Study on Using Machine Learning-Driven Classification for Analysis of the Disparities between Categorized Learning Outcomes

Abstract

Learning outcomes are measurable statements that articulate educational aims in terms of what knowledge, skills, and other competences students possess after successfully completing a given learning experience. This paper presents an analysis of the disparity between the claimed and formulated learning outcomes categorized in knowledge, skills, and social responsibility competency classes as it is postulated in the European Qualification Framework. We employed machine learning classification algorithms to detect and reveal main errors in their formulation that result in incorrect classification using generally available syllabus data from 22 universities. The proposed method was employed in two stages: preprocessing (creating a Python dataframe structure) and classification (by performing tokenization with the term frequency–inverse document frequency method). The obtained results demonstrated high effectiveness in correct classification for a number of machine learning algorithms. The obtained sensitivity and specificity reached 0.8 for most cases with acceptable positive predictive values for social responsibility competency classes and relatively high negative predictive values greater than 0.8 for all classes. Hence, the presented methodology and results may be a prelude to conducting further studies associated with identifying learning outcomes.