 1 0 17 1
Previous
Previous attendance
Previous qualification
qualification
qualification Table 6. Basic statistics information 2.5302.530
2.530
0.891 1 1 1 data at1.570
about academic of1.570
end1.570 1 1 1
the first semester.
0.350 0 1717
17 1
Previous attendance
qualification Table 6. Basic statistics information 2.530about academic 1 data at end of1.570 the first semester. 1 17
Previous qualification
Attribute Table 6. Basic statistics Distrib. information 2.530aboutMeanacademic 1 Median
data at end of 1.570
the first semester.
Dispersion Min.1 Max. 17
Previous qualification
Attribute Table 6. Basic statistics Distrib. information 2.530about academic
Mean 1 data
Median at end of 1.570
the first semester.
Dispersion Min.1 Max. 17
Previous qualification
Attribute Table Table
Table 6.Basic
Basic
6.6.Basic statistics
statistics information
information
statistics information
Distrib. 2.530 about
about
about
Mean academic
academic
academic data
1 Median
data
data atend
atatend end
ofofof
1.570
the
thethe first
first
Dispersion first semester.
semester.
semester.
Min.1 Max. 17
Curricular units 1st sem (credited)
Attribute Table 6. Basic statistics information about
Distrib. 0.710
Mean academic data
0 at endDispersion
Median of3.320
the first semester.
Min.0 20
Max.
Curricular units 1st sem (credited)
Attribute
Attribute Table 6. Basic statistics information about
Distrib.
Distrib. 0.710
Mean
Mean academic data
0 at endDispersion
Median
Median of the first semester.
3.320
Dispersion Min.0Min. Max. 20
Max.
Curricular units Attribute
1st sem (credited)Table 6. Basic statistics Distrib.
information about Mean
0.710 academic Median0 at endDispersion
data of Min.
the first semester.
3.320 0Min. Max. 20
Attribute Distrib. Mean Median Dispersion Max.
Curricular units 1st sem (credited)
Attribute Table 6. Basic statistics information
Distrib. about
0.710
Meanacademic data
0
Median at end of the
3.320 first
Dispersion semester. 0Min. 20 Max.
Curricular
Curricularunits
Curricular units1st sem
1st1st
Attribute
units sem sem (enrolled)
(credited)
(credited)
(credited) Distrib. 6.2700.710
0.710
Mean
0.710 060 0
Median 0.400
3.3203.320
Dispersion
3.320 00Min.
0 26
202020
Max.
Curricular
Curricular unitsunits1st1st
sem
Attribute sem (enrolled)
(credited) Distrib. 6.2700.710
Mean 6 0
Median 0.400
3.320
Dispersion 0Min.
0 26 20
Max.
a 2022, 7, x Data
FOR 2022,
PEER 7,REVIEW
Curricularx FORunits
Curricular PEER
unitsREVIEW
1st1st
sem sem (enrolled)
(credited) 6.270
0.710 6 0 0.400
3.320 7 of0 017 26720of 17
Data 2022, 7, x FORunits
Curricular PEER REVIEW
1st sem (enrolled) 6.270 66 0 0.400 00 0 7 of 17
2626
Curricular
Curricular units
units 1st1st
semsem (credited)
(enrolled) 6.2700.710 3.320
0.400 20
Curricular
Data 2022, 7, x FOR
Curricular
Curricular units
PEER 1st
units
units 1stsem
REVIEW
1st
sem (evaluations)
sem (enrolled)
(enrolled)
(credited) 8.3006.270
6.270
0.710 86 60 0.500
0.4000.400
3.320 0 0 45
26726of 17
20
DataCurricular
2022, 7, x FOR
Curricular units
PEER 1st
units sem
REVIEW
1st sem (evaluations)
(enrolled) 8.3006.270 8 6 0.500
0.400 0 0 45726of 17
Data 2022, 7, x FOR
Curricular
Curricular
Curricular PEER
units
units 1st
unitsREVIEW
1st sem
1st sem
sem (evaluations)
(enrolled)
(evaluations) 8.300
8.3006.270 88 6 0.500
0.400
0.500 00 0 726
4545 of 17
Data
Curricular 2022, 7, x 1st
Curricular FOR
Curricular
units PEER
units
sem 1st
unitsREVIEW
sem
1st sem
(without (evaluations)
(without
(enrolled) 8.3006.270 8 6 0.500
0.400 0 0 45726of 17
Curricular
Curricular
Curricular
Data 2022, units
7, x FORunits
Curricular units
PEER 1st
1st
units 1st
REVIEW sem
sem
1stsem (approved)
(evaluations)
(evaluations)
sem (without
(enrolled) 0.140 4.710
0.140
0
8.300
8.300
6.270 585.020
086 0.660
5.020
0.500 0
0.500
0.400 120 00 726
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Curricular unitsevaluations)
units
units 1st
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(evaluations)
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4.7108.300 55 08 0.660
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0.660 00 00 2626
12
45
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units 1st
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units
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7.
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sem
sem
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semsem (grade)
(grade)
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(approved)
Table 7. Basic
statistics
(evaluations)
(without statistics about
information information
academic 10.641
10.641
about 4.710
0.140
4.710
data academic
at end of
8.300 12.286
12.286
data5 058at
the end of
second 0.455
0.455
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the 0.660
5.020
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second semester.
0.500 0 00 18.875
0.000 18.875
261226
45
Curricular
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1st sem
evaluations) semTable (grade)
(approved)
7. Basic statistics information about 10.641 academic12.286
0.140
4.710 data05at end of 0.455 the5.020
0.660 0.000
second semester. 00 18.875 12
26
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sem (without
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5at end of 5.020
the0.660 0.000 0 18.875
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7. Basic statistics information about
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(grade) 0.140
0.140
10.641
academic Dispersio
data
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0.455
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Distrib. Distrib.informationMean about 4.710
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units 1st 1st
sem
units 1st semTable
CurricularAttribute sem (grade)
(grade)7. Basic statistics
(approved) Distrib.information about4.710 10.641
10.641 academic data
Mean 12.286
12.286
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0.455
5nat end ofDispersio
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nsecond semester.
Min.0.000
0 18.875
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Attribute Table(grade) Distrib.information about10.641
7. Basic statistics academic data
Mean 12.286
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at end ofDispersio nsecond semester.
Min.0.000 Max. 18.875
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Attribute 10.641
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n Min.0.000 Max. 18.875
Curricular
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units 1st Table 7.7.Basic
(credited)
sem (grade)Basicstatistics information
statistics 0.540about
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0.540
10.641 at0
12.286 atend Dispersio
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3.540
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Curricular units 2nd sem (credited)
Attribute Table Distrib.information academic
0
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n
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semester.
19
Min. Max.
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units
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10.641
Mean 12.286
Median 0 3.540
0.455
n Min.0
0.000 19
18.875
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Curricular units 2nd
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sem (credited) 0.540 0 3.540
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3.540 Min.
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(enrolled) (credited) 6.230 6.230
6
0.540 60
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19
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19
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(enrolled) 0.540
6.230 06 3.540
0.350 00 1923
Curricular
urricular units 2nd sem
Curricular
Curricularunits
units 2nd
units 2nd sem
(evaluations)
2nd sem
sem (evaluations)
(enrolled)
(enrolled) 8.060 6.2308.060
8
6.230 60.49086 0.490
0.3500
0.350 330 0 33
23
23
Curricular
Curricularunits units2nd 2ndsem sem(evaluations)
(enrolled) 8.060
6.230 86 0.490
0.350 0 33
23
Curricular units 2nd sem (evaluations) 8.060 8 0.490 0 33
Curricular units
Curricular units 2nd 2nd sem
sem (enrolled) 6.230 6 0.350 00 2333
Curricular units 2nd sem(evaluations)
(evaluations) 8.0608.060 8 8 0.490
0.490 0 33
Curricular
Curricular Curricular
units 2nd sem units
units 2ndsem
(approved)
2nd sem(evaluations)
(approved) 4.440 4.440
5
8.060 58
0.680 0.680
0
0.490 20 0 20
33
Curricularunits
Curricular units2nd 2ndsem sem(evaluations)
(approved) 4.440
8.060 58 0.680
0.490 0 20
33
Curricular
Curricular units
units 2nd
2nd sem
sem (approved)
(approved) 4.4404.440 58 5 0.680
0.680 0 20
Curricular
Curricular units
units 2nd 2ndsem sem (evaluations)
(approved) 8.060
4.440 5 0.490
0.680 00 0 3320
20
Curricular
CurricularCurricular
units 2nd units
semunits 2nd2nd
(grade) semsem (grade)
(approved) 10.230 10.230
4.440
12.200 12.200 5
0.509 0.509
0.680 18.571
0.000 0.0000 18.571
20
Curricular
Curricular
Curricular units
units 2nd
units 2nd sem
2nd sem
sem (grade)
(approved)
(grade) 10.23010.230
4.440 12.200
12.200 5 0.509
0.680
0.509 0.000
0.000 0 18.571
20
18.571
Curricular
Curricular units units
2nd2nd2nd
semsemsem (grade)
(approved) 10.230
4.440 12.200
5 0.509
0.680 0.000
0 18.571
20
Curricular units Curricular
Curricular
2nd sem units
units 2nd sem
(without (grade)
(without 10.230 12.200 0.509 0.000 18.571
Curricular
Curricular
Curricular units
unitsunits
2nd sem 2nd(without
2nd sem(without
sem (grade)
evaluations) 0.150 0.1500.150
0
10.230 05.010
12.2000 5.010
0
0.509
5.010 12 00
0.000 12
18.571
12
Curricularevaluations)
evaluations)
Curricular units2nd
units 2ndsem sem(without
(grade) 0.150
10.230 12.2000 5.010
0.509 0.0000 12
18.571
Curricular evaluations)
units 2nd sem (without 0.150 0 5.010 0 12
Curricular units 2nd sem (grade)
evaluations) 10.230
0.150 12.200 0 0.509
5.010 0.000 0 18.57112
Curricular evaluations)
units 2nd sem (without
Curricular units Table
2nd8.sem Table
BasicTable 8. Basic
statistics
(without 8. Basic statistics about
information
statistics information
Target.about
information 0.150
aboutTarget.
Target. 0 5.010 0 12
evaluations) Table 8. Basic statistics information about 0.150 Target. 0 5.010 0 12
Curricular units 2nd sem (without
evaluations) Table 8. Basic statistics information about Target.
Attribute Attribute
Attribute Distrib.
Distrib. Table
Distrib. Center
Center
CenterMedian
Median 0.150Median
Dispersion
Dispersion 0 Dispersion 5.010
Min.
Min. Max.Min.
0 Max.
12
Attributeevaluations) 8. Basic
Distrib. statistics information
Center about Target.
Median Dispersion Min. Max.Max.
Attribute Table 8. Basic statistics information
Distrib. Center about Target. Median Dispersion Min. Max.
Target Target Target
Attribute Table 8. Basic statistics information
Distrib. Center
Graduate about Graduate
Target.
Median 1.02 1.02
Dispersion Min. Max.
Graduate 1.02
Target
Attribute TableDistrib. Center about Target.
8. Basic statistics information Graduate
Median 1.02
Dispersion Min. Max.
Target
Attribute Distrib. Center Graduate
Median 1.02
Dispersion Min. Max.
Target
Attribute Distrib. Center Graduate
Median 1.02
Dispersion Min. Max.
Target 3.2.2. Imbalanced 3.2.2. Imbalanced
Data Data Graduate 1.02
Target 3.2.2. Imbalanced Data Graduate 1.02
Target The problem 3.2.2.The was problem was formulated
formulated
Imbalanced Data as a three-category
as a three-category Graduate classification classification
task,
1.02 in which
task,
therein which
is there is
a strong imbalance 3.2.2.
a strongThe problemone
Imbalanced
imbalance
towards was
Data offormulated
towards the one
classes as(Figure
of a three-category
the classes
2). (Figure
The classification
2).
majority The task,
majority
class, Graduate,in which
class, there is
Graduate,
a3.2.2. The
strong problem Data
Imbalanced
imbalance was formulated
towards one asthe
of a three-category
classes (Figure classification
2). The task, in
majority which
class, there is
Graduate,
represents 50% represents
a3.2.2.of
The 50% of Data
theimbalance
records
problem
Imbalanced
strong the
(2209
was records
of 4424)
formulated
towards (2209
one ofasof
and the 4424)
aDropout and
three-category
classes Dropout
represents
(Figure represents
2).32%
Theofmajority
classification total 32%
records
task, in ofwhich
class,total records
there is
Graduate,
 Data 2022, 7, 146 7 of 17

3.2.2. Imbalanced Data

The problem was formulated as a three-category classification task, in which there
is a strong imbalance towards one of the classes (Figure 2). The majority class, Graduate,
represents 50% of the records (2209 of 4424) and Dropout represents 32% of total records
(1421 of 4424), while the minority class, Enrolled, represents 18% of total records (794
of 4424). This might result in a high prediction accuracy driven by the majority class at
the expense of a poor performance of the minority class. Therefore, anyone using this
dataset should pay attention to this problem and address it with a data-level approach
or with an algorithm-level approach. At the data-level approach, a sampling technique
such as the Synthetic Minority Over Sampling Technique (SMOTE) [10] or the Adaptive
Synthetic Sampling Approach (ADASYN) [11] or any variant thereof can be applied. At
2, 7, x FOR PEER REVIEW the algorithm-level approach, a machine learning algorithm that already incorporates
balancing steps must be used, such as Balanced Random Forest [12] or Easy Ensemble [13],
or bagging classifiers with additional balancing, such as Exactly Balanced Bagging [14],
Roughly Balanced Bagging [15], Over-Bagging [14], or SMOTE-Bagging [16].

Figure 2. Distribution of student records among the three categories considered for academic success.
Figure 2. Distribution of student records among the three categ
Figure 3 shows the same imbalanced nature of data when grouping the student
cess. by course, gender, student displaced, tuition fees up to date, scholarship holder,
outcomes
and evening/daytime attendance. Figure 3a shows that the most successful courses are
Nursing and Social Service, with 72% and 70% of the students, respectively, receiving their
Figure 3 shows the same imbalanced nature of data
degree within the normal duration of the course. On the opposite side, the technologies
field with the courses of Biofuel Production Technologies and Informatics Engineering
comes by course, gender, student displaced, tuition fees
presents the most unsuccessful results, with only 8% of the students receiving their degree
within the normal duration of the course. Dropout is also higher in these two courses (67%
and evening/daytime attendance. Figure 3a shows that
and 54%, respectively), along with the Equiniculture course with 55% dropout. Figure 3b
Nursing and Social Service, with 72% and 70% of the stude
shows that females are most successful, as well as the students that hold a scholarship and
have their tuition fees up to date. Regarding the attendance regime (daytime or evening),
degree within the normal duration of the course. On the
the results show that students with daytime attendance finish the course earlier than
evening students, as well as the students that are displaced from their homes.
field with the courses of Biofuel Production Technologi
presents the most unsuccessful results, with only 8% of the
within the normal duration of the course. Dropout is also h
and 54%, respectively), along with the Equiniculture cour
shows that females are most successful, as well as the stud
 presents the most unsuccessful results, with only 8% of the students receiving their degree
within the normal duration of the course. Dropout is also higher in these two courses (67%
and 54%, respectively), along with the Equiniculture course with 55% dropout. Figure 3b
shows that females are most successful, as well as the students that hold a scholarship and
have their tuition fees up to date. Regarding the attendance regime (daytime or evening),
Data 2022, 7, 146 8 of 17
the results show that students with daytime attendance finish the course earlier than even-
ing students, as well as the students that are displaced from their homes.

(a) (b)

Figure 3. Student outcomes grouped by: (a) course; (b) gender, student displaced, tuition fees up to
date, scholarship holder, and evening/daytime attendance.

3.2.3. Multi-collinearity
Collinearity (or multi-collinearity) may be an issue that must be considered in some
types of problems. The analysis of the heatmap (Figure 4), using the Pearson correlation
coefficient, shows that there are some pairs of features having high correlation coefficients,
which increases multi-collinearity in the dataset. In Figure 4, the blues represent the
heatmap between demographics features, the oranges between socioeconomics features,
the greens between macroeconomics features, the reds between academics features at
enrollment time, the purples between academics features at the end of the first semester,
the browns at the end of the second semester and, the grays represent collinearity between
groups of features.
The collinearity is strongest within the same group of features, but we can also find
higher values of correlation between groups. Table 9 shows a Pearson correlation coefficient
greater than 0.7, which shows that the correlation is the strongest in features in the same
groups, such as “Nationality” and “International” or “Mother’s occupation” and “Father’s
occupation”, but also between the groups related with the performance at the end of the
first semester and the second semester, such as “Curricular units 1st sem (approved)” and
“Curricular units 2nd sem (approved)”.
Data 2022,
Data7, x FOR
2022, PEER REVIEW
7, 146 9 of 10
17 of 17

Figure 4. Heatmap
Figure 4. Heatmapwith
withPearson
Pearson correlation.
correlation.

3.2.4. Feature Importance

3.2.4. Feature Importance
Feature importance plays an important role in understanding the data and also in
theFeature importance
improvement plays an important
and interpretation role in learning
of the machine understanding
models. the
On data and hand,
the other also in the
improvement
useless data and interpretation
results of theup
in bias that messes machine
the finallearning
results ofmodels.
a machineOnlearning
the other hand, use-
problem,
lesssodata results
feature in bias is
importance that messes used
frequently up the final results
to reduce of a machine
de number of featureslearning problem,
used. The most so
feature importance
important features is frequently
differ used
depending to reduce
on the technique deused
number of features
to calculate used. The
the importance of most
each feature
important and also
features thedepending
differ machine learning
on thealgorithm
technique used
used[17].
to One of thethe
calculate simplest and
importance of
most used techniques to measure feature importance is Permutation Feature
each feature and also the machine learning algorithm used [17]. One of the simplest and Importance.
In this technique, feature importance is calculated by noticing the increase or decrease in
most used techniques to measure feature importance is Permutation Feature Importance.
In this technique, feature importance is calculated by noticing the increase or decrease in
error when we permute the values of a feature. If permuting the values causes a huge
change in the error, it means the feature is important for our model.
We performed a test to determine the most important features considering the Per-
mutation Feature Importance, using F1 as the error metric, which is a metric more ade-
Data 2022, 7, 146 10 of 17

error when we permute the values of a feature. If permuting the values causes a huge
change in the error, it means the feature is important for our model.
Table 9. Collinearity between features with Pearson correlation coefficient greater than 0.7.

Feature Collinearity with Pearson

Curricular units 2nd sem (credited) 0.9448
Curricular units 1st sem (credited)
Curricular units 1st sem (enrolled) 0.7743
Curricular units 2nd sem (enrolled) 0.9426
Curricular units 1st sem (enrolled) Curricular units 1st sem (approved) 0.7691
Curricular units 2nd sem (credited) 0.7537
Nationality International 0.9117
Curricular units 2nd sem (approved) 0.9040
Curricular units 1st sem (approved)
Curricular units 2nd sem (enrolled) 0.7338
Curricular units 1st sem (grade) Curricular units 2nd sem (grade) 0.8372
Curricular units 1st sem (evaluations) Curricular units 2nd sem (evaluations) 0.7789
Curricular units 2nd sem (approved) Curricular units 2nd sem (grade) 0.7608
Mother’s occupation Father’s occupation 0.7240
Curricular units 2nd sem (enrolled) Curricular units 2nd sem (approved) 0.7033

We performed a test to determine the most important features considering the Permu-
tation Feature Importance, using F1 as the error metric, which is a metric more adequate for
imbalanced data, taking into account the trade-off between precision and recall. The Per-
mutation Feature Importance was applied to some of the most interesting results reported
in the literature for multiclass imbalanced classification [18,19]. We used the ensemble
method Random Forest (RF) [20] and three general boosting methods: Extreme Gradient
Boosting (XGBOOST) [21], Light Gradient Boosting Machine (LIGHTGBM) [22], and Cat-
Boost (CATBOOST) [23]. Figure 5 shows the 10 biggest changes in the F1-score metric using
the Permutation Feature Importance technic for each machine learning algorithm consid-
ered. The analysis of these results shows that five features are considered important in all
algorithms: “Curricular units 2nd sem (approved)”, “Curricular units 1st sem (approved)”,
“Curricular units 2nd sem (grade)”, “Course”, and “Tuition fees up to date”. The features
“Curricular units 1st sem (enrolled)”, “Curricular units 1st sem (evaluations)”, “Curricular
units 2nd sem (enrolled)”, and “Curricular units 2nd sem (evaluations)” are important in
three of the algorithms.

3.3. Compliances
All data are anonymized, and compliance with the Privacy and Personal Data Process-
ing Policy of the institution is ensured according to the General Data Protection Regulation
(GDPR). This dataset is also compliant with the FAIR (Findability, Accessibility, Interoper-
ability, and Reusability) principles for scientific data management [24].
 important in all algorithms: “Curricular units 2nd sem (approved)”, “Curricular units 1st
sem (approved)”, “Curricular units 2nd sem (grade)”, “Course”, and “Tuition fees up to
date”. The features “Curricular units 1st sem (enrolled)”, “Curricular units 1st sem (eval-
uations)”,
Data 2022, 7, 146 “Curricular units 2nd sem (enrolled)”, and “Curricular units 2nd sem (evalua-
11 of 17
tions)” are important in three of the algorithms.

RF XGBOOST

LIGHTGBM CATBOOST

Figure 5. Plot of top 10 Permutation Feature Importance for each machine learning
Figure 5. Plot of top 10 algorithm
Permutation Feature Importance for each machine learning algorithm con-
considered.
sidered.
4. Conclusions
This descriptor presents a dataset created from the Polytechnic Institute of Portalegre
3.3. Compliances (acquired from several disjoint databases) related to students enrolled in different under-
graduate degrees,
All data are anonymized, andsuch as agronomy,
compliance design,
with theeducation,
Privacynursing, journalism, Data
and Personal management,
Pro-
social service, and technologies. It contains 4424 records with 35 attributes that include
cessing Policy of the institution is ensured
information known according
at the time of studenttoenrollment,
the General Data Protection
demographics, Reg-
socioeconomics,
ulation (GDPR). Thismacroeconomics
dataset is also compliant
data, with
and students’ the FAIR
academic (Findability,
performance Accessibility,
at the end of the first and
second semesters.
Interoperability, and Reusability) principles for scientific data management [24].
The dataset is useful for researchers who want to conduct comparative studies on
student academic performance and also for training in the machine learning area.
4. Conclusions
Supplementary Materials: The document with detailed features information can be consulted at:
This descriptor presents a dataset created from the Polytechnic Institute of Portalegre
http://valoriza.ipportalegre.pt/piaes/features-info-stats.html (accessed on 10 October 2022).
(acquired from several disjoint databases) related to students enrolled in different under-
Author Contributions: Conceptualization, V.R., J.M., L.B. and M.V.M.; methodology, M.V.M., J.M.
graduate degrees, such as agronomy,
and V.R.; design,V.R.education,
software, V.R.; validation, nursing,
and M.V.M.; resources, V.R.; journalism,
data curation, V.R.manage-
and M.V.M.;
writing—original draft preparation, V.R.; writing—review and editing,
ment, social service, and technologies. It contains 4424 records with 35 attributes that in- L.B. and M.V.M.; visualization,
V.R.; project administration, V.R.; funding acquisition, V.R. All authors have read and agreed to the
clude information known at the
published time
version of theof student enrollment, demographics, socioeconom-
manuscript.
ics, macroeconomics data,
Funding:andThisstudents’
research wasacademic
funded by the performance at the end of da
program SATDAP—Capacitação theAdministração
first and
second semesters. Pública under grant number POCI-05-5762-FSE-000191.
The dataset is useful for researchers
Institutional who want
Review Board Statement: to issues
Privacy conduct
relatedcomparative studiesofon
to the use and publication the
dataset were validated by the Data Protection Officer (DPO) of the Polytechnic Institute of Portalegre
student academic performance and also for training in the machine learning area.
according to the General Data Protection Regulation (GDPR) directives.
Informed Consent Statement: Not applicable.
Supplementary Materials: The document with detailed features information can be consulted at:
Data Availability Statement: The data presented
http://valoriza.ipportalegre.pt/piaes/features-info-stats.html in this study
(accessed onare10
publicly
Octoberavailable at https://doi.
2022).
org/10.5281/zenodo.5777339 (accessed on 10 October 2022).
Data 2022, 7, 146 12 of 17

Acknowledgments: The authors would like to thank the Polytechnic Institute of Portalegre for
providing support for this project, particularly to the Academic Services Department for providing
the data and explaining the attributes used.
Conflicts of Interest: The authors declare no conflict of interest.

Abbreviations
The following abbreviations are used in this manuscript:
AMS Academic Management System
CATBOOST CatBoost
CSV Comma-separated values
DGES Direção Geral do Ensino Superior
DPO Data Protection Officer
GDPR General Data Protection Regulation
LIGHTGBM Light Gradient Boosting Machine
PAE Enterprise Application Platform
RF Random Forest
XGBOOST Extreme Gradient Boost

Appendix A

Table A1. Marital status values.

Attribute Values
1—Single
2—Married
3—Widower
Marital status
4—Divorced
5—Facto union
6—Legally separated

Table A2. Nationality values.

Attribute Values
1—Portuguese
2—German
3—Spanish
4—Italian
5—Dutch
6—English
7—Lithuanian
8—Angolan
9—Cape Verdean
10—Guinean
Nationality 11—Mozambican
12—Santomean
13—Turkish
14—Brazilian
15—Romanian
16—Moldova (Republic of)
17—Mexican
18—Ukrainian
19—Russian
20—Cuban
21—Colombian
Data 2022, 7, 146 13 of 17

Table A3. Application mode values.

Attribute Values
1—1st phase—general contingent
2—Ordinance No. 612/93
3—1st phase—special contingent (Azores Island)
4—Holders of other higher courses
5—Ordinance No. 854-B/99
6—International student (bachelor)
7—1st phase—special contingent (Madeira Island)
8—2nd phase—general contingent
9—3rd phase—general contingent
Application mode
10—Ordinance No. 533-A/99, item b2) (Different Plan)
11—Ordinance No. 533-A/99, item b3 (Other Institution)
12—Over 23 years old
13—Transfer
14—Change in course
15—Technological specialization diploma holders
16—Change in institution/course
17—Short cycle diploma holders
18—Change in institution/course (International)

Table A4. Course values.

Attribute Values
1—Biofuel Production Technologies
2—Animation and Multimedia Design
3—Social Service (evening attendance)
4—Agronomy
5—Communication Design
6—Veterinary Nursing
7—Informatics Engineering
8—Equiniculture
Course 9—Management
10—Social Service
11—Tourism
12—Nursing
13—Oral Hygiene
14—Advertising and Marketing Management
15—Journalism and Communication
16—Basic Education
17—Management (evening attendance)

Table A5. Previous qualification values.

Attribute Values
1—Secondary education
2—Higher education—bachelor’s degree
3—Higher education—degree
4—Higher education—master’s degree
Previous qualification
5—Higher education—doctorate
6—Frequency of higher education
7—12th year of schooling—not completed
8—11th year of schooling—not completed
Data 2022, 7, 146
Table A5. Cont.
Attribute
Table A6. Mother’s and Father’s values.
Attribute
Mother’s qualification
Father’s qualification
14 of 17
Values
9—Other—11th year of schooling
10—10th year of schooling
11—10th year of schooling—not completed
12—Basic education 3rd cycle (9th/10th/11th year) or equivalent
13—Basic education 2nd cycle (6th/7th/8th year) or equivalent
14—Technological specialization course
15—Higher education—degree (1st cycle)
16—Professional higher technical course
17—Higher education—master’s degree (2nd cycle)
Values
1—Secondary Education—12th Year of Schooling or Equivalent
2—Higher Education—bachelor’s degree
3—Higher Education—degree
4—Higher Education—master’s degree
5—Higher Education—doctorate
6—Frequency of Higher Education
7—12th Year of Schooling—not completed
8—11th Year of Schooling—not completed
9—7th Year (Old)
10—Other—11th Year of Schooling
11—2nd year complementary high school course
12—10th Year of Schooling
13—General commerce course
14—Basic Education 3rd Cycle (9th/10th/11th Year) or Equivalent
15—Complementary High School Course
16—Technical-professional course
17—Complementary High School Course—not concluded
18—7th year of schooling
19—2nd cycle of the general high school course
20—9th Year of Schooling—not completed
21—8th year of schooling
22—General Course of Administration and Commerce
23—Supplementary Accounting and Administration
24—Unknown
25—Cannot read or write
26—Can read without having a 4th year of schooling
27—Basic education 1st cycle (4th/5th year) or equivalent
28—Basic Education 2nd Cycle (6th/7th/8th Year) or equivalent
29—Technological specialization course
30—Higher education—degree (1st cycle)
31—Specialized higher studies course
32—Professional higher technical course
33—Higher Education—master’s degree (2nd cycle)
34—Higher Education—doctorate (3rd cycle)
Data 2022, 7, 146 15 of 17

Table A7. Mother’s and Father’s occupation.

Attribute Values
1—Student
2—Representatives of the Legislative Power and Executive Bodies,
Directors, Directors and Executive Managers
3—Specialists in Intellectual and Scientific Activities
4—Intermediate Level Technicians and Professions
5—Administrative staff
6—Personal Services, Security and Safety Workers, and Sellers
7—Farmers and Skilled Workers in Agriculture, Fisheries,
and Forestry
8—Skilled Workers in Industry, Construction, and Craftsmen
9—Installation and Machine Operators and Assembly Workers
10—Unskilled Workers
11—Armed Forces Professions
12—Other Situation; 13—(blank)
14—Armed Forces Officers
15—Armed Forces Sergeants
16—Other Armed Forces personnel
17—Directors of administrative and commercial services
18—Hotel, catering, trade, and other services directors
19—Specialists in the physical sciences, mathematics, engineering,
and related techniques
20—Health professionals
Mother’s occupation
21—Teachers
Father’s occupation
22—Specialists in finance, accounting, administrative organization,
and public and commercial relations
23—Intermediate level science and engineering technicians
and professions
24—Technicians and professionals of intermediate level of health
25—Intermediate level technicians from legal, social, sports, cultural,
and similar services
26—Information and communication technology technicians
27—Office workers, secretaries in general,
and data processing operators
28—Data, accounting, statistical, financial services, and
registry-related operators
29—Other administrative support staff
30—Personal service workers
31—Sellers
32—Personal care workers and the like
33—Protection and security services personnel
34—Market-oriented farmers and skilled agricultural and animal
production workers
35—Farmers, livestock keepers, fishermen, hunters and gatherers,
and subsistence
36—Skilled construction workers and the like, except electricians
37—Skilled workers in metallurgy, metalworking, and similar
38—Skilled workers in electricity and electronics
39—Workers in food processing, woodworking, and clothing and
other industries and crafts
40—Fixed plant and machine operators
41—Assembly workers
42—Vehicle drivers and mobile equipment operators
43—Unskilled workers in agriculture, animal production, and
fisheries and forestry
44—Unskilled workers in extractive industry, construction,
manufacturing, and transport
45—Meal preparation assistants
46—Street vendors (except food) and street service providers
Data 2022, 7, 146 16 of 17

Table A8. Gender values.

Attribute Values
1—male
Gender
0—female

Table A9. Attendance regime values.

Attribute Values
1—daytime
Daytime/evening attendance
0—evening

Table A10. Yes/No attributes.

Attribute Values
Displaced
Educational special needs
Debtor 1—yes
Tuition fees up to date 0—no
Scholarship holder
International

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