The Discriminant Analysis Approach for Evaluating Effectiveness of Learning in an Instructor-Led Virtual Classroom

Abstract

Abstract The effective learning requires putting down various associations of new ideas to old ones to integrate some innovative thoughts. The learners must change the associations among the things they already know, or even reject some long-held attitude about the world. The choice to the essential reformation is to deform the new information to fit their old ideas or to reject the new information entirely. Learners come to the classroom with their own ideas, some may be correct and some may not be, concerning roughly each topic they are expected to come across. If their perception and misunderstanding are unnoticed or discharged out of control, it affects the learning of a learner. The learners must be encouraged to build up new observation by seeing how such observation helps them make better sense of the world. The objective of this research paper is to put down the fundamentals of learning that promotes effective learning in an instructor-led virtual classroom and to analyze the learners’ learning performance using the Discriminant Analysis, a data mining technique. The Discriminant Analysis uses statistically significant determinants to predict learners’ learning in a classroom.