Using Data Mining Approach for Student Satisfaction With Teaching Quality in High Vocation Education

Abstract

High vocation education is an important foundation for China to cultivate high teaching quality and technical and skilled talents. In the new era, the acceleration of the development of modern vocational education is put in a more prominent position. It is proposed that we should adhere to moral education, closely combine this with the needs of technological change and industrial upgrading, constantly improve the quality of high vocational education teaching, and cultivate more technical and skilled talents with both political integrity and ability for modernization construction. Under the background of social informatization, using artificial intelligent technology to solve these problems can play an important role for improving the teaching quality of high vocational education. This paper proposed a data mining approach in promoting student satisfaction with the teaching quality of high vocational education. We design a questionnaire for Students’ satisfaction with the teaching quality of basic entrepreneurship curriculum. We take the survey data of vocation education as an example and use mining technology analysis software to understand the current status of the teaching quality of basic entrepreneurship curriculum. The results determine the main factors affecting Students’ satisfaction with teaching quality. The results of this paper can be used in student management, education strategy, student education satisfaction, and teaching quality in high vocation college education, and to improve the teaching quality of fundamentals of entrepreneurship curriculum in high vocation education.

RETRACTED: A Dynamic Analysis of the Asymmetric Effects of the Vocational Education and Training on Economic Growth, Evidence From China

“…Schultz's ( 1960 ) innovative research on educational investment and return has gone through two stages. The first stage is related to the growth effect of quality education supported by Solmon ( 1985 ), Doménech-Betoret ( 2018 ), Shu et al ( 2020 ), and Chen et al ( 2022 ). The second stage is linked to the growth effect of the scale of education, which is prioritized (Romer, 1986 ; Lucas, 1988 ; Fassbender and Leyendecker, 2018 ; Navarro-Carrillo et al, 2020 ).…”

Recommendation of English Reading in Vocational Colleges Using Linear Regression Training Model

“…We utilize investigation data from vocation education as an instance to analyze the present state of the teaching quality of the fundamental entrepreneurship curriculum using mining technology analysis tools. The findings of this study may be utilized in high vocation college education for student information, educational approach, student satisfaction with overall education, and educational quality, as well as to improve the teaching quality of entrepreneurial foundation curriculum [22]. The findings connected to educational reform for enhancing graduate employability and human development will benefit vocational colleges, firms, representatives, instructors, and economics and trade graduates based on these findings.…”

Relationship Between Entrepreneurship Education Curriculum and Agricultural Students’ Satisfaction in China

“…Kang et al (2016) showed that the overwhelming majority of students believed that the main reason why entrepreneurship education was unsatisfactory was that the shortage of innovative and high-quality teachers affected the quality of entrepreneurship curriculum. Moreover, other research results also showed that students' satisfaction with entrepreneurship education is positively correlated with the satisfaction degree of entrepreneurship course construction to students and society (Li, 2017;Pang et al, 2018;Chen et al, 2021), and with the degree to which entrepreneurship curriculum are combined with professional curriculum (Huang and Du, 2020). While, the importance of agricultural development to developing countries has also led to a growing need for students with entrepreneurial knowledge and skills (Hosseini and Pouratashi, 2011).…”

“…Our results are consistent with previous studies. Chen et al (2021) proved that teaching methods and teachers' entrepreneurial attitude are the two biggest variables affecting students' satisfaction with entrepreneurial education. Kang et al (2016) showed that the overwhelming majority of students believed that the main reason why entrepreneurship education was unsatisfactory was that the shortage of innovative and high-quality teachers affected the quality of entrepreneurship curriculum.…”

“…On the one hand, teachers could combine the curriculum content with their own entrepreneurial experience to cultivate the innovative and entrepreneurial thinking of agricultural students (Gao et al, 2021). On the other hand, entrepreneurial teaching methods should be encouraged, such as project teaching method and experiential teaching method, so that students can truly experience how to innovate and start businesses in practice (Chen et al, 2021).…”