Application of machine learning models in enrollment and student training at vietnamese universities

Abstract

In Vietnam, since 2015, the Ministry of Education and Training of Vietnam has decided to abolish university entrance exams and
advocates the use of high school graduation exam results of candidates for admission to go to universities. The 2015 and 2016 exam
questions for the Math exam are the essay questions. From 2017 up to now, the Ministry of Education and Training of Vietnam has
applied the form of multiple-choice exams for Mathematics in the high school graduation exam. There are many mixed opinions
about the impact of this form of examination and admission on the quality of university students. In particular, the switch from the
form of essay examination to multiple-choice exams led the entire Vietnam Mathematical Association at that time to send
recommendations on continuing to maintain the form of essay examination for mathematics. The purposes of this article are analysis
and evaluation the effects of relevant factors on the academic performance of advanced math students of university students, and
offer solutions to optimize university entrance exam. The data set was provided by Training Management Department and Training
Quality Control and Testing Laboratory of the University of Finance – Marketing. This dataset includes information about math high
school graduation test scores, learning process scores (scores assessed by direct instructors), and advanced math course end test
scores of 2834 students in courses from 2015 to 2019. Linear and non-linear regression machine learning models were used to solve
the tasks given in this article. An analysis of the data was conducted to reveal the advantages and disadvantages of the change in
university enrollment of the Vietnamese Ministry of Education and Training. Tools from the Python libraries have been supported
and used effectively in the process of solving problems. Through building and surveying the model, there are suggestions and
solutions to problems in enrollment and input quality assurance. Specifically, in the preparation of entrance exams, the entrance exam
questions should not exceed 61-66 % of multiple choice questions.