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Educational Data Mining: Discovery Standards of Academic Performance by Students in Public High Schools in the Federal District of Brazil

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Recent Advances in Information Systems and Technologies (WorldCIST 2017)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 569))

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Abstract

This article presents results obtained in research regarding the academic performance of high school students at public schools in the Federal District of Brazil in 2015. Using CRISP-DM data mining methodology, we were able to achieve greater knowledge discovery than studies using traditional descriptive statistical analysis. Subsequently, our data shows that the variables, ‘grades’ and ‘absences’, are not the only attributes relevant to whether a student will fail at the end of the school year. Thus, this study presents data indicating other frequently reported attributes relevant to potential academic failure in this context, as well as a detailed explanation of the methodology, and the steps taken to obtain this data.

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Notes

  1. 1.

    According to the Brazilian public software portal [6]. The iEducar software aims to centralize the information of a school system, which may be local, state, or even federal, depending on customizations that are possible within the system to suit each of their specific needs. Besides this main purpose, iEducar was designed to use less paper, eliminating the need to duplicate documents, and reducing the time needed to respond to requests, thus streamlining the work done by public workers.

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Correspondence to Eduardo Fernandes .

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Fernandes, E., Carvalho, R., Holanda, M., Van Erven, G. (2017). Educational Data Mining: Discovery Standards of Academic Performance by Students in Public High Schools in the Federal District of Brazil. In: Rocha, Á., Correia, A., Adeli, H., Reis, L., Costanzo, S. (eds) Recent Advances in Information Systems and Technologies. WorldCIST 2017. Advances in Intelligent Systems and Computing, vol 569. Springer, Cham. https://doi.org/10.1007/978-3-319-56535-4_29

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  • DOI: https://doi.org/10.1007/978-3-319-56535-4_29

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