Learning Behavior and Learning Duration

Oct 13, 2025 by pinkandtrash.com 113 views

Analysis and Prediction of Diploma Student Behavior to Continue Studies to Bachelor Level Using Decision Tree Techniques and Machine Vector Support

Discussion Category: Master Theses, Education, Journal, Thesis, University, Student, Campus

Introduction

The decision to continue their studies to undergraduate levels is an important step for diploma students. In this study, a prediction model was developed to understand the factors that influence the desire of diploma students to continue their education to the level of undergraduate at private tertiary institutions. This model not only aims to predict but also to evaluate which factors are most influential in making the decision. The prediction model was developed using decision tree techniques and support vector machines, which are widely used in machine learning and data analysis.

Methodology

Data for this research was obtained from the AMIK Tunas Bangsa academic database and the results of a survey of students in the fourth semester of the 2009 and 2010 academic year. The C4.5 algorithm included in the Decision Tree method category was applied to produce a prediction model. In this model, the variables analyzed include self-confidence, parental support, learning interest, learning behavior, and learning duration. These variables were chosen because they are known to be important factors in determining a student's decision to continue their education.

Research Result

The resulting prediction model shows that the confidence factor is the most significant predictor in determining the desire of students to continue their studies, with a contribution of 79.8%. This shows that students who have a high level of self-confidence are more likely to continue their education. In addition, parental support also plays an important role, although not as strong as self-confidence. The results of this study suggest that educational institutions should focus on developing programs that can help students build their confidence and provide better support from the family environment.

Factor Analysis

Self-Confidence

Self-confidence is an important factor in determining a student's decision to continue their education. Students who have a high level of self-confidence are more likely to feel motivated to pursue further education. Self-confidence often correlates with a student's readiness to face greater academic challenges. Students who believe in their abilities are usually more motivated to pursue further education.

Parental Support

Support from parents also plays an important role in determining a student's decision to continue their education. When parents provide encouragement and emotional support, students tend to feel more encouraged to continue their education. Financial support from parents can also help reduce stress related to education costs. Parental support can also provide students with a sense of security and stability, which can help them feel more confident in their ability to continue their education.

Learning Interest

Learning interest is an intrinsic factor that can encourage students to take steps to continue their studies. Students who have high interest and interest in certain fields of study tend to have a greater desire to deepen their knowledge. Learning interest can also provide students with a sense of purpose and direction, which can help them feel more motivated to continue their education.

Learning Behavior and Learning Duration

Good learning behavior, including efficient time management, can influence student decisions. Those who have good study habits will usually be more confident and feel better prepared to continue their studies. Learning duration can also play an important role in determining a student's decision to continue their education. Students who have a longer learning duration tend to have a greater desire to continue their education.

Conclusion

This study provides an important insight into the factors that influence the desire of diploma students to continue their studies to undergraduate levels. By using the Decision Tree algorithm such as C4.5, it was found that self-confidence is a dominant factor, followed by parental support. This shows the need for interventions that target increased student confidence and provide better support from the family environment. This model can be used by educational institutions to design programs that can help students in their decision-making process regarding further education.

Recommendations

Based on the results of this study, the following recommendations are made:

Educational institutions should focus on developing programs that can help students build their confidence and provide better support from the family environment.
Students who have a high level of self-confidence should be encouraged to pursue further education.
Parental support should be provided to students who are struggling with their education.
Educational institutions should provide students with opportunities to develop their learning interest and learning behavior.
Students who have a longer learning duration should be encouraged to continue their education.

Limitations

This study has several limitations. The data used in this study was obtained from a single academic institution, which may not be representative of all academic institutions. Additionally, the variables analyzed in this study may not be exhaustive. Future studies should aim to include a larger sample size and a more comprehensive set of variables.

Future Research Directions

Future research should aim to build on the findings of this study by exploring the following research directions:

Developing a more comprehensive model that includes a larger set of variables.
Conducting a study that includes a larger sample size and a more diverse set of participants.
Exploring the role of other factors, such as socioeconomic status and cultural background, in determining a student's decision to continue their education.
Developing interventions that target increased student confidence and provide better support from the family environment.

Conclusion

In conclusion, this study provides an important insight into the factors that influence the desire of diploma students to continue their studies to undergraduate levels. By using the Decision Tree algorithm such as C4.5, it was found that self-confidence is a dominant factor, followed by parental support. This shows the need for interventions that target increased student confidence and provide better support from the family environment. This model can be used by educational institutions to design programs that can help students in their decision-making process regarding further education.
Q&A: Analysis and Prediction of Diploma Student Behavior to Continue Studies to Bachelor Level Using Decision Tree Techniques and Machine Vector Support

Introduction

In our previous article, we discussed the analysis and prediction of diploma student behavior to continue their studies to undergraduate levels using decision tree techniques and machine vector support. In this article, we will answer some of the frequently asked questions related to this topic.

Q: What is the main objective of this study?

A: The main objective of this study is to develop a prediction model that can help understand the factors that influence the desire of diploma students to continue their studies to undergraduate levels.

Q: What are the variables analyzed in this study?

A: The variables analyzed in this study include self-confidence, parental support, learning interest, learning behavior, and learning duration.

Q: What is the most significant predictor in determining the desire of students to continue their studies?

A: The confidence factor is the most significant predictor in determining the desire of students to continue their studies, with a contribution of 79.8%.

Q: What is the role of parental support in determining a student's decision to continue their education?

A: Parental support plays an important role in determining a student's decision to continue their education. When parents provide encouragement and emotional support, students tend to feel more encouraged to continue their education.

Q: What is the importance of learning interest in determining a student's decision to continue their education?

A: Learning interest is an intrinsic factor that can encourage students to take steps to continue their studies. Students who have high interest and interest in certain fields of study tend to have a greater desire to deepen their knowledge.

Q: What is the role of learning behavior and learning duration in determining a student's decision to continue their education?

A: Good learning behavior, including efficient time management, can influence student decisions. Those who have good study habits will usually be more confident and feel better prepared to continue their studies.

Q: What are the limitations of this study?

A: This study has several limitations. The data used in this study was obtained from a single academic institution, which may not be representative of all academic institutions. Additionally, the variables analyzed in this study may not be exhaustive.

Q: What are the future research directions?

A: Future research should aim to build on the findings of this study by exploring the following research directions:

Developing a more comprehensive model that includes a larger set of variables.
Conducting a study that includes a larger sample size and a more diverse set of participants.
Exploring the role of other factors, such as socioeconomic status and cultural background, in determining a student's decision to continue their education.
Developing interventions that target increased student confidence and provide better support from the family environment.

Q: What are the implications of this study for educational institutions?

A: This study provides an important insight into the factors that influence the desire of diploma students to continue their studies to undergraduate levels. Educational institutions can use this information to design programs that can help students in their decision-making process regarding further education.

Q: What are the implications of this study for policymakers?

A: This study highlights the importance of providing support to students who are struggling with their education. Policymakers can use this information to develop policies that can help students build their confidence and provide better support from the family environment.

Conclusion

In conclusion, this Q&A article provides an overview of the analysis and prediction of diploma student behavior to continue their studies to undergraduate levels using decision tree techniques and machine vector support. We hope that this article will provide valuable information to researchers, educational institutions, and policymakers who are interested in understanding the factors that influence student behavior.