A

Mini Project
On
A MACHINE LEARNING APPROACH FOR TRACKING
AND PREDICTING STUDENT PERFORMANCE
IN DEGREE PROGRAMS
(Submitted in partial fulfillment of the requirements for the award of Degree)
BACHELOR OF TECHNOLOGY
in
COMPUTER SCIENCE AND ENGINEERING
By
Ch.Sowjanya (217R1A05E2)
A.Likith (217R1A05D1)
A.Uma Ganesh (217R1A05D2)

Under the Guidance of

Dr. RAJ KUMAR PATRA
(Professor)

DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

CMR TECHNICAL CAMPUS
UGC AUTONOMOUS

(Accredited by NAAC, NBA, Permanently Affiliated to JNTUH, Approved by AICTE, NewDelhi)

Recognized Under Section 2(f) & 12(B) of the UGCAct.1956,
Kandlakoya (V), Medchal Road, Hyderabad-501401.
2021-2025
 DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

CERTIFICATE
This is to certify that the project entitled “A MACHINE LEARNING
APPROACH FOR TRACKING AND PREDICTING STUDENT PERFORMANCE
IN DEGREE PROGRAMS” being submitted by CH.SOWJANYA (217R1A05E2),
A.LIKITH (217R1A05D1) & A.UMA GANESH (217R1A05D2) in partial fulfilment of
the requirements for the award of the degree of B.Tech in Computer Science and Engineering
to the Jawaharlal Nehru Technological University, Hyderabad is a record of bonafide work
carried out by them under our guidance and supervision during the year 2024-25.

The results embodied in this project have not been submitted to any other
University or Institute for the award of any degree or diploma.

Dr. Raj Kumar Patra Dr. A. Raji Reddy

Professor DIRECTOR
INTERNAL GUIDE

Dr. N. Bhaskar EXTERNAL EXAMINER

HoD

Submitted for viva voice examination held on_____________________________

 ACKNOWLEGDEMENT

Apart from the efforts of us, the success of any project depends largely on the
encouragement and guidelines of many others. We take this opportunity to express our
gratitude to the people who have been instrumental in the successful completion of this
project. We take this opportunity to express my profound gratitude and deep regard to my
guide.
Dr. Raj Kumar Patra, Assistant Professor for his exemplary guidance, monitoring
and constant encouragement throughout the project work. The blessing, help and guidance
given by him shall carry us a long way in the journey of life on which we are about to embark.
We also take this opportunity to express a deep sense of gratitude to Project Review
Committee (PRC) Coordinators: Dr. K. Maheswari, Dr. J. Narasimharao, Ms. K. Shilpa,
Mr. K. Ranjith Reddy for their cordial support, valuable information and guidance, which
helped us in completing this task through various stages.
We are also thankful to Dr. N. Bhaskar, Head, Department of Computer Science
and Engineering for providing encouragement and support for completing this project
successfully.
We are obliged to Dr. A. Raji Reddy, Director for being cooperative throughout the
course of this project. We would like to express our sincere gratitude to Sri. Ch. Gopal
Reddy, Chairman for providing excellent infrastructure and a nice atmosphere throughout
the course of this project.
The guidance and support received from all the members of CMR Technical
Campus who contributed to the completion of the project. We are grateful for their constant
support and help.
Finally, we would like to take this opportunity to thank our family for their constant
encouragement, without which this assignment would not be completed. We sincerely
acknowledge and thank all those who gave support directly and indirectly in the completion
of this project.

CH. SOWJANYA (217R1A05E2)

A. LIKITH (217R1A05D1)
A. UMA GANESH (217R1A05D2)
 ABSTRACT
Accurately predicting students future performance based on their ongoing academic
records is crucial for effectively carrying out necessary pedagogical interventions to ensure
students’ on-time and satisfactory graduation. The proposed method has two major features.
First, a bilayered structure comprising multiple base predictors and a cascade of ensemble
predictors is developed for making predictions based on students’ evolving performance
states. Second, a data-driven approach based on latent factor models and probabilistic matrix
factorization is proposed to discover course relevance, which is important for constructing
efficient base predictors. Academic success is a multifaceted journey influenced by various
factors, including personal motivation, effective study strategies, and supportive learning
environments. This paper explores the pathways to academic success and identifies key
strategies for students to navigate and thrive in their educational pursuits. Drawing on
research from psychology, education, and personal development, the paper examines the
importance of self-regulation, goal setting, time management, and resilience in achieving
academic goals. Additionally, it explores the role of social support, mentorship, and
academic resources in facilitating student success. By synthesizing evidence-based practices
and practical insights, the paper offers actionable recommendations for students, educators,
and institutions to foster a culture of academic excellence and empower individuals to reach
their full potential in the academic realm.

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 LIST OF FIGURES
FIGURE NO FIGURE NAME PAGE NO

Figure 3.1 Project Architecture 14

Figure 3.2 Use Case Diagram for user for 15

Predicting and Tracking Student
Performance in Degree Programs
Figure 3.3 Class Diagram for Predicting and 16
Tracking Student Performance in
degree Programs
Figure 3.4 Sequence Diagram for Predicting 17
and Tracking Student Performance
in degree Programs
Figure 3.5 Activity Diagram for Predicting and 18
Tracking Student Performance in
degree Programs
Figure 5.1 The above picture is the screen that 30
allows the user to login
Figure 5.2 This screen depicts that the user has 31
successfully log in
Figure 5.3 Here the user loads the dataset into 32
the website
Figure 5.4 Here the user can see the uploaded 33
dataset
Figure 5.5 Details of all the algorithms used is 34
shown above
Figure 5.6 Next the user enters the student 35
details
Figure 5.7 Student performance is predicted as 36
poor
Figure 5.8 Student performance is predicted as 37
Fair
Figure 5.9 Student performance is predicted as 38
Fair
Figure 5.10 The result of all the students can be 39
viewed in the pie chart

ii
 LIST OF TABLES
TABLE NO. TABLE NAME PAGE NO.
Table 6.3.1 Upload Dataset 41

Table 6.3.2 Classification 42

iii
 TABLE OF CONTENTS
ABSTRACT i
LIST OF FIGURES ii
LIST OF TABLES iii
1. INTRODUCTION 1
1.1 PROJECT SCOPE 1
1.2 PROJECT PURPOSE 1
1.3 PROJECT FEATURES 2
2. SYSTEM ANALYSIS 7
2.1 PROBLEM DEFINITION 7
2.2 EXISTING SYSTEM 8
2.2.1 LIMITATIONS OF THE EXISTING 8
SYSTEM
2.3 PROPOSED SYSTEM 10
2.3.1 ADVANTAGES OF PROPOSED SYSTEM 10
2.4 FEASIBILITY STUDY 11
2.4.1 ECONOMIC FESIBILITY 12
2.4.2 TECHNICAL FEASIBILITY 12
2.4.3 SOCIAL FEASIBILITY 12
2.5 HARDWARE & SOFTWARE REQUIREMENTS 13
2.5.1 HARDWARE REQUIREMENTS 13
2.5.2 SOFTWARE REQUIREMENTS 13
3. ARCHITECTURE 14
3.1 PROJECT ARCHITECTURE 14
3.2 DESCRIPTION 14
3.3 USECASE DIAGRAM 15
3.4 CLASS DIAGRAM 16
3.5 SEQUENCE DIAGRAM 17
3.6 ACTIVITY DIAGRAM 18
4. IMPLEMENTATION 19
4.1 SORUCE CODE 19
5. RESULTS 30
 6. TESTING 40

6.1 INTRODUCTION TO TESTING 40

6.2 TYPES OF TESTING 40
6.2.1 UNIT TESTING 40
6.2.2 INTEGRATION TESTING 40
6.2.3 FUNCTIONAL TESTING 41
6.3 TEST CASES 41
6.3.1 UPLOADING DATASET 41
6.3.2 CLASSIFICATION 42
7. CONCLUSION & FUTURE SCOPE 43
7.1 PROJECT CONCLUSION 43
7.2 FUTURE SCOPE 43
8. BIBLIOGRAPY 44
8.1 REFERENCES 44
8.2 GITHUB LINK 45
1. INTRODUCTION
 A MACHINE LEARNING APPORACH FOR TRACKING
STUDENT PERFORMANCE IN DEGREE PROGRAMS

1. INTRODUCTION

1.1 PROJECT SCOPE

The scope of this project involves developing a machine learning framework to

accurately predict student performance in degree programs, enabling educational institutions
to proactively support student success and improve retention rates. Unlike traditional
models, which often focus narrowly on course-specific outcomes, this project takes a
comprehensive approach by tracking students' progress across their entire academic journey.
Using a bilayered model with multiple base predictors and ensemble techniques, this system
can adapt to students' evolving performance, analyze diverse metrics (e.g., academic records,
demographics, and behavioral data), and prioritize the most informative courses for
prediction. The scope includes leveraging latent factor models and probabilistic
matrixfactorization to determine course relevance, allowing for more targeted interventions.
The project aims to equip educators with actionable insights, facilitating timely identification
of at-risk students and enabling personalized interventions that foster a supportive learning
environment. This project, tested on real student datasets, ultimately seeks to offer a scalable
and adaptable solution that can be implemented across various educational contexts.

1.2 PROJECT PURPOSE

The purpose of this project is to create an advanced machine learning-based system to

predict student performance in degree programs, helping educational institutions to better
support student success and improve retention rates. By accurately forecasting student
outcomes, this system enables early identification of at-risk students, allowing for timely
interventions that can prevent academic failure and promote on-time graduation. Unlike
traditional models, which often lack the flexibility to adapt to individual student needs and
evolving progress, this project incorporates a bilayered predictive approach that considers
academic performance, demographics, and course relevance. By providing educators with
actionable insights into students' academic journeys, the project aims to empower institutions
to implement targeted, data-driven support strategies that contribute to a positive and
effective educational experience for each student.

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.1.3 PROJECT FEATURES

The project features a comprehensive machine learning framework designed to

predict student performance in degree programs with enhanced accuracy and adaptability. It
employs a bilayered structure that integrates multiple base and ensemble predictors, enabling
dynamic tracking of student progress over time. By utilizing latent factor models and
probabilistic matrix factorization, the system assesses the relevance of individual courses,
ensuring that the most informative courses are prioritized in predictions. This data-driven
approach analyzes various metrics, including student demographics, academic records, and
behavioral data, offering a holistic view of student performance. Additionally, the system
excels at early identification of at-risk students, allowing for timely interventions that
improve retention and graduation rates. Through simulations on a robust dataset, the method
demonstrates superior performance compared to traditional approaches, empowering
educators with actionable insights to provide personalized support and enhance student
success.

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LITERATURE SURVEY
Machine learning approaches have become increasingly valuable in the education
sector, specifically for tracking and predicting student performance. The ability to monitor
student progress and forecast academic outcomes is essential for institutions aiming to
enhance student success and retention rates. Historically, tracking relied on manual methods
like attendance records and grade books, which provided limited insights into a student’s
performance trajectory. With the advancement of digital platforms, real-time tracking of
engagement, attendance, and assignment completion has become possible. When combined
with machine learning, this data can uncover patterns and identify risk factors early on,
allowing educators to intervene before issues escalate. This survey provides a
comprehensive review of machine learning applications in educational performance tracking
and prediction, exploring the algorithms, datasets, tools, and real-world examples that have
been studied in recent literature.

Machine learning models, especially classification algorithms, are widely used in

predicting student performance. Logistic Regression, K-Nearest Neighbors (KNN), and
Support Vector Machines (SVM) are popular choices due to their effectiveness in
categorizing students based on performance data. Logistic Regression is often used for
predicting binary outcomes, such as pass/fail, due to its simplicity and interpretability. KNN
has also proven useful in tracking, particularly when identifying students with similar
progress patterns, as it categorizes students based on proximity to others with comparable
academic records. SVM, while computationally intensive, is highly accurate for datasets
with high-dimensional features, making it suitable for complex educational data where both
academic and behavioral indicators need to be analyzed together. Beyond these classifiers,
ensemble models such as Random Forest and Gradient Boosting have been highly effective
for educational data analysis, especially when accuracy and handling non-linear
relationships are priorities. Random Forest, in particular, is valued for its ability to identify
the most influential factors in student performance, while Gradient Boosting and XGBoost
are noted for their scalability and precision, especially in diverse student populations with
varying backgrounds and academic needs. Hybrid models and neural networks, such as
recurrent neural networks (RNNs) and long short-term memory (LSTM) networks, have also
been utilized to analyze complex, time-dependent patterns in student data, though they
require significant computational resources.

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Datasets are fundamental to developing accurate tracking and prediction models.

Publicly available educational datasets from platforms like Coursera and edX are popular
for general studies. These datasets provide substantial information about student engagement
and course completion but lack the specificity needed for institutional applications.
Therefore, many institutions rely on their own data from learning management systems
(LMS), grading records, and attendance logs. Institutional datasets are richer in detail,
encompassing cumulative grades, participation metrics, and engagement behaviors. Key
features typically include academic indicators such as GPA, individual course grades, and
exam scores, which are often normalized for uniform analysis. Other commonly included
features are engagement metrics—such as attendance, assignment completion, and
interaction with digital resources—offering insights into student engagement. Behavioral
data, like time spent on LMS or participation frequency, also proves valuable in assessing a
student’s study habits. Feature engineering, including techniques such as encoding
categorical variables and scaling numerical data, plays an essential role in optimizing dataset
structure for efficient model performance. For example, categorizing course types or areas
of study can highlight performance trends across different disciplines, while encoding
methods allow for more straightforward data processing.

Tracking tools, such as learning analytics dashboards and automated alert systems,
are integral to machine learning models used in education. Many institutions use analytics
dashboards that integrate LMS data with performance records, allowing continuous tracking
of student progress. These dashboards visualize metrics like grades, attendance, and
engagement in a user-friendly format, which highlights students needing support. Automated
alert systems add another layer by sending notifications to instructors when students exhibit
specific risk indicators, such as missing assignments or declining attendance. These alerts
are typically based on predefined thresholds and help educators intervene promptly. To
assess the effectiveness of these tracking models, several evaluation metrics are used,
including accuracy, precision, recall, F1 score, and AUC-ROC. In addition to these standard
metrics, tracking systems are also evaluated based on retention rates and time-to-
intervention, both of which can directly impact student outcomes by reducing dropout rates
and improving academic performance through timely support.

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Implementing machine learning models for tracking and predicting student

performance is not without challenges. One of the main issues is data imbalance, where there
are fewer students in certain performance categories, such as at-risk or low-achieving
groups. Techniques like Synthetic Minority Over-sampling Technique (SMOTE) address
this imbalance by creating additional samples in underrepresented categories, ensuring more
balanced model predictions. Privacy concerns are also significant, as educational data is
sensitive and subject to privacy regulations like GDPR in Europe and FERPA in the United
States. These regulations emphasize data anonymization to protect student identities, which
can complicate data collection but is essential for ethical compliance. Another consideration
is model interpretability, as educators prefer models that can clearly explain predictions.
Tools like SHAP values are useful in explaining feature importance, allowing educators to
understand which factors most influence student performance and enabling them to make
informed decisions.

Case studies from educational institutions provide practical insights into how
machine learning models are applied to track and predict student performance. For instance,
a U.S. university successfully used Random Forest to track academic progress and
engagement, allowing educators to identify at-risk students early and offer targeted
interventions. Another study in a European institution used an SVM-based early warning
system to predict dropout risks, with significant success in reducing dropout rates by 20
percent. The institution found that factors such as attendance and assignment completion
were among the most predictive of student success. These real-world applications highlight
the benefits of different models in various contexts. For example, XGBoost’s adaptability
makes it suitable for institutions with diverse student populations, while logistic regression
is effective for smaller datasets. Such case studies emphasize the impact of choosing the
right features, quality of data, and model interpretability on the effectiveness of tracking and
prediction systems.

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In conclusion, machine learning models have transformed how educational

institutions track and predict student performance. Ensemble and hybrid models continue to
demonstrate high accuracy and flexibility, while advancements in time-series analysis and
natural language processing for analyzing student feedback offer promising future
directions. Research continues to explore real-time, privacy-preserving machine learning
models, with a focus on including diverse features such as psychosocial data for a holistic
view of student progress. As the technology advances, machine learning’s potential in
education may lead to changes in educational policies, such as data-driven funding,
curriculum adjustments, and personalized intervention programs, driven by accurate
predictive insights into student performance trends.

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2. SYSTEM ANALYSIS
 A MACHINE LEARNING APPORACH FOR TRACKING
STUDENT PERFORMANCE IN DEGREE PROGRAMS

2. SYSTEM ANALYSIS

SYSTEM ANALYSIS

System Analysis is the important phase in the system development process. The
System is studied to the minute details and analyzed. The system analyst plays an important
role of an interrogator and dwells deep into the working of the present system. In analysis, a
detailed study of these operations performed by the system and their relationships within and
outside the system is done. A key question considered here is, “what must be done to solve
the problem?” The system is viewed as a whole and the inputs to the system are identified.
Once analysis is completed the analyst has a firm understanding of what is to be done.

2.1 PROBLEM DEFINITION

Accurately predicting students' future performance across degree programs is

essential for educational institutions to enhance student outcomes and ensure timely
graduation. However, predicting overall performance faces significant challenges. Students
come from diverse academic and socioeconomic backgrounds, influencing their learning
styles and progress differently. Additionally, courses within a program vary in relevance to
predicting overall success, meaning not all courses are equally informative. Moreover,
student performance is dynamic, changing over time, making static models outdated and less
effective. Many existing systems also fail to identify at-risk students early enough to allow
timely interventions. As a result, there is a critical need for advanced predictive models that
adapt to these evolving factors and improve retention rates by facilitating targeted, timely
interventions

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2.2 EXISTING SYSTEM

The existing systems for predicting student performance primarily rely on traditional
statistical methods and basic machine learning algorithms, often focusing on course-specific
outcomes rather than overall degree completion. These approaches typically utilize historical
academic data, demographic information, and attendance records to assess student
performance. However, they face several limitations: they often do not account for the
diverse backgrounds and varying course relevance that significantly influence academic
success. Additionally, many existing models are static, failing to incorporate the dynamic
nature of student progress over time, which can lead to outdated predictions. While some
systems have begun to explore data-driven techniques, they often lack the complexity needed
to accurately capture th.e multifaceted factors affecting students’ journeys through degree
programs. As a result, traditional methods may overlook at-risk students and miss critical
opportunities for timely intervention, ultimately hindering overall student retention and
success. This highlights the need for more advanced predictive frameworks that can adapt to
the evolving academic landscape and provide more holistic insights into student
performance.

2.1.1 LIMITATIONS OF EXISTING SYSTEM

• Static Models: Many traditional approaches are static and do not adapt to changes in
student performance over time, leading to outdated predictions and ineffective interventions.

• Inadequate Handling of Diversity: Existing systems frequently fail to account for the
diverse backgrounds and varying needs of students, which can significantly impact their
academic performance.

• Course Relevance Neglect: Traditional methods do not effectively assess the varying
relevance of different courses, leading to a reliance on less informative predictors that may
not accurately reflect student progress.

• Insufficient Early Identification: Many systems lack the capability to identify at-risk
students early enough to implement timely interventions, reducing the effectiveness of
support mechanisms.

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• Overreliance on Historical Data: Existing models often depend heavily on historical data,
which may not adequately reflect current trends or changes in educational practices.

• Limited Predictive Power: Basic machine learning algorithms used in current systems
may not capture the complexity of the factors influencing student performance, resulting in
lower predictive accuracy.

• Complexity of Academic Paths: Existing systems may struggle to accommodate the

complexity of individual academic paths, which can vary widely even among students in the
same program. • Difficulty in Integrating Real-Time Data: Many traditional models do not
incorporate real-time data, limiting their ability to provide timely insights into student
progress and performance.

• Limited Focus on Degree Completion: Existing systems often concentrate on course-

specific performance rather than predicting overall degree completion, missing the borader
context of student success.

These disadvantages underscore the necessity for more advanced, adaptive systems
that can provide a holistic view of student performance and facilitate timely, targeted
interventions to improve outcomes in degree programs.

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2.2 PROPOSED SYSTEM

The proposed system introduces an innovative machine learning framework
designed to predict student performance in degree programs more accurately and effectively.
This approach features a bilayered structure that integrates multiple base predictors with a
cascade of ensemble predictors, allowing for dynamic assessments of students’ evolving
performance states over time. By analyzing various metrics, including historical academic
records, demographic data, and behavioral indicators, the system can adapt to changes in
student performance and provide timely insights. Additionally, a data-driven methodology
based on latent factor models and probabilistic matrix factorization is employed to assess
course relevance, ensuring that the most informative courses are prioritized in the predictive
process. This comprehensive framework not only enhances the accuracy of predictions but
also facilitates early identification of atrisk students, enabling educational institutions to
implement targeted interventions. Through extensive simulations using a robust dataset from
the University of California, Los Angeles, the proposed system demonstrates superior
performance compared to existing benchmark approaches, ultimately contributing to
improved student retention and success in degree completion. The proposed system
compares KNN, Random Forest, SVM, Gradient Boosting, Logistic Regression, and
XGBoost to find the best model for predicting student performance.

2.2.1 ADVANTAGES OF THE PROPOSED SYSTEM

• Enhanced Predictive Accuracy: The bilayered structure with multiple base predictors and
ensemble techniques improves the overall accuracy of performance predictions.

• Adaptability: The system effectively adapts to changes in students’ academic progress

over time, ensuring timely updates to predictions.

• Dynamic Performance Tracking: It provides a comprehensive assessment of evolving

performance states, allowing for continuous monitoring of student success.

• Course Relevance Assessment: Utilizing latent factor models and probabilistic matrix
factorization, the system identifies and prioritizes the most informative courses for
predictions.

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• Early Identification of At-Risk Students: The ability to predict student performance early
enables timely interventions, helping to address issues before they become critical.

• Holistic View of Student Success: The system analyzes a wide range of metrics, including
academic records, demographics, and behavioral data, providing a well-rounded perspective
on student performance.

• Personalized Interventions: By understanding individual student needs, educators can

tailor support strategies to enhance student outcomes effectively.

• Superior Performance in Simulations: Extensive testing has shown that the proposed
method outperforms existing benchmark approaches, validating its effectiveness.

• Improved Retention Rates: Ultimately, the system contributes to higher student retention
and graduation rates by fostering a supportive academic environment.

These advantages position the proposed system as a valuable tool for educational
institutions seeking to enhance student performance and success in degree programs.

2.3 FEASIBILITY STUDY

The feasibility of the project is analyzed in this phase and business proposal is put
forth with a very general plan for the project and some cost estimates. During system analysis
the feasibility study of the proposed system is to be carried out. This is to ensure that the
proposed system is not a burden to the company. Three key considerations involved in the
feasibility analysis are

• Economic Feasibility

• Technical Feasibility

• Social Feasibility

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2.3.1 ECONOMIC FEASIBILITY

This study is carried out to check the economic impact that the system will have on
the organization. The amount of fund that the company can pour into the research and
development of the system is limited. The expenditures must be justified. Thus the developed
system as well within the budget and this was achieved because most of the technologies
used are freely available. Only the customized products had to be purchased.

2.3.2 TECHNICAL FEASIBILITY

This study is carried out to check the technical feasibility, that is, the technical
requirements of the system. Any system developed must not have a high demand on the
available technical resources. This will lead to high demands on the available technical
resources. This will lead to high demands being placed on the client. The developed system
must have a modest requirement, as only minimal or null changes are required for
implementing this system.

2.3.3 SOCIAL FEASIBILITY

The aspect of study is to check the level of acceptance of the system by the user. This
includes the process of training the user to use the system efficiently. The user must not feel
threatened by the system, instead must accept it as a necessity. The level of acceptance by
the users solely depends on the methods that are employed to educate the user about the
system and to make him familiar with it. His level of confidence must be raised so that he is
also able to make some constructive criticism, which is welcomed, as he is the final user of
the system.

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2.4 HARDWARE & SOFTWARE REQUIREMENTS

2.4.1 HARDWARE REQUIREMENTS:

Hardware interfaces specifies the logical characteristics of each interface between

the software product and the hardware components of the system. The following are some
hardware requirements.

• Processor: Intel Core i3

• RAM: At least 4GB

• Hard Disk: At least 8GB of free space

2.4.2 SOFTWARE REQUIREMENTS:

Software Requirements specifies the logical characteristics of each interface and

software components of the system. The following are some software requirements.

• Operating System: Windows 8

• Programming Language: Python

• Frameworks: Django for web development

• Database: MySQL (WAMP Server)

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3. ARCHITECTURE
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3. ARCHITECTURE

3.1 PROJECT ARCHITECTURE

Figure 3.1: Project Architecture

3.2 DESCRIPTION
• Load Student Performance Dataset: This step involves loading the dataset, which
contains student records with 19 attributes.
• Preprocess Data: The raw data is preprocessed to handle missing values,
normalization, and encoding, ensuring that it is clean and ready for machine learning
algorithms.
• Machine Learning Algorithms: Various machine learning algorithms such as KNN,
Random Forest, Gradient Boosting, XGBoost, SVM, and Logistic Regression are
applied to classify student performance into three categories: Fair, Good, and Poor.
• Train the Model: The algorithms are trained on the preprocessed dataset to build a
predictive model.
• Test Data: A portion of the data is reserved for testing the model’s accuracy and
performance.
• Trained Model: After training, the model is ready to predict student performance.
• Predict Student Performance: The trained model is used to predict the performance
of students based on test data, helping to categorize their performance.

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3.3 USE CASE DIAGRAM

A use case diagram in the Unified Modeling Language (UML) is a type of behavioral
diagram defined by and created from a Use-case analysis. Its purpose is to present a graphical
overview of the functionality provided by a system in terms of actors, their goals
(represented as use cases), and any dependencies between those use cases. The main purpose
of a use case diagram is to show what system functions are performed for which actor. Roles
of the actors in the system can be depicted.

Figure 3.2: Use Case Diagram for user for Predicting and Tracking Student Performance in
Degree Programs

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3.4 CLASS DIAGRAM

In software engineering, a class diagram in the Unified Modeling Language (UML)

is a type of static structure diagram that describes the structure of a system by showing the
system's classes, their attributes, operations (or methods), and the relationships among the
classes. It explains which class contains information.

Figure 3.3: Class Diagram for Predicting and Tracking Student Performance in degree
Programs

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3.5 SEQUENCE DIAGRAM

A sequence diagram in Unified Modeling Language (UML) is a kind of interaction

diagram that shows how processes operate with one another and in what order. It is a
construct of a Message Sequence Chart. Sequence diagrams are sometimes called event
diagrams, event scenarios, and timing diagrams.

Figure 3.4: Sequence Diagram for Predicting and Tracking Student Performance in degree
Programs

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3.6 ACTIVITY DIAGRAM

Activity diagrams are graphical representations of workflows of stepwise activities

and actions with support for choice, iteration and concurrency. In the Unified Modeling
Language, activity diagrams can be used to describe the business and operational step-by-
step workflows of components in a system. An activity diagram shows the overall flow of
control.

figure 3.5: Activity Diagram for Predicting and Tracking Student Performance in degree
Programs

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4. IMPLEMENTATION
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4. IMPLEMENTATION

4.1 SOURCE CODE

View.py:

from django.shortcuts import render

from django.template import RequestContext

from django.contrib import messages

from django.http import HttpResponse

from django.core.files.storage import FileSystemStorage

import os

import pandas as pd

import numpy as np

from sklearn.preprocessing import LabelEncoder

from sklearn.model_selection import train_test_split

from sklearn.preprocessing import StandardScaler

from sklearn.ensemble import GradientBoostingClassifier

from xgboost import XGBClassifier

from sklearn.neighbors import KNeighborsClassifier

from sklearn import svm

from sklearn.ensemble import RandomForestClassifier

from sklearn.linear_model import LogisticRegression

from sklearn.metrics import confusion_matrix

import seaborn as sns

from sklearn.metrics import precision_score

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from sklearn.metrics import recall_score

from sklearn.metrics import f1_score

from sklearn.metrics import accuracy_score

import matplotlib.pyplot as plt

import io

import base64

global uname

global X_train, X_test, y_train, y_test

accuracy, precision, recall, fscore = [], [], [], []

graph_data = []

dataset = pd.read_csv("Dataset/student-por.csv")

labels = np.unique(dataset['FinalResult'])

label_encoder = []

columns = dataset.columns

types = dataset.dtypes.values

for i in range(len(types)):

name = types[i]

if name == 'object': #finding column with object type

le = LabelEncoder()

dataset[columns[i]] =
pd.Series(le.fit_transform(dataset[columns[i]].astype(str)))#encode all str columns to
numeric

label_encoder.append([columns[i], le])

Y = dataset['FinalResult'].ravel()

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dataset.drop(['FinalResult'], axis = 1,inplace=True)

X = dataset.values

sc = StandardScaler()

X = sc.fit_transform(X)

indices = np.arange(X.shape[0])

np.random.shuffle(indices)

X = X[indices]

Y = Y[indices]

X_train, X_test, y_train, y_test = train_test_split(X, Y, test_size=0.5) #split dataset into

train and test

def calculateMetrics(algorithm, predict, y_test):

global accuracy, precision, recall, fscore

a = accuracy_score(y_test,predict)*100

p = precision_score(y_test, predict,average='macro') * 100

r = recall_score(y_test, predict,average='macro') * 100

f = f1_score(y_test, predict,average='macro') * 100

accuracy.append(float(round(a, 2)))

precision.append(float(round(p, 2)))

recall.append(float(round(r, 2)))

fscore.append(float(round(f, 2)))

knn = KNeighborsClassifier(n_neighbors=2)

knn.fit(X_train, y_train)

predict = knn.predict(X_test)

calculateMetrics("KNN", predict, y_test)

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rf = RandomForestClassifier(n_estimators=1)

rf.fit(X_train, y_train)

predict = rf.predict(X_test)

calculateMetrics("Random Forest", predict, y_test)

svm_cls = svm.SVC(C=1.0, kernel="linear")

svm_cls.fit(X_train, y_train)

predict = svm_cls.predict(X_test)

calculateMetrics("SVM", predict, y_test)

gb_cls = GradientBoostingClassifier(n_estimators=10)

gb_cls.fit(X_train, y_train)

predict = gb_cls.predict(X_test)

calculateMetrics("Gradient Boosting", predict, y_test)

lr_cls = LogisticRegression()

lr_cls.fit(X_train, y_train)

predict = lr_cls.predict(X_test)

calculateMetrics("Logistic Regression", predict, y_test)

xg_cls = XGBClassifier(n_estimators=1)

xg_cls.fit(X_train, y_train)

predict = xg_cls.predict(X_test)

calculateMetrics("XGBoost", predict, y_test)

xg_cls = RandomForestClassifier()

xg_cls.fit(X, Y)

predict = xg_cls.predict(X_test)

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def PredictPerformance(request):

if request.method == 'GET':

return render(request, 'PredictPerformance.html', {})

def PredictPerformanceAction(request):

if request.method == 'POST':

global label_encoder, rf, sc, labels, graph_data, gb_cls, xg_cls

roll_no = request.POST.get('rollno', False)

gender = request.POST.get('t1', False)

age = float(request.POST.get('t2', False).strip())

mother = request.POST.get('t3', False)

father = request.POST.get('t4', False)

reason = request.POST.get('t5', False)

guardian = request.POST.get('t6', False)

study = float(request.POST.get('t7', False).strip())

failure = float(request.POST.get('t8', False).strip())

school = request.POST.get('t9', False)

family = request.POST.get('t10', False)

paid = request.POST.get('t11', False)

activity = request.POST.get('t12', False)

internet = request.POST.get('t13', False)

free = float(request.POST.get('t14', False).strip())

out = float(request.POST.get('t15', False).strip())

health = float(request.POST.get('t16', False).strip())

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absent = float(request.POST.get('t17', False).strip())

score1 = float(request.POST.get('t18', False).strip()

score2 = float(request.POST.get('t19', False).strip())

score3 = float(request.POST.get('t20', False).strip())

data = []
data.append([gender,age,mother,father,reason,guardian,study,failure,school,family,paid,acti
vity,internet,free,out,health,absent,score1,score2,score3])

data = pd.DataFrame(data,
columns=['sex','age','mother_job','father_job','reason','guardian','studytime','failures','schools
up','famsup','paid','activities','internet','freetime','goout','health','absences','G1','G2','G3'])

testData = data.values

for i in range(len(label_encoder)-1):

temp = label_encoder[i]

name = temp[0]

le = temp[1]

data[name] = pd.Series(le.transform(data[name].astype(str)))#encode all str

columns to numeric

data.fillna(0, inplace = True)

data = data.values

data = sc.transform(data)

predict = xg_cls.predict(data)[0]

print(predict)

print(labels)

predict = int(predict)

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predict = labels[predict]

graph_data.append(predict)

status = ""

if predict == "Poor":

status = "Warning! Need more focus & hardwork"

output = "Roll No : "+roll_no+"<br/>Overall Predicted Performance ===>

"+predict+"<br/>"+status

context= {'data':output}

return render(request, 'PredictPerformance.html', context)

def Graphs(request):

if request.method == 'GET':

global graph_data

output = "All Students Performance Graph"

gd = np.asarray(graph_data)

unique, count = np.unique(gd, return_counts=True)

plt.pie(count,labels=unique,autopct='%1.1f%%')

plt.title('Performance Graph')

plt.axis('equal')

buf = io.BytesIO()

plt.savefig(buf, format='png', bbox_inches='tight')

plt.close()

img_b64 = base64.b64encode(buf.getvalue()).decode()

context= {'data':output, 'img': img_b64}

return render(request, 'ViewResult.html', context)

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def TrainML(request):

if request.method == 'GET':

output = ''

output+='<table border=1 align=center width=100%><tr><th><font size=""

color="black">Algorithm Name</th><th><font size=""
color="black">Accuracy</th><th><font size="" color="black">Precision</th>'

output+='<th><font size="" color="black">Recall</th><th><font size=""

color="black">FSCORE</th></tr>'

global accuracy, precision, recall, fscore

algorithms = ['KNN', 'Random Forest', 'SVM', 'Gradient Boosting', 'Logistic

Regression', 'XGBoost']

for i in range(len(algorithms)):

output+='<td><font size="" color="black">'+algorithms[i]+'</td><td><font

size="" color="black">'+str(accuracy[i])+'</td><td><font size=""
color="black">'+str(precision[i])+'</td><td><font size=""
color="black">'+str(recall[i])+'</td><td><font size=""
color="black">'+str(fscore[i])+'</td></tr>'

output+= "</table></br>"

df = pd.DataFrame([['KNN','Precision',precision[0]],['KNN','Recall',recall[0]],['KNN','F1
Score',fscore[0]],['KNN','Accuracy',accuracy[0]], ['Random
Forest','Precision',precision[1]],['Random Forest','Recall',recall[1]],['Random Forest','F1
Score',fscore[1]],['Random Forest','Accuracy',accuracy[1]],
['SVM','Precision',precision[2]],['SVM','Recall',recall[2]],['SVM','F1
Score',fscore[2]],['SVM','Accuracy',accuracy[2]],['Gradient
Boosting','Precision',precision[3]],['Gradient Boosting','Recall',recall[3]],['Gradient
Boosting','F1 Score',fscore[3]],['Gradient Boosting','Accuracy',accuracy[3]],['Logistic
Regression','Precision',precision[3]],['Logistic Regression','Recall',recall[3]],['Logistic
Regression','F1 Score',fscore[3]],['Logistic Regression','Accuracy',accuracy[3]],

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['XGBoost','Precision',precision[3]],['XGBoost','Recall',recall[3]],['XGBoost','F1
Score',fscore[3]],['XGBoost','Accuracy',accuracy[3]],

],columns=['Algorithms','Metrics','Value'])

df.pivot_table(index="Algorithms", columns="Metrics",
values="Value").plot(kind='bar', figsize=(8, 4))

plt.title("All Algorithms Performance Graph")

plt.tight_layout()

buf = io.BytesIO()

plt.savefig(buf, format='png', bbox_inches='tight')

plt.close()

img_b64 = base64.b64encode(buf.getvalue()).decode()

context= {'data':output, 'img': img_b64}

return render(request, 'ViewResult.html', context)

def AdminLogin(request):

if request.method == 'GET':

return render(request, 'AdminLogin.html', {})

def index(request):

if request.method == 'GET':

return render(request, 'index.html', {})

def Aboutus(request):

if request.method == 'GET':

return render(request, 'Aboutus.html', {})

def LoadDataset(request):

if request.method == 'GET':

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return render(request, 'LoadDataset.html', {})

def AdminLoginAction(request):

if request.method == 'POST':

global uname

username = request.POST.get('username', False)

password = request.POST.get('password', False)

if username == "admin" and password == "admin":

context= {'data':'welcome '+username}

return render(request, 'AdminScreen.html', context)

else:

context= {'data':'Invalid login details'}

return render(request, 'AdminLogin.html', context)

def LoadDatasetAction(request):

if request.method == 'POST':

myfile = request.FILES['t1'].read()

fname = request.FILES['t1'].name

if os.path.exists("StudentApp/static/"+fname):

os.remove("StudentApp/static/"+fname)

with open("StudentApp/static/"+fname, "wb") as file:

file.write(myfile)

file.close()

dataset = pd.read_csv("StudentApp/static/"+fname)

columns = dataset.columns

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dataset = dataset.values

output='<table border=1 align=center width=100%><tr>'

for i in range(len(columns)):

output += '<th><font size="" color="black">'+columns[i]+'</th>'

output += '</tr>

for i in range(len(dataset)):

output += '<tr>'

for j in range(len(dataset[i])):

output += '<td><font size="" color="black">'+str(dataset[i,j])+'</td>'

output += '</tr>'

output+= "</table></br></br></br></br>"

#print(output)

context= {'data':output}

return render(request, 'ViewResult.html', context)

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5. RESULTS
 A MACHINE LEARNING APPORACH FOR TRACKING
STUDENT PERFORMANCE IN DEGREE PROGRAMS

RESULTS:

Figure 5.1: The above picture is the screen that allows the user to login

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Figure 5.2: This screen depicts that the user has successfully log in

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Figure 5.3: Here the user loads the dataset into the website

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Figure 5.4: Here the user can see the uploaded dataset

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Figure 5.5: Details of all the algorithms used is shown above

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Figure 5.6: Next the user enters the student details

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Figure 5.7: Student performance is predicted as poor

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Figure 5.8: Student performance is predicted as Fair

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Figure 5.9: Student performance is predicted as Fair

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Figure 5.10: The result of all the students can be viewed in the pie chart

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6. TESTING
 A MACHINE LEARNING APPORACH FOR TRACKING
STUDENT PERFORMANCE IN DEGREE PROGRAMS

6. TESTING

6.1 INTRODUCTION TO TESTING

The purpose of testing is to discover errors. Testing is the process of trying to

discovery conceivable fault or weakness in a work product. It provides a way to check the
functionality of components, subassemblies, assemblies and/or a finished product. It is the
process of exercising software with the intent of ensuring that the Software system meets its
requirements and user expectations and does not fail in an unacceptable manner. There are
various types of test. Each test type addresses a specific testing requirement.

6.2 TYPES OF TESTING

6.2.1 UNIT TESTING

Unit testing involves the design of test cases that validate that the internal program
logic is functioning properly, and that program inputs produce valid outputs. All decision
branches and internal code flow should be validated. It is the testing of individual software
units of the application .it is done after the completion of an individual unit before
integration. This is a structural testing, that relies on knowledge of its construction and is
invasive. Unit tests perform basic tests at component level and test a specific business
process, application, and/or system configuration. Unit tests ensure that each unique path of
a business process performs accurately to the documented specifications and contains clearly
defined inputs and expected results.

6.2.2 INTEGRATION TESTING

Integration tests are designed to test integrated software components to determine if

they actually run as one program. Testing is event driven and is more concerned with the
basic outcome of screens or fields. Integration tests demonstrate that although the
components were individually satisfaction, as shown by successfully unit testing, the
combination of components is correct and consistent. Integration testing is specifically
aimed at exposing the problems that arise from the combination of components.

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6.2.3 FUNCTIONAL TESTING

Functional tests provide systematic demonstrations that functions tested are

available as specified by the business and technical requirements, system documentation,
and user manuals.

Functional testing is centered on the following items:

Valid Input : identified classes of valid input must be accepted.

Invalid Input : identified classes of invalid input must be rejected.
Functions : identified functions must be exercised.
Output : identified classes of application outputs must be
exercised.
Systems/Procedures : interfacing systems or procedures must be invoked.

Organization and preparation of functional tests is focused on requirements, key

functions, or special test cases. In addition, systematic coverage pertaining to identify
Business process flows; data fields, predefined processes.

6.3 TEST CASES

TABLE NO- 6.3.1 UPLOADING DATASET

Test Test case name Purpose Test Case Output

case
ID
1 User uploads Use it for identification The user uploads Uploaded
dataset student details successfully

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TABLE NO- 6.3.2 CLASSIFICATION

Test Test case name Purpose Input Output

case
ID
1 Classification To check if the classifier A Student’s details Student’s
test 1 performs its task are given performance is
predicted as good.

2 Classification To check if the classifier A Student’s Student’s

test 2 performs its task details are performance is
given predicted as fair.

3 Classification To check if the classifier A Student’s Student’s

test 3 performs its task details are performance is
given predicted as poor.

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7. CONCLUSION &
FUTURE SCOPE
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7. PROJECT CONCLUSION & FUTURE SCOPE

7.1 PROJECT CONCLUSION

In conclusion, the proposed machine learning framework for predicting student
performance in degree programs represents a significant advancement in educational data
analysis. By effectively addressing key challenges such as diverse student backgrounds,
course relevance, and the dynamic nature of academic progress, the system enhances
predictive accuracy and adaptability. Its bilayered structure and innovative methods for
assessing course importance allow for a comprehensive understanding of factors influencing
student success. The ability to identify at-risk students early enables timely interventions,
ultimately improving retention and graduation rates. Through extensive simulations, the
proposed approach has demonstrated superior performance compared to existing methods,
providing educators with actionable insights to foster a supportive learning environment.
This research not only contributes to the field of educational data mining but also equips
institutions with the tools necessary to empower students and enhance their academic
journeys. Future work will focus on refining the model further and exploring its applicability
in various educational contexts, ensuring that it continues to meet the evolving needs of
students and educators alike.

7.2 FUTURE SCOPE

Future scope of the project could include real-time data to improve the accuracy of
predictions. The system can be enhanced by including personalized suggestions for student,
helping students in their educational journey. The current model uses data from a
Kaggle.com. In the future, expanding the dataset to include students from different
educational systems or countries could improve the model's generalizability. Determining
the impact of specific courses could help institutions identify courses that are more predictive
of student success and require more attention.

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8. BIBLIOGRAPHY
 A MACHINE LEARNING APPORACH FOR TRACKING
STUDENT PERFORMANCE IN DEGREE PROGRAMS

8. BIBLIOGRAPHY

8.1 REFERENCES

[1] O'Connor, K., & McGarr, O. (2019). "Using Machine Learning to Predict Student
Performance: A Systematic Review." *Journal of Educational Data Mining*, 11(2), 1- 23.
doi:10.5281/zenodo.3342745.

[2] De Rosario, H. G., & Perera, S. (2020). "Predicting Student Success: A Comparative
Analysis of Machine Learning Techniques." *International Journal of Educational
Technology in Higher Education*, 17(1), 1-17. doi:10.1186/s41239-020-00201-6.

[3] Aloni, A., & Dvir, R. (2021). "Towards Predictive Analytics in Higher Education: A
Study of Student Performance." *Computers & Education*, 167, 104182.
doi:10.1016/j.compedu.2021.104182.

[4] Pardo, A., & Siemens, G. (2014). "Ethical and Privacy Issues in Learning Analytics."
*Proceedings of the Fourth International Conference on Learning Analytics and
Knowledge*, 11-15. doi:10.1145/2567574.2567580.

[5] Romero, C., & Ventura, S. (2013). "Data Mining in Education." *Wiley Interdisciplinary
Reviews: Data Mining and Knowledge Discovery*, 3(1), 12-27. doi:10.1002/widm.1070.

[6] Kotsiantis, S. B. (2007). "Use of Machine Learning Techniques for Student Assessment."
*International Journal of Knowledge-Based and Intelligent Engineering Systems*, 11(3),
203-210. doi:10.3233/KES-2007-11303.

[7] Eadwa, A. A., & Alhassan, I. M. (2020). "Predictive Modeling of Student Performance
Using Machine Learning Techniques." *Journal of Computer Science and Technology*,
35(3), 665-679. doi:10.1007/s11390-020- 00148-6.

[8] Hwang, G. J., & Chang, T. H. (2011). "A Formative Assessment Method for Learning
Performance of Students in a Context-Aware Learning Environment." *Educational
Technology & Society*, 14(4), 52-62.

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[9] Zhang, H., & Xu, J. (2020). "A Comprehensive Survey on Learning Analytics:
Challenges, Trends, and Future Directions." *IEEE Transactions on Learning
Technologies*, 13(1), 1-16. doi:10.1109/TLT.2019.2903150.

[10] Wang, X., & Liu, Y. (2018). "Big Data in Higher Education: The Future of Learning
Analytics." *Educational Review*, 70(4), 487-505. doi:10.1080/00131911.2018.1426656.

These references provide a foundation for understanding the current landscape of

research in predicting student performance and the application of machine learning
techniques in education.

8.2 GITHUB LINK

invictusaug/Student_Performance (github.com)

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