Author
Abstract
Machine learning can help predict critical educational outcomes, but its “black-box” nature is a significant challenge for its broad adoption in educational settings. This study employs a variety of supervised learning algorithms applied to data from Burkina Faso’s 2019 Program for the Analysis of CONFEMEN Education Systems. Shapley Additive Explanation (SHAP) is then used on the selected algorithms to identify the most significant factors influencing student learning outcomes. The objectives of the study are to (1) to apply and evaluate supervised learning models (classification and regression) to achieve the highest performance in predicting student learning outcomes; (2) to apply Shapley Additive Explanation (SHAP) to extract the features with the highest predictive power of students’ learning outcomes. Results showed that K-Nearest Neighbors (KNN) and Support Vector Machine (SVM) have the best predictive power for classification tasks. Likewise, the Random Forest Regressor showed the best predictive accuracy for the regression task. SHAP values were then utilized to determine feature contribution to predictions. The key predictive features identified are “local development,” “community involvement,” “school infrastructure,” and “teacher years of experience.” These findings suggest that learning outcomes are significantly influenced by community and infrastructural factors and teacher experience. The implications of this study are substantial for educational policymakers and practitioners. Emphasizing “local development” and “community involvement” underscores the necessity of community engagement programs and partnerships. Prioritizing investments in school infrastructure can enhance the learning environment, while recognizing the impact of teacher years of experience highlights the need for professional development and retention strategies for educators. These insights advocate for a comprehensive approach to improving educational outcomes through targeted investments and strategic community collaborations.
Suggested Citation
Jean-Baptiste M.B. SANFO, 2025.
"Application of explainable artificial intelligence approach to predict student learning outcomes,"
Journal of Computational Social Science, Springer, vol. 8(1), pages 1-33, February.
Handle:
RePEc:spr:jcsosc:v:8:y:2025:i:1:d:10.1007_s42001-024-00344-w
DOI: 10.1007/s42001-024-00344-w
Download full text from publisher
As the access to this document is restricted, you may want to search for a different version of it.
Corrections
All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:jcsosc:v:8:y:2025:i:1:d:10.1007_s42001-024-00344-w. See general information about how to correct material in RePEc.
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
We have no bibliographic references for this item. You can help adding them by using this form .
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .
Please note that corrections may take a couple of weeks to filter through
the various RePEc services.