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Assessing student engagement: a machine learning approach to qualitative analysis of institutional effectiveness
Date
2025-12-01
Abstract
In higher education, institutional quality is traditionally assessed through metrics such as academic programs, research output, educational resources, and community services. However, it is important that their activities align with student expectations, particularly in relation to interactive learning environments, learning management system interaction, curricular and co-curricular activities, accessibility, support services and other learning resources that ensure academic success and, jointly, career readiness. The growing popularity of student engagement metrics as one of the key measures to evaluate institutional efficacy is now a feature across higher education. By monitoring student engagement, institutions assess the impact of existing resources and make necessary improvements or interventions to ensure student success. This study presents a comprehensive analysis of student feedback from the StudentSurvey.ie dataset (2016–2022), which consists of approximately 275,000 student responses, focusing on student self-perception of engagement in the learning process. By using classical topic modelling techniques such as Latent Dirichlet Allocation (LDA) and Bi-term Topic Modelling (BTM), along with the advanced transformer-based BERTopic model, we identify key themes in student responses that can impact institutional strength performance metrics. BTM proved more effective than LDA for short text analysis, whereas BERTopic offered greater semantic coherence and uncovered hidden themes using deep learning embeddings. Moreover, a custom Named Entity Recognition (NER) model successfully extracted entities such as university personnel, digital tools, and educational resources, with improved performance as the training data size increased. To enable students to offer actionable feedback, suggesting areas of improvement, an n-gram and bigram network analysis was used to focus on common modifiers such as “more” and “better” and trends across student groups. This study introduces a fully automated, scalable pipeline that integrates topic modelling, NER, and n-gram analysis to interpret student feedback, offering reportable insights and supporting structured enhancements to the student learning experience.
Supervisor
Description
Publisher
University of Limerick
MDPI
MDPI
Citation
Future Internet, 17, 453
Collections
ULRR Identifiers
Funding code
Funding Information
Sustainable Development Goals
External Link
Type
Article
Rights
http://creativecommons.org/licenses/by-nc-sa/4.0/