Learning analytics for students’ academic performance in faculty of education, university of Port Harcourt
Adesope Rebecca Yinka, EB Awotua-Efebo
The study investigated learning analytics for students’ academic performance in Faculty of Education, University of Port Harcourt. Two research objectives, two research questions and two research hypothesis guided the study. A descriptive Survey design was used for the study. The population of the study comprised all Year 1 students from eight departments in Faculty of Education, University of Port Harcourt, Rivers State. The departments are Department of Curriculum studies/ Educational Technology, Educational Management, Educational Foundation, Adult and Non- Formal Education, Educational Psychology, Human Kinetics, Early Childhood and Library Studies. A sample of 300 students was randomly selected for the study from the six departments. Stratified random sampling techniques were used for the study and the instrument used to collect data was a structured questionnaire entitled Learning Analytics for Student Academic Performance in Faculty of Education, University of Port Harcourt (LASAPFE) with 20 items. Mean scores, Standard deviation, and ANOVA were the statistical tools used in the study. The instrument was given to experts in the field of Educational Technology and Measurement and Evaluation to ensure its validity. Test-retest was applied to ensure the reliability of the instrument and a coefficient of 0.86 was obtained. The study found that it was additionally discovered that understudies incline toward exhibition, exchange, guided-critical thinking, diversion/re-enactments, helpful, flipped, mixed and conceptualizing instructing styles, it was also found that students favoured visual and verbal learning styles. Based on the conclusion, the researcher recommends that Teachers should disclose to understudies why different strategies for educating ought to be utilized in the classroom and the advantages they will get from them, also teacher's instructing strategies ought to be good with the learning styles of understudies.