Session F4B

Application of Enhanced Analysis Model for Data

Mining Processes in Higher Educational System
Naeimeh Delavari
Faculty of Information Technology, Multimedia University (MMU), Cyberjaya, Malaysia
Naeimeh.delavari04@mmu.edu.my

Dr. Mohammad Reza Beikzadeh1, Dr. Somnuk Phon-Amnuaisuk2

Abstract - One of the most important facts in higher
education system is quality. It concerns with all the
circumstances that allow decision makers to better
evaluate and enhance the higher educational
organizations. One way to reach the highest level of quality
in higher education systems is by improving the decision
making procedures on the various processes such as
planning, counseling, evaluation and so on. This can be
achieved by utilizing the managerial decision makers with
valuable implicit knowledge, which is currently unknown
to them. This knowledge is hidden among the educational
data set and it is extractable through data mining
technology. The meaningful knowledge, previously
unknown and potentially useful information discovered
from raw educational data through data mining
techniques are used to assist decision makers to improve
the decision-making procedure and to set more enhanced
policies for the educational processes.
This paper is designed to first present and justify the
capabilities of data mining in the context of higher
education system by offering an enhanced version of a
recently proposed analysis model (DM_EDU) by the
author, used for the application of data mining in higher
educational system. Then one of the most important
sections of the model, “student assessment” sub-process
under “evaluation” will be implemented in a real world
higher education, MMU in Malaysia, to present the ability
of data mining in discovering useful patterns. The final
result of this application aids managerial MMU decision
makers to improve decision-making processes.
Index Terms – Data Mining, knowledge gap, classification,
decision tree
INTRODUCTION
Nowadays many higher education systems generate mountains
of administrative data about students, courses, staff including
lecturers, organizational personnel, managerial systems and so
on. This data is a strategic resource for higher educational
institution. Making the most use of these strategic resources
will lead to the main objective of higher educational system,
which is improving the quality of processes.
To retain qualified in educational domain, a deep
understanding of the knowledge hidden among the data is
required. In today’s higher education lack of deep and enough
knowledge among the processes such as evaluation,
counseling and etc, prevents management system from
achieving this quality objective, so there has not been an
efficient and effective use of their strategic resources yet. Data
mining techniques can be used to extract unknown pattern
from the set of data and discover useful knowledge, which
would assist decision makers to improve the decision-making
and policy-making procedures. It results in extracting greater
value from the raw data set, and making use of strategic
resources efficiently and effectively. It finally improves the
quality of higher educational processes.
This paper demonstrates the ability of data mining in
improving the quality of higher educational processes by
offering an enhanced version of newly proposed analysis
model (DM_EDU) presented in [1, 2] used for the application
of data mining in higher educational system. In addition to
that, our main contribution is considering the quality
improvement of decision-making processes in one of the most
important sections of our analysis model, “student
assessment” under “evaluation” process applied in a real
higher educational system to present how the discovered
knowledge can aid decision makers to improve decision-
making processes. The methodology is based on CRISP-DM
methodology _ CRoss Industry Standard Process for Data
Mining [3]. The main objective is to assess students
performance in one of the major courses (computer
programming II) in faculty of Information Technology of
Multimedia University, using decision tree, one of the data
mining classification techniques integrated in IBM Intelligent
Miner tool.
This paper is structured as follows. Section 2, briefly
explains the advantages of data mining technology in higher
educational system. Section 3, demonstrates and explains the
enhanced analysis model (DM_EDU). Section 4, emphasizes
on all the required processes of creating a reliable
classification model of student assessment in course computer
programming II. The results obtained are discussed in section
5. Section 6, briefly concludes the whole paper and identifies
the further works.

1
Faculty of Engineering, Multimedia University (MMU), Cyberjaya, Malaysia
2
Faculty of Information Technology, Multimedia University (MMU), Cyberjaya, Malaysia
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DATA MINING ADVANTAGES IN HIGHER EDUCATIONAL
SYSTEM
An item soon to be integrated in many higher educational
systems is adoption of data mining. It can be best explained as
the process of extracting useful knowledge and information
including, patterns, associations, changes, anomalies and
significant structures from a great deal of data stored in
databases, data warehouses, or other information repositories
[4, 5, 6]. Prior to the great usages that this technology brings
into many application areas such as biomedical and DNA
analysis [5, 7, 8], retail industry and marketing [5, 9],
telecommunications [5, 10], web Mining [11], computer
auditing [12], banking [5], fraud detection [10], financial
industry [5] and medicine [13, 14], it recently has also been an
interesting area of research in educational domain [15, 16, 17,
18, 19].
Nowadays the important challenge that higher education
institutions face is reaching a stage to facilitate the universities
in having more efficient, effective and accurate educational
processes. Data mining is considered as the most suited
technology appropriate in giving additional insight into the
lecturer, student, alumni, manager, and other educational staff
behavior and acting as an active automated assistant in helping
them to make better decisions on their educational activities.
As discussed before, lack of deep and enough implicit
knowledge in higher educational system may prevent system
management to achieve their quality objectives. Data mining
technology can help in bridging this knowledge gaps in higher
educational system. Therefore the hidden patterns, association
and anomalies, which are discovered by some data mining
techniques, can be used to improve the effectiveness,
efficiency and the speed of the processes. As a result, this
improvement may bring a lot of advantages to the higher
educational system such as maximizing educational system
efficiency, decreasing student's drop-out rate, increasing
student's promotion rate, increasing student's retention rate,
increasing student's transition rate, increasing educational
improvement ratio, increasing student's success, increasing
student's learning outcome, and reducing the cost of system
processes. In order to achieve the above quality improvement,
we need a data mining system that can provide the needed
knowledge and insights for the decision makers in the higher
educational system. We have analyzed such a system and in
the next section we will present and describe portion of
enhanced analysis model for these systems.
THE ENHANCED PROPOSED ANALYSIS MODEL FOR USING
DATA MINING IN HIGHER EDUCATION
In this section we present our enhanced version of newly
proposed analysis model (DM_EDU) [1, 2] to represent the
superior advantages of data mining technology in higher
educational system. This model can be used as a guideline or
roadmap for the application of data mining in higher
educational system. Higher educational system can use this
model to identify which part of their processes can be
improved through data mining and how they achieve their
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superior data mining goals. This model can also be used to
analyze the current work of data mining in higher educational
system [1, 2]. We can also identify the current gaps and
further works in this area.
This model is made up of seven main processes, which
usually occur in most of the higher educational systems,
including evaluation, planning, registration, consulting,
marketing, performance and examination. Each process can be
categorized into some sub-processes. They are represented in
the first and second column of the model respectively. As an
example,” evaluation”, is an educational process. Its main sub-
processes are “student assessment”, “lecturer assessment”,
“industrial training assessment”, “course assessment”, and
“student registration evaluation”. “Planning” is another
educational process. Its main sub-processes are “course
planning”, “lecturer time table planning”,”academic planning”
and “alumni activity planning”.
The main idea in this model is identifying how each of
these traditional processes can be improved through data
mining techniques; therefore in the fourth column the
enhanced processes achieved through data mining are
presented. The techniques appropriate in achieving these
enhanced processes are also presented in the last column. The
result of such application is implicit knowledge, which is
presented, in the third column of the model.
Table 1, presents part of new enhanced (DM_EDU)
model, but because of the space limitation the whole model
cannot be pasted in this paper. As shown in the model one of
the new enhanced processes that data mining brings to higher
educational system is enhancing “Student Examination” sub-
process under “Examination” main process. Using some
association techniques like Apriori [20] applied on the set of
student examination record grade and the lecturer performance
and the academic activities, we can associate the exam level
with lecturer class performance. The knowledge that can be
extracted from this process would be the relation of exam
level with lecturer performance and his/her academic activities
in the class. The output presents how the performance of the
lecturers in the class would vary with student exam level, or
what activities the lecture should have done to increase the
exam level grade with highest support and confidentiality.
Another example is enhancing the “Student assessment”
sub-process under “Evaluation” main process. Using some
classification techniques like decision tree, or artificial neural
network applied on the set of student and lecturer’s academic
and personal information, in an specific course, we are enable
to classify students into various groups of successful and
unsuccessful students. Therefore the knowledge that can be
extracted from this process is the patterns of previously
successful and unsuccessful students. By identifying these
students known, we are able to decide which type of students
are more successful than others and provide academic help for
those who are less likely to be successful.
After demonstrating DM_EDU, an enhanced data mining
model in higher education in table 1, in the next section we
present the processes done for the implementation of student
assessment sub-process in MMU.
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 Session F4B
TABLE 1
Main Components of the DM_EDU Model _ Enhanced Version

Main Sub-Process Knowledge Enhanced or New Process Trough Data Data Mining
Process Mining Function
◘ The patterns of previous student's learning ◘ Predicting student learning outcome ►Prediction
outcome ◘ Creating meaningful learning outcome ►Clustering
◘ Prediction of learning outcome typology in combination with their length of
study
◘ The pattern of previous student’s successful or ◘ Grouping students into groups of successful ► Classification
unsuccessful in a specific course. and unsuccessful in an specific course
◘ the success patterns of high achieved student in a
course
◘ The patterns of students who show weak test score ◘ Predicting Likelihood of success ►Prediction
◘ The characteristic pattern of high student achiever
◘ The patterns of previous students which were
likely to be good in a given major
◘ The success patterns of previous similar student ◘ Predicting Likelihood of persistence ► Prediction,
◘ Prediction of likelihood of persistence Clustering
◘ The patterns of previous successful and ◘ Predicting percentage accuracy which ►Prediction,
unsuccessful graduates student will or will not graduate Clustering
◘ Prediction of graduation rate ◘ Predicting graduation rate in every trimester
Student ►Prediction
assessment ◘ The patterns of previous students who planned for ◘ Predicting situations to act before student ►Prediction
dropping subject plan to drops out
◘ Prediction of drop-out rate ◘ Predicting drop-out rate in coming trimester ►Prediction
◘ The patterns of previous students who planned for ◘ Predicting situations to act before student ►Prediction
resource allocation plan for resource allocation
◘ The patterns of previous male and female students ◘ Associating student personal information ► Association
in test score (gender, race, age, marital status, nationality)
◘ Association of student personal information with with test score
test score
◘ The success patterns of previous students who ◘ Predicting likelihood of transferability ► Prediction
previously had transferred subjects
Evaluation ◘ Prediction of the likelihood of transferability
◘ The patterns of previous students attendance in ◘ Associating student course taken ► Association
accordance with test score information with their test score
◘ Association of student attendance rate and test
score
◘ Association of student health information and test ◘ Associating student health information with ► Association
score their test score
◘ The characteristic patterns of previous lecturers ◘ Predicting most effective lecturers in a year ► Prediction,
which were more effective than others in accordance with learning outcome Classification
Lecturer ◘ Previous lecturers patterns in accordance with ◘ Associating lecturer training with their ► Association
assessment students test score level student test score
◘ Association of lecturer training with student test
score
◘ The Patterns of most cost-effective courses ◘ Predicting courses which are most cost- ► Prediction
effective
◘ Cluster of most cost-effective courses to be ◘ Grouping the courses are to be offered ►Clustering
offered together together to be most cost-effective
◘ The patterns of courses who offered previously to ◘ Classifying which courses or curriculum ►Classification
different type of students work best for which type of student over time
◘ Classification of course to various student ◘ Associating the courses or curriculum with
Course ◘ Association of courses to various type of students various type of student ►Association
assessment ◘ The patterns of previous student test score ◘ Predicting factors which are most affected in ► Prediction
associated with their gender, race, attendance and so test score
on
◘ Prediction of factors most affected in test score
◘ The patterns of programs (courses) which produce ◘ Predicting how many programs (courses) ►Prediction
greatest return and investment in terms of student produce greatest return and investment in
learning in coming year terms of student learning in coming year
◘ Prediction of programs produce the greatest return
in terms of student learning outcome
◘ The patterns of previous training course for ◘ Classifying the most suitable training course ►Classification
Industrial different type of student for different type of student
training ◘ Classification of training course to various student
assessment ◘ Association of training course with various type ◘ Associating the training course with various ►Association
of student type of student
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ITHET 6th Annual International Conference
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TABLE 1
Main Components of the DM_EDU Model _ Enhanced Version (Continued)

◘ The patterns of previous students who were taking ◘ Predicting what type of students are most ► Prediction
Student various subjects likely to take particular type of subjects
Registration course ◘ Association of student to the most appropriate ◘ Associating student with various type of ►Association
registration subject subject
◘ Classification of student to the most appropriate ◘ Classifying student to the most appropriate ► Classification
subject subject during their studies
◘ Association of student performance with CGPA ◘ Associating student performance with ► Association
CGPA
◘ Association of student performance with their ◘ Associating student performance with their ► Association
academic attitude academic attitude
◘ Association of student performance with project ◘ Associating student performance with ► Association
mark project mark
◘ Association of student performance with lecturer ◘ Associating student performance with ► Association
satisfaction lecturer satisfaction
◘ Association of student performance with planned ◘ Associating student performance with ► Association
course planned courses (Time table, sequence of
courses)
◘ Association of student attendance with class ◘Associating student attendance with class ► Association
situation situation (Time, Venue)
Student ◘ Association of student course mark and time and ◘ Associating student course mark with class ► Association
performance venue of classes situation (Time, Venue)
◘ Association of student location with time and ◘ Associating student location with class ► Association
venue of class situation situation (Time)
◘ Association of student location with class ◘ Associating student location with class ► Association
Performance attendance attendance
◘ Classification of student to the time and venue of ◘ Classifying student to the most appropriate ► Classification
various classes time and venue for various classes
◘ The success pattern of high performed student ◘ Predicting the likelihood of high performed ► Prediction
who are having low CGPA student who are having low CGPA
◘ The success pattern of high performed student ◘ Predicting the likelihood of high performed ► Prediction
which are having bad attitude student which are having bad attitude
◘ The success pattern of good performed student ◘ Predicting the likelihood of good performed ► Prediction
with low lecturer satisfaction student with low lecturer satisfaction
◘ Association of lecturer who are not teaching well ◘ Associating lecturer who are not teaching ► Association
with student test score well with student test score
◘ Association of lecturer who cancel the class ◘ Associating lecturer who cancel the class ► Association
frequently with student test score frequently with student test score
Lecturer ◘ Association of lecturer performance with their ◘ Associating lecturer performance with their ► Association
performance attitude attitude
◘ Association of lecturer personal information with ◘ Associating lecturer personal information ► Association
his/her performance and his/her performance in the class
◘ Association lecturer background and his/her ◘ Associating lecturer performance with ► Association
performance his/her background
◘ Associating lecturer with course background ◘ Associating lecturer with course background ► Association
Student ◘ Association of exam level with student mark ◘ Associating exam level with student mark ► Association
Examination examination ◘ Association of exam level with lecturer class ◘ Associating exam level with lecturer class ► Association
performance performance
Student ◘ The patterns of previous students behavior in an ◘ Predicting student problem behavior pattern ► Prediction,
behavioral academic environment ◘ Predicting behavior of population cluster ► Clustering,
consulting ◘ Cluster of various student characteristic ◘ Clustering to offer comprehensive Prediction
characteristic analysis of student ► Clustering
Counseling ◘ The patterns of previous student who were good ◘ Associating student to the most appropriate ► Association
Program in a given program program
selection ◘ Association of student and the most appropriate ◘ Classifying student to the most appropriate ► Classification
counseling program available program in the university
◘ Classification of student to the existing programs

CREATING A CLASSIFICATION MODEL OF STUDENT Based on the first phase of CRISP methodology, we have
ASSESSMENT IN COMPUTER PROGRAMMING II set our main objective to be improving student assessment
sub-process in course computer programming II. The reason
In order to create a reliable classification modeling, the CRISP of selecting student assessment sub-process is that each single
methodology [3] is followed. It starts from understanding student is considered as an asset in higher educational system,
higher education objective, understanding the educational and educational domain has to put a great attempt in providing
data, preparing the data, and then ends up with modeling and the highest investment on their talents, abilities, efforts, and
evaluation. interests while offering courses, therefore our concentration is
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on how to best assess student to improve their achievement in
various courses. Since a wide range of courses are offered to
student during their study period in the university, we select
course computer programming II, one of the major subjects
for student in faculty of Information Technology, which is
also a the requisite for many other courses. Therefore if they
are improved in this course, the probability of getting
successful in other courses will improve.
The second phase is data understanding. This phase starts
with initial data collection and proceeds with describing,
exploring and verifying data quality to get familiar with the
data, discovering first insight into data and identifying data
quality problem. In our analysis, the data are about the
students who have been taking computer programming I (the
pre-requisite for computer programming II) and computer
programming II, the lecturer who have been teaching
computer programming II, personal and academic information
of the lecturer and students, specific information about the
course at the time of offering, and the situations turn out in the
time when the lecturer was teaching the course.
The third phase is data preparation. It covers all the
activities, which construct the final data set that will be fed
into modeling technique. In this phase those attributes related
to data mining goal are selected based on expert knowledge,
then the various operation including data integrating, data
cleaning and data constructing are applied on the set of data.
In data integration phase, the information about the students,
lecturers and courses stored in various tables are merged to
have different information about lecturer and student course
performance, academic and personal information of lecturers
gathered together for each single student object. By cleaning
the data various inconsistent value are fixed, such as the
different way of coding attribute value of
“LECT_ACAD_INSTITUTION” which are having the same
meaning, or “LECT_SPECIALITY” which is entered in both
local and English language in the various period of time. In
data construction operation, the production of derived
attributes and single attributes transformation are performed.
For example, some of the new derived attributes are, the
period left to lecturers work permit expiry at the time they
were teaching the subject or lecturer’s marital status and the
period passed or left to their marriage at the time of teaching
course. Single attribute transformation is done while the value
of a single attributes are transformed into their real value, such
as STUD_RACE = ‘1’ which is transformed to STUD_RACE
= ‘CHINESE’. Since the student success is going to be
identified, therefore the modeling technique requires a new
attribute considering student successfully and unsuccessfully
among the set of historical data. Therefore by considering
student failure, grade and performance, their success can be
derived as a class label.
Based on the data prepared in the previous phase the
fourth phase is modeling. Among the modeling functions
classification is best suited in reaching our data mining goal,
since it can be used to find the relationship between a specific
variable (for example: student race), the target variable (for
example: student success status) and other variables (for
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example: student grade, student number of failure in perquisite
course) among the data. The outcome can be used to predict
the correct class label to previously unseen and unlabeled
student objects. The algorithm applied on the set of data is
decision tree [4, 5, 21] therefore the result is presented in
terms of a binary tree. There are many reasons of using
decision tree in this application since it is relatively fast, it can
be converted to simple and easy classification rule, it can be
converted to SQL queries for accessing database, and it
obtains similar or better accuracy in compassion with other
classification techniques. Decision tree is applied using the
SLIQ (Supervised Learning in Quest) algorithm [22] because
it is a fast scalable classifier for data mining which Improves
learning time, produce smaller tree, has small execution time
for large datasets and attribute, produce good accuracy, allow
large disk resident data, scalability graphs for data set and
attribute are nearly linear [22]. Among all the data mining
tools, IBM Intelligent Miner 8.0 is used since it has the ability
to deliver measurable result, it provides a wide range of
algorithms, which have been proven, it mines against very
large database and it is scalable in supporting for multiple
platforms.
In the next section, the result obtained from student
assessment model will be explained.
RESULT OBTAINED FROM MODELING
Since the output is the result of decision tree training
modeling, therefore we require interpreting and generating
explanation, which is understandable by humanity. Therefore
the obtained decision tree is translated into rules. According to
the limited space in this paper, below we explain one
interesting rules among the various rules obtained.
This rule has a purity of 55.6%. It represents the 22%
(841students) of the total number of students. This rule is
important because it provides new information. From the total
number of students (841 students), 55.6% (468) are classified
as “Successful”. The other students (44.4%, 373 students) are
classified as “Unsuccessful”. The translation of rules into
common language states that the students are successful in
55.6% of the cases where the following conditions apply:
• Student race is either Chinese or other expatriate
• Students are not having any sponsor from university or
other external funding
• Lecturers who have undertaken course teaching are not
borne in Bristol in England, Oran in Algeria, Petaling
Jaya, Perak, Jelebu and Teluk Intan in Malaysia,
Bangladesh, Ibrid in Jordan, Tehran in Iran.
• Student degree is either software engineering, data
communication, multimedia system, information System
Engineering, software engineering and game design,
bachelor of accounting, bachelor of information
technology (AI)
• Student citizen is other than Sudanese, Pakestani, African,
Sri Lankan
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• Student has taken computer programming II less than 2
times. It means they have either not taken the subject yet,
or they have taken for the matter of course improvement.
• Student MUET grade has influence in the students
success, since the rule presents that those who are having
good English ability and their MUET grade (English
grade) is above 3.1, they are more successful.
As presented in the above rule, there are many factors
affected in student success in course computer programming
II. The result can be used as an assistant for student course
evaluator in identifying the problems presented in previous
students pattern and tendencies, and having better decision on
new students who are taking this course. It helps them to
better understand the need and requirements of students in
getting successful in various courses. As an example, using the
result obtained from the modeling, the managerial decision
makers have to set extra perquisite class for students from
Pakistan, Africa, Sudan and Sri Lanka, therefore they can be
improved in this course. The rule also presents that one of the
reason for unsuccessful student in computer programming II is
financial problem. The students may have spent time on
working other than studying. Therefore the faculty and
management system can provide them with financial package
help or external or internal funding; therefore they can
concentrate more on their studies other than spending time on
outside job.
CONCLUSION
This paper has been a motivation toward enhancing the
proposed analysis model DM_EDU that is used as a roadmap
for the application of data mining in higher educational
system. To prove the model correctness, we have implemented
one of the sections of the DM_EDU, student assessment sub-
process in course computer programming II to a real higher
educational system. By gaining a deep understanding of
student enrollment patterns and tendencies in this course, we
are enabled to predict which students are less likely to perform
well in that specific course, or those who are less likely to be
successful in it. By identifying these students known and
future prediction of their further outcome, the faculty and
managerial decision maker can utilize necessary action and
directly or indirectly intervene with providing extra basic
course skill classes, more academic counseling, and financial
aid helping. Therefore management system are enable to
decide based on individual basis, improve their policy making,
setting new strategies, and having more advanced decision
making procedures. The final result of such application is
improving the quality of management system. In our further
work, other sections of the DM_EDU model will be applied in
a real higher education to present the model correctness and
completeness. We will also apply the model in other higher
educational system to improve their decision-making
procedures through data mining.
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