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Learning analytics: Dataset for empirical evaluation of entry requirements into engineering undergraduate programs in a Nigerian university

机译：学习分析：尼日利亚大学工程学本科课程入学要求的经验评估数据集

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摘要

In Nigerian universities, enrolment into any engineering undergraduate program requires that the minimum entry criteria established by the National Universities Commission (NUC) must be satisfied. Candidates seeking admission to study engineering discipline must have reached a predetermined entry age and met the cut-off marks set for Senior School Certificate Examination (SSCE), Unified Tertiary Matriculation Examination (UTME), and the post-UTME screening. However, limited effort has been made to show that these entry requirements eventually guarantee successful academic performance in engineering programs because the data required for such validation are not readily available. In this data article, a comprehensive dataset for empirical evaluation of entry requirements into engineering undergraduate programs in a Nigerian university is presented and carefully analyzed. A total sample of 1445 undergraduates that were admitted between 2005 and 2009 to study Chemical Engineering (CHE), Civil Engineering (CVE), Computer Engineering (CEN), Electrical and Electronics Engineering (EEE), Information and Communication Engineering (ICE), Mechanical Engineering (MEE), and Petroleum Engineering (PET) at Covenant University, Nigeria were randomly selected. Entry age, SSCE aggregate, UTME score, Covenant University Scholastic Aptitude Screening (CUSAS) score, and the Cumulative Grade Point Average (CGPA) of the undergraduates were obtained from the Student Records and Academic Affairs unit. In order to facilitate evidence-based evaluation, the robust dataset is made publicly available in a Microsoft Excel spreadsheet file. On yearly basis, first-order descriptive statistics of the dataset are presented in tables. Box plot representations, frequency distribution plots, and scatter plots of the dataset are provided to enrich its value. Furthermore, correlation and linear regression analyses are performed to understand the relationship between the entry requirements and the corresponding academic performance in engineering programs. The data provided in this article will help Nigerian universities, the NUC, engineering regulatory bodies, and relevant stakeholders to objectively evaluate and subsequently improve the quality of engineering education in the country.
机译：在尼日利亚的大学中，任何工程学本科课程的入学要求都必须满足国家大学委员会（NUC）制定的最低入学标准。寻求入读工程技术学科的候选人必须达到预定的入学年龄，并且达到为高中证书考试（SSCE），统一大学入学考试（UTME）和UTME后筛选设定的截止分数。但是，已经做出了有限的努力来证明这些入学要求最终可以保证工程项目的成功学术表现，因为这种验证所需的数据不容易获得。在此数据文章中，对尼日利亚大学的工程学本科课程的入学要求进行了经验评估的综合数据集已提出并经过仔细分析。在2005年至2009年期间，共有1445名本科生被录取，以研究化学工程（CHE），土木工程（CVE），计算机工程（CEN），电气与电子工程（EEE），信息与通信工程（ICE），机械尼日利亚Covenant大学的工程学（MEE）和石油工程学（PET）是随机选择的。入学年龄，SSCE总计，UTME得分，圣约大学学生的学术才能筛选（CUSAS）得分和大学生的累积平均绩点（CGPA）是从“学生记录和学术事务”部门获得的。为了促进基于证据的评估，健壮的数据集在Microsoft Excel电子表格文件中公开可用。在每年的基础上，表中显示了数据集的一阶描述性统计信息。提供了数据集的箱形图表示形式，频率分布图和散点图，以丰富其价值。此外，进行相关和线性回归分析以了解入学要求与工程课程中相应的学业成绩之间的关系。本文提供的数据将帮助尼日利亚的大学，NUC，工程管理机构和相关利益相关者客观地评估并随后提高该国的工程教育质量。

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