Sentiment Analysis of the Academic Services of ESSU Salcedo Campus using Plutchik Model And Latent Dirichlet Allocation Algorithm
| Autor: | Cherry Lyn C. Sta. Romana, Lsrmie S. Feliscuzo, Hershey R. Alburo |
|---|---|
| Přispěvatelé: | Hershey R. Alburo |
| Rok vydání: | 2021 |
| Předmět: |
Computer science
business.industry Sentiment analysis General Engineering Machine learning computer.software_genre LDA Sentiment Analysis Plutchik Academic Services ESSU Salcedo Philippines Latent Dirichlet allocation symbols.namesake Management of Technology and Innovation symbols Artificial intelligence business computer |
| Zdroj: | The International Journal of Recent Technology and Engineering (IJRTE). 9:176-183 |
| ISSN: | 2277-3878 |
| DOI: | 10.35940/ijrte.f5472.039621 |
| Popis: | The continuous pursuit of quality education has always been a concern of higher institutions. This can be seen in the way university teachers deliver academic services to the students in terms of professionalism, commitment, knowledge of the subject matter, teaching for independent learning, and management of learning. Students as recipients of these services are significant sources of information about their course interaction that takes place in an educational system. Utilizing Latent Dirichlet Allocation (LDA) algorithm and sentiment analysis through NRC emotion lexicons based on Plutchik Model, this study aimed to decipher students’ sentiments of the academic services and reveal commonalities contained in their qualitative responses. Results revealed five latent themes in the students’ responses as: The Disparity of Teaching Assignment to Professors Field of Expertise, Professors’ Expression of Willingness to Help Students in School-Related Matters, Desirable Traits Portrayed by a Professional Teacher, Professor’s Commitment and Dedication to Classroom Instruction, and Enhancement of Teaching Practices to Improve Quality of Academic Services. The results also suggest that majority of the students have a positive sentiments (64.42%), some of were negative (34.62%), and very few were neutral (0.95%). This study aimed to give inputs to any academic interventions undertaken by institution. |
| Databáze: | OpenAIRE |
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