The Recent State of Educational Data Mining:

A Survey and Future Visions

Karan Sukhija*

Dr. Manish Jindal

Dr. Naveen Aggarwal

DCSA, PU
Chandigarh, India
rs.karansukhija@gmail.com

PURC, PU
Muktsar, India
manishphd@refiffmail.com

UIET, PU
Chandigarh India
navagg@gmail.com

Abstract
Educational Data Mining (EDM) relates to the inter-disciplinary
research that deals with the development of various methods and
techniques to explore the data generated from different educational
sources. EDM techniques investigate the data in the pursuit of
answers to educational questions and unknown patterns which
surface after the investigations. This survey paper pictures the
evolution of EDM by bringing to light the aspects and outcomes of
various studies carried out over time (from 2001 to 2015). The
paper first introduces EDM after which the various entities
involved in the process that contains: the objectives and
components of EDM are discussed. Then it briefs the research
work carried out over a period of time providing a sequential time
line for further analysis of the scenario. Then the paper leads to
listing the various tools and techniques used in EDM. The paper
then proceeds to list the various tasks in educational environment
that have been resolved via EDM techniques. Finally the current
state of EDM is discussed leading to some of the promising future
lines and needs of EDM for better result and outcome yielding.
Keywords: Educational data mining, educational systems,
Components of EDM, EDM survey, EDM Projected
Enhancement.

1.

Introduction

Educational data mining (EDM) makes the use of Data mining

(DM), Machine learning and statistical algorithms over a
variety of educational data [1]. With the advent of technology
increasing data volumes have been generated due to the
instrumentation of educational software and e-administration
by the state education authorities. Also with the use of internet
in learning; new methods like e-learning and web based
education have been introduced. They are almost perpetually
generating data about the learning and teaching behaviors of
students and educators. EDM works in the direction to better
seek these repositories to develop an understanding of the
underlying process and users. This is done in order to make
use of the data in combination with different data mining and
association techniques to help optimize the education practice
benefiting the end user. EDM is not limited to data mining
itself it draws its inferences and techniques from different
areas ranging from machine learning to psychometrics [2]
EDM has impacted educational research greatly in recent
years the applications have encompassed various areas such
as:

of e-learning techniques lead to generation of huge amounts of

data. A wide variety of web mining techniques have been
applied on the log files and databases of the students.
Intelligent tutorial systems (ITS) and adaptive education
hypermedia systems are the advancements on the web based
learning approach they try to cast the web learning
environment so that it can support the needs of each individual
student [4] DM techniques have been applied on the log files
and the user models.
Offline Education: The classical and original mode of
imparting knowledge by face-to-face interaction and physical
presence is referred as offline education. EDM tries to explore
the curriculum, behavior, background and other information of
the students collected by the institutions involved. It tries to
understand the effects of social environment on performance
and tries to study psychological aspects of human learning.
Various psychometric, data mining and statistical techniques
have been applied on the databases.
The data coming from these systems is RAW in
sense of its organization and representation. The EDM tries to
process this data and structure it into useful information which
could be of immense importance to the educational system
and the students. In addition the ultimate goal being better
understanding of the systems functioning as to lay down a
better groundwork for the education imparting and learning.
EDM associates itself with some preset goals these are
classified as follows:
1.1 Objectives of EDM
(a) Academic Objectives
The academic objectives can be broadly categorized into
three categories namely entity oriented, institution
oriented and area oriented.

E-learning: The area has grown exponentially over time in

few years this has paved the path for formation of a new style
and environment of learning which has radically changed the
norms of classic education techniques [3]. The advancements

c
978-1-4673-6747-9/15/$31.00 2015
IEEE

354

Entity Oriented: The objectives in this category are

individual oriented e.g. behavior analysis, prediction of
the enrollment, modeling the risk and performance
analysis. This is extended to both the offline and online
learning environment.
Institute oriented: Related to particular Institute or
department. In order to streamline the performance and
analysis or to get the most out of the resources available.
Redesigning of new courses to support the current
demand.
Domain Oriented: Related to specific branch they are
very specific in their approach having technical details

(b)

about each and every aspect. For exxample designing

knowledge based decision support systtems, methods and
tools for specific departments.
Administrative Objectives
Framed for the authority which drives
d
the whole
machinery these objectives are relaated to resource
management and vision of the institutes..
Administrator oriented: Deals with infrastructure and
human resource utilization, industrry and academia
relations and to establish a nexus for
fo the growth of
research and innovation.
Better techniques of policy framing baased on intelligent
tools of EDM.
Inculcating the interdisciplinary researrch practices with
the help of decision making tools.

EDM can be seen as a system working havinng combination of

different systems which make it work. The fig. 1 pictures the
different components collaborating in an EDM system.
ENVIRONMENT
TASKS

METHODS
AND
TECHNIQUES

DA
ATA

STAKE
HOLDERS

EDM

KNOWLEDGE
Fig. 1 Components of EDM
M
1.2 Components of EDM
(a) Stake Holders: Encompassing primary to higher
education three different stake holders can be defined on
the basis of their involvement.
Primary interest: Direct involvemennt is considered in
this group the students and faculty are
a considered the
main concern.
Indirect involvement: The individuaals leading to the
growth of institutions by indirect involvement are
included e.g. Parents and Alumni
Decision centric: This group is innvolved with the
process of decision making and the administrative
a
task
e.g. employers, planners and experts.
(b) EDM Environment
Formal: The traditional environment involving face to
face teaching and the data extraaction from the
institutionally maintained records is categorized
c
as the
formal environment.
Informal: This involves the scenarios where interaction
on an indirect basis is commuted such as
a e-learning [5].

Hybrid: The hybrid environment involves the

amalgamation of traditioonal and modern techniques of
learning. Such as compputer aided classes and use of
technology to enhance the speed of learning and
understandability.

(c) Educational Data

Decision making invoolves pruning of large amounts
of data. Data concerned with
w education is generated from
numerous sources and cateegorized as:
Offline Data: Data generrated by the traditional teaching
environment e.g. attendannce, emotional data, information
academic and economic,, data collected from academic
section.
Online Data: the data coollected on the education media
such as internet, compuuter aided education etc. this
involves the logs geneerated online the information
provided by users and soccial networking sites and online
forums.
(d) EDM Tasks
Learning based: to impprove the learning methods and
introduction new techniqques and methods of learning
course modifications are involved in learner based tasks
Decision based: The taskks related to administrative and
academic decision makinng are also needed to be assisted
by the discovered knowlledge and patterns. The support
is need by the authoorities to ensure the active
participation of all the staake holders and the clearer view
of the predicted outcomess.
(e) Methods and techniques
Statistical Methods: Statisticcal methods range from simple
measurements such as visits to the e-sources, online time of
students. Some measure the most
m
frequently visited courses
and the visits per page [6]. Other
O
more advanced statistical
measure such as correlation annalysis has been used to predict
the student performance in exxams [7] and determine student
behavior affecting their learninng performance [8].
Clustering: This technique deaals with grouping the objects or
entities involved into similar groups and classes. Clustering
t group students with similar
has been successfully used to
characteristics of learning.
Association Rule Mining: Thhis technique is used to discover
relations among the attributes in the database in order to
produce if-then statements. An
A association rule from X=>Y
depicts a strong relationship beetween X and Y with quantifiers
support and confidence.
Web based mining: Data on the
t web is mined using the tools
provided by web mining. This
T
paved the path for the
development of personalized web
w environment for students as
described by C. Romero [9]. The previous section provided an
introduction to the various com
mponents of the EDM. The next
section tries to picture the deveelopment of EDM over time by
giving a table based time line of trends over the period of

2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE)

355

2001-2015. The table mentions the reference to authors, the

databases used, the tools employed and the outcomes of the
studies.
2.

Research decades over period from 2001 to 2015 in

EDM

Educational data mining (EDM) is considered a

multidisciplinary research area bringing together researchers
and practitioners from computer science, education,
psychology, psychometrics and statistics. Especially in school
education there is very less amount of work done concerned
with Indian context. The literature review provides ample
knowledge about how the EDM has evolved from the
beginning till present scenario. It is evident that with the
advent in the techniques of data mining the same have also
been adapted in EDM. EDM has come forward as a tool for
the better management and administration of educational
systems. The different patterns and dependencies brought to
the surface by EDM techniques have helped to better
understand the dynamics of the education system. This has
benefited the students, teachers and also to administration.
This has led to better utilization of the resources and focused
efforts to get the desired results. Here Literature survey of last
fifteen years is divided into three generations viz. 1st
generation from 2001 to 2005, 2nd generation from 2006 to
2010 and 3rd generation range from 2011 to present.
In the time period of 2001 - 2005 research first
started with the use of EDM as a tool for bringing forward the
patterns which helped in evaluation of online courses. The
data logs and activity logs of the students have been used to
analyze the behavior of the learners [10, 11]. The early
literature concerned with EDM shows that the research had an
inclination towards the web based learning environment [12,
13]. There could be two factors for this: first one is the data
availability for online courses and another is the user behavior.
This can mine the real world data which is large in size and
often incoherent. The research in this time period unveiled
various interesting patterns which led to the improvement of
E-learning and ITS platforms. An assessment of what makes a
problem hard and easy has also been carried out during this
scenario. Towards the later end of this period research
concerned with the use of evolutionary algorithms in web
mining have been carried out.
Paper
Inderpal
Bhandari
et. Al.,
1997 [21]

Zaane
and Luo,
2001[10]

356

Database
Tools
Methods
DATA FROM 2001 2005

Outcomes

Advance
d Scout
for
National
Basketba
ll
Associat
ion

Facilitation
for
knowledge
discovery

NBA data

Web Log
of
Technical
university
british
Columbia

N.A

Attribute
Focusing

Associati
on and
pattern
mining
operation

Improved
online
course
activities

In the time period from 2006-2010 the EDM evolved

to the use of more efficient algorithms. Databases used have
been from web based distant education systems, academic
results from universities [14]. There had been a trend of
obtaining data from surveys. The size of databases also grew
with time but many researchers showed there concern for
bigger and structured datasets. A bend towards the predictive
analysis of data has been observed. This has been in relation to
predicting the problems and identifying the potential students
which have high probability of performing badly in the
academics [15]. Decision support systems for balancing the
educational demand and supply have also been developed.
During this period implementation of tree based classification
and neural network based classification have been done in
educational context with different objective [14]. The research
has been directed towards the data related to higher education.
Also techniques such as OLAP in combination with DELPHI
have been used [16]. In the later scenarios when the
researchers observed a need to define better measures for
interestingness a considerable work has been done. Better
measures of interestingness such as cosine and added value
measures have been incorporated.
In the period of 2011 2015 the EDM evolved to
incorporate better and more efficient techniques. This has
been achieved by incorporating new and better association
rules. Fuzzy association rules have been used which led to
discovery of low rank fuzzy role item set for quantitative data
and then to generation of more meaningful rules from test sets.
Tools like WEKA started to gain popularity. Small amount of
work on Middle School level has also done in various parts of
the world [17]. The research community worked more towards
the commercial acceptance of DM techniques in education and
commerce. The research community provided the evidence for
higher correlation between different constructs in the
education system, thus leading to a higher acceptance of
results obtained among the students and authorities [18]. Also
extensive studies have been carried out in the pursuit of
finding a solution to high dropout rate [19]. Also a great
amount of work has been done to estimate the performance of
the students in the academic context [20]. Generally the
databases used in this period have been larger in size than
previously used accompanying newer techniques for EDM.
Following table brings into perspective the change that took
place in EDM.
Silva et
al.,
2002[22]

Sheard et
al.
2003[11]

Behrouz,
et al,
2003[12]

Data from
students
enrolled
for distant
learning
courses
Wire
website
interactive
data set
Logs of
web based
education
system

Multist
ar

Associati
on and
classificat
ion

Better
knowledge
discovery

SPSS
data
analyze
r

Log
analysis
technique

Identificati
on of
student
learning
behavior
Grade
prediction
with
higher
accuracy

Genetic
algorithm
N.A.

2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE)

Freyberge
r, et al,
2004[13]

Vandam
me, et al,
2007[14]

M.
Ramaswa
mi and R.
Bhaskara
n,
2009[15]
Asma and
Nusari,
2010[23]

S.Kannan
and
R.Bhaska
ran,
2010[24]

C.
MRQU
EZ, et al,
2011 [17]
MrquezVera. et
al, 2012

3.

Data from
online
algebra
tutor

Associati
ve mining
N.A.

DATA FROM 2006 2010

Belgian
Decision
university
tree
database
N.A.
predictive
of
discrimin
questions
ant
analysis,
neural
network
Data from
Six filter
1969
feature
students
N.A.
selection
obtained
Algorith
using
m
questionna
ire
Student
Decision
data of
WEKA
tree,
UST,
, SQL
memory
Yemen
Server
based
Reasonin
g,
dataset
collected
from
distance
learning
program
through
questionna
ire from
UG and
PG
students

N.A.

Rule
ordering
for
associativ
e
classifier

DATA 2011 to 2015

Real data
All the 10
of 670
WEKA
algorithm
middle
s in
school
WEKA
students
Problems
Genetic
using real
program
data about
N.A.
ming

Better
transfer
model for
quicker
access

[25]

Efficient
performan
ce
prediction
of students

S
Agarwal.
et al,
2012 [18]

Increase in
prediction
accuracy
due to min
number of
features
student
behavior
correspond
ing to
academic
achieveme
nt
accuracy
of
associative
classifiers
can be
improved
using
appropriate
interesting
ness
measures
instead of
supportco
nfidence
framework

Cross
validation
is shown
and
compared
predict
student
failure at

Evaluation from current state of art

The information given above derived from state of the art

of EDM clearly identifies a need of further research. The
databases acquisition in international community has been
streamlined as a result relevant data sets are available for
research. Over time most of the datasets acquired are from
proper channel and reliable. EDM in India started to raise its
importance among the researchers on a later time than other
countries. There have been research papers related to basic
algorithm implementation in early stages. The database
availability and size has been a setback for the researchers.
Due to which the reliability on the fact that databases reflect
actual situation is questionable. Because the size of dataset
plays a crucial role in pattern identification, as noticed in
literature survey the data sets have grown in size over time
and considerably big datasets are available. But in national

670 high
school
students
from
Zacatecas,
Mexico
Data from
Communit
y college

M.
Ramaswa
mi et al,
2012 [26]

Data base
of
secondary
students

MrquezVera. et
al, 2013
[19]

670
middleschool
students
from
Zacatecas,
Mxico
15 year
data from
college of
science
and
technology

ABED
Ahmed.
et al,
2014 [27]

M angel.
et al,
2015 [28]

Data from
a Spanish
high
school

M Wook.
et al,
2015
[29]

Survey
data of
158
students
from four
public
Institution
s of
Higher
Learning
in
Malaysia

N.A.

WEKA

N.A.

WEKA

WEKA

N.A.

algorithm

school in
secondary
education

SVM
decision
tree
operation

Matured
faith on
Data
Mining
techniques
Relation
between
socioecono
mic and
academic
factors
Better
prediction
of student
failure

Bayesian
Networks

Jrip,
NNge,
OneR,
J48, C 4.5

decision
tree
method

General
DM
technique
s
Technolo
gy
Acceptan
ce Model

Helps
improveme
nt in
academics
by
identifying
poor
students
Prediction
for early
interventio
n in
corrective
manner
Students
accept the
usefulness
of EDM
technology
for
analyzing
academic
data which
could
improve
their
performan
ce

context bigger datasets have rarely been used. Apart from size
other major factors which need to be addressed are the
versatility related issues of the data sets currently available.
The databases used in different studies such as [29] are from
single sources which may fail to reflect the versatility of the
educational system and students. Thus there is a need of a
dataset that can represent the social and geographical
panorama.
In addition to a more cognizant data base better
techniques of mining are also needed. Techniques identified in
the literature have worked predominantly in isolation from
other techniques thus there is a need of hybridized techniques
which can compensate and complement each other. The use of
hybrid techniques has been proved useful in other applications
of DM. Thus there is a need of exploring the horizons of
hybridized algorithms for EDM also.

2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE)

357

The consequents expected from the EDM are better

understanding of the current cause and effects involved in the
education system. But these will only be incorporated into the
system if the authorities, students and teachers have a trust on
the outcomes and suggestions manifesting from these studies.
Thus there is a need to build a trustworthy environment for the
EDM related studies among the above authorities and
prospects.
4.

Future Scope

a.

Acquisition of Bigger Datasets: The factors like

unavailability of structured and detailed database foster a
scope for carrying out investigation on bigger data sets.
For better understanding and implementation of
educational systems in India there is a need of large
standardized databases.
Integration of Versatile Datasets: As mentioned in
previous section it has been observed that the databases
not only lack in size but also in versatility. Versatile
dataset are needed to be integrated. The data collection
process needs to be stream lined to reflect a true and
wholesome picture of the real world system, thus posing a
challenge of data transformation and integration on a
large scale.
Hybridization of Methodologies Followed: In the
context of methodologies followed literature review
brings forth numerous facts; such as the methodologies
have essentially been used in isolation. Thus there is a
need to explore avenues of better performing algorithms
and hybrid techniques.
Increasing the Trustworthiness of EDM: the field of
EDM has just started to enter into a stage where it can be
perceived to enter an adolescence stage from its infant
stage. Thus there is a need to develop systems which are
easy to use and are reliable for the end users which
happens to be the policy makers and students in the case
of education
Comparing and Contrasting: Also from the survey of
state-of-art in EDM it can be inferred that the contrasting
of different techniques has not been done. Thus there is a
scope for performing comparative studies which will help
to estimate the effectiveness and relevance of the already
existing techniques in EDM and the hybrid techniques.

b.

c.

d.

e.

5.

Significance of Projected Enhancements

The proposed improvements will provide a better dataset;

due to the fact that the data will be acquired from various
government authorized sources, the data reliability will be
higher. The data aggregation from variety of sources will
make the data set reflect the diversity that exists in the real
world data. This will facilitate in identification of the rules
which are rare but significant. The database thus acquired will
act as a standardized dataset and facilitate further
investigations. The methodologies and techniques identified to
be better will help find new patterns and relations, bringing
into light various factors effecting the current situation of
educational systems. Better sense of performance prediction

358

would be achieved. The subjective interest patterns of the

students on various topics will be revealed.
6. Conclusion
The survey provided here tried to bring forth the
aspects of EDM which are unexplored and those which need a
better approach. The paper first introduces the EDM concept
and process then provides an overview of the current state-ofart in EDM. Over time it has been observed that EDM has
advanced from its very basic stage to next step where a more
mature exploration is needed for the further development of
the current situation. Four main gaps have been identified
namely: (i) unavailability of consistent datasets which are big
enough to reflect the educational system and its functioning,
(ii) versatility in the datasets (iii) most of the mining
techniques have been applied in isolation a very less work has
been carried out using hybrid techniques (iv) there is a lack of
confidence of the authorities in the EDM outcomes.
EDM here has been introduced as an upcoming
phenomenon that will change the scenario of education as a
whole. The future scope tries to mention the various aspects
where improvement is needed such as: acquisition of bigger
datasets, integration of versatile datasets, hybridization of
methodologies followed, increasing the trustworthiness of
EDM and comparison and contrasting of different techniques.
Future scope proposed here gives a perspective of how the
outcome of the studies carried on the proposed lines will
strengthen the EDM research. Also the new algorithms
developed will be useful in other DM areas. Specifically the
School Education system will be benefited because there are
only fringes of work done in this area specifically in India.
The work will also boost the confidence of the authorities in
the EDM to incorporate the suggestions made into the real
world systems. The solutions proposed will contribute to
shape the system in a way that: teachers, students and the
administration will be able to get the best out of the system
and themselves.
7. References
[1] T. Barnes, M. Desmarais, C. Romero, and S. Ventura, presented
at the 2nd Int. Conf. Educ. Data Mining, Cordoba, Spain, 2009
[2] Baker, Ryan SJD, and Kalina Yacef. "The state of educational
data mining in 2009: A review and future visions." JEDM-Journal of
Educational Data Mining1, no. 1 (2009): 3-17
[3] Childs, Sue, Elizabeth Blenkinsopp, Amanda Hall, and Graham
Walton. "Effective elearning for health professionals and students
barriers and their solutions. A systematic review of the literature
findings from the HeXL project." Health Information & Libraries
Journal 22, no. s2 (2005): 20-32.
[4] Holland, Gerhard. "Intelligent tutorial systems." Biehler, R. et al.:
Didactics of Mathematics as a Scientific Discipline, Kluwer:
Dordrecht (1994): 213-223.

2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE)

[5] E. Ayers, R. Nugent, and N. Dean, A comparison of student skill

knowledge estimates, in Proc. Int. Conf. Educ. Data Mining,
Cordoba, Spain, 2009, pp. 110.
[6] Nilakant, Karthik, and Antonija Mitrovic. "Applications of Data
Mining in Constraint-based Intelligent Tutoring Systems." In AIED,
pp. 896-898. 2005.
[7] Romero, Cristbal, Sebastin Ventura, Amelia Zafra, and Paul De
Bra. "Applying Web usage mining for personalizing hyperlinks in
Web-based
adaptive
educational
systems." Computers
&
Education 53, no. 3 (2009): 828-840
[8] Zaiane, Osmar R., and Jun Luo. "Towards evaluating learners'
behavior in a web-based distance learning environment."
In Advanced Learning Technologies, 2001. Proceedings. IEEE
International Conference on, pp. 357-360. IEEE, 2001
[9] Sheard, J., Ceddia, J., Hurst, J., Tuovinen, J. (2003), Inferring
student learning behavior from website interactions: A usage
analysis, Journal of Education and Information Technologies.Vol.8,
No.3, pp.245266
[10] Minaei-Bidgoli, Behrouz, Deborah A. Kashy, Gerd Kortemeyer,
and William Punch. "Predicting student performance: an application
of data mining methods with an educational web-based system."
In Frontiers in education, 2003. FIE 2003 33rd annual, vol. 1, pp.
T2A-13. IEEE, 2003.
[11] Freyberger, Jonathan, Neil Heffernan, and Carolina Ruiz. "Using
association rules to guide a search for best fitting transfer models of
student learning." In Workshop on analyzing student-tutor
interactions logs to improve educational outcomes at ITS conference,
pp. 1-10. 2004.
[12] Vandamme, JP. Nadine Meskens, and JF. Superby. "Predicting
academic performance by data mining methods." Education
Economics 15.4 (2007): 405-419.
[13] Ramaswami, M., and R. Bhaskaran. "A study on feature
selection techniques in educational data mining." arXiv preprint
arXiv: 0912.3924 (2009).
[14] Selmoune, Nazih, and Zaia Alimazighi. "A decisional tool for
quality improvement in higher education." 3rd International
Conference on Information and Communication Technologies: From
Theory to Applications, IEEE, 2008.
[15] Marquez-Vera, Carlos, Cristobal Romero, and Sebastin
Ventura. "Predicting school failure using data mining."
In Educational Data Mining 2011. 2010.
[16] Agarwal, Sonali, G. N. Pandey, and M. D. Tiwari. "Data mining
in education: data classification and decision tree approach."
International Journal of e-Education, e- Business, e-Management and
e-Learning, 2 (2) (2012): 140-144.

[17] Marquez-Vera, Carlos, Cristobal Romero Morales, and

Sebastian Ventura Soto.
"Predicting school failure and dropout
by using data mining techniques." Tecnologias del
Aprendizaje,
IEEE Revista Iberoamericana de 8.1 (2013): 7-14.
[18] [Khan, Mohiuddin Ali, Wajeb Gharibi, and Sateesh Kumar
Pradhan. "Data mining techniques for business intelligence in
educational system: A case mining. World Congress on "Computer
Applications and Information Systems (WCCAIS), IEEE, 2014.
[19] Bhandari, Inderpal, Edward Colet, Jennifer Parker, Zachary
Pines, Rajiv Pratap, and Krishnakumar Ramanujam. "Advanced
scout: Data mining and knowledge discovery in NBA data." Data
Mining and Knowledge Discovery 1, no. 1 (1997): 121-125.
[20] Silva, Daniela Resende "MTP: Using Data Warehouse and Data
Mining Resources for Ongoing Assessment of Distance
Learning." In: Proceedings of IEEE Intl Conf. on Advanced
Learning Technologies (ICALT. 2002.
[21] Al-shargabi, Asma, and Ali N. Nusari. "Discovering vital
patterns from UST students data by applying data mining
techniques." In Computer and Automation Engineering (ICCAE),
2010 The 2nd International Conference on, vol. 2, pp. 547-551.
IEEE, 2010.
[22] Kannan, S., and R. Bhaskaran. "Role of interestingness measures
in car rule ordering for associative classifier: An empirical
approach." arXiv preprint arXiv: 1001.3478 (2010).
[23] Marquez-Vera, Carlos, et al. "Predicting student failure at school
using genetic programming and different data mining approaches
with high dimensional and imbalanced data." 2012: 315-330
[24] Ramaswami, M., and R. Rathinasabapathy. "Student
Performance Prediction."International Journal of Computational
Intelligence and Informatics 1, no. 4 (2012).
[25] Ahmed, Abeer Badr El Din, and Ibrahim Sayed Elaraby. "Data
Mining: A prediction for Student's Performance Using Classification
Method." World Journal of Computer Application and Technology
2.2 (2014): 43-47.
[26] Jimnez-Gmez, Manuel ngel, Jos Mara Luna, Cristbal
Romero, and Sebastin Ventura. "Discovering clues to avoid middle
school failure at early stages." In Proceedings of the Fifth
International Conference on Learning Analytics and Knowledge, pp.
300-304. ACM, 2015.
[27] Wook, Muslihah, Zawiyah M. Yusof, and Mohd Zakree Ahmad
Nazri. "The Acceptance of Educational Data Mining Technology
among Students in Public Institutions of Higher Learning in
Malaysia." International Journal of Future Computer and
Communication 4, no. 2 (2015): 112.

2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE)

359