Knowledge Management Approach for Predictive Analytics in HEI Student IT-Skill using Data
Mining techniques
2.1 Introduction
This chapter introduces the direction of our work, background of the research, employability
and ICT skills, the need for ICT-skills, ICT skills barriers, Literature survey and the Summary
of the chapter.
Figure 1: Direction of work
2.2
Research Background
The technological revolution has promoted a new society marked by global changes and
innovation in the information technologies, all of which influences the economy, politics, the
competitive aspects, the labor market, the educational strategies, and the new learning
structures , as well as the new forms of recreation and immediate, permanent and real-time
interaction among people worldwide, Therefore, a new paradigm is being built by the global
society through the ICTs, which cross transversally all the communication fields, by
connecting people with information, products and ideas, and operating both individually and
in communities worldwide ,To face these changes ICT competencies have become part of the
requirements demanded by many working positions(de Guadalupe Arras-Vota, TorresGastelú et al. 2011). To succeed in today’s information-driven academic environment and
organizations, students need to know how to find, use, manage, evaluate and convey
information efficiently and effectively. Organizations of all sorts have a consistent need for
individuals at every level that can effectively use information and communication technology.
ICT in education institute (EDI) will help the student to increase knowledge of school
subjects, improved attitudes about learning, and acquisition of new skills that are needed for a
developing economy. Beyond learning outcomes, ICT may help close the gender gap, and
help students with special needs(Choueiri, Choueiri et al. 2012).
The skills that graduates require increasingly revolve around knowledge creation and
information sharing, insight and analysis, and collaboration and advanced communications
skills(Miliszewska 2008).
With growing rates of retirements of ICT workers expected over the next 10-15 years,
industry representatives are concerned that the shortfall in replacement workers will have a
significant detrimental impact on business. Various authors and panels have cited the need to
attract more students to ICT skills (Babin, Grant et al. 2010). Universities is the source for the
skills that can be delivering to the people, then the organization can obtain the employers with
good skills from the universities outcome, in that cause the high education institute focus to
enhance the way of the study since the organization rely on the new graduates student to
overtake job instead of the retired staff, the higher education institute play very important
effect on the country’s economy.
The purpose of this study is to investigate the factors that effecting the ICT skills in the
education filed, and to build the predictive model to predict students ICT skills which is will
help the organization to select the right employer for the right vacancy, and to alert about the
students which is less skills and they need more attention in order to enhance their skills.
Predictive Analytics
Predictive Analytics is the process of dealing with variety of data and apply various
mathematical formulas to discover the best decision for a given situation. Predictive analytics
gives company a competitive edge. It is the decision science that removes guesswork out of
the decision-making process and applies proven scientific guidelines to find right solution in
the shortest time possible. Predictive analytics is a solution used by many businesses today to
gain more value out of large amounts of raw data by applying techniques that are used to
predict future behaviors within an organization. Predictive analytics encompasses a variety of
techniques from data mining, statistics and game theory that analyze current and historical
facts to make predictions about future events.
Predictive analytics provides the marketer something beyond standard business reports and
sales forecasts: actionable predictions for each customer. These predictions encompass all
channels, both online and off, foreseeing which customers will buy, click, respond, convert or
cancel. The customer predictions generated by predictive analytics deliver more relevant
content to each customer, improving response rates, click rates, buying behavior, retention
and overall profit (Predictive Data Mining: Promising Future and Applications)
Predictive analytics connects data to effective action by drawing reliable conclusions about
current conditions and future events, is both a business process and a set of related
technologies. Predictive analytics leverages an organization’s business knowledge by
applying sophisticated analysis techniques to enterprise data. The resulting insights can lead
to actions that demonstrably change how people behave as customers, employees, patients,
students, and citizens, technologies that uncovers relationships and patterns within large
volumes of data that can be used to predict , predictive analytics is forward-looking, using
past events to anticipate the future behavior and events (Analytics in Higher Education
Establishing a Common Language)
In general, analytics is a newer name for data mining. Predictive analytics indicates a focus on
making predictions (Predictive analytics and data mining)
Predictive analytics using data mining tools and technique to predict the future success event
and decrease the fails
Predictive analytics stages (Automated self-service modeling: predictive analytics
as a service)

Define the problem

Build data mining database

Explore the data

Prepare data for modeling

Data mining model building

Evaluation and interpretation

Deploy the model and result
Educational Data Mining (EDM)
EDM has the potential to help HEIs understand the dynamics and patterns of a variety of
learning environments and to provide insightful data for rethinking and improving students’
learning experiences. Educational data mining (EDM) has emerged as a new field of research
capable of exploiting the abundant data generated by various systems for use in decision
making. The enthusiastic adoption of data mining tools by higher education has the potential
to improve some aspects of the quality of education, while it lays the foundation for a more
effective understanding of the learning process, EDM, when integrated into an iterative cycle
in which mined knowledge is integrated into the loop of the system not only to facilitate and
enhance learning as a whole, but also to filter mined knowledge for decision making or even
to create intelligence upon which students, instructors, or administrators can build, can
notably change academic behavior (Using Data Mining for Predicting Relationships between
Online Question Theme and Final Grade)
Is concerned with developing, researching, and applying computerized methods to detect
patterns in large collections of educational data patterns that would otherwise be hard or
impossible to analyze due to the enormous volume of data they exist within. Data of interest is
not restricted to interactions of individual students with an educational system (e.g.,
navigation behavior, input to quizzes and interactive exercises) but might also include data
from collaborating students (e.g., text chat) administrative data (e.g., school, school district
teacher), and demographic data (e.g., gender, age, school grades). EDM uses methods and
tools from the broader field of data mining(Scheuer and McLaren 2011).
Apply data mining (DM) in education is a merging interdisciplinary research field also known
as educational data mining (EDM). It is concerned with developing methods for exploring the
unique types of data that come from educational environments. Its goal is to better understand
how students learn and identify the settings in which they learn to improve educational
outcomes and to gain insights into and explain educational phenomena. Educational
information systems can store a huge amount of potential data from multiple sources coming
in different formats and at different granularity levels. Each particular educational problem
has a specific objective with special characteristics that require a different treatment of the
mining problem. The issues mean that traditional DM techniques cannot be applied directly to
these types of data and problem. As consequence the knowledge discovery process has to be
adopted and some specific DM techniques are needed(Romero and Ventura 2013).
Data mining
Data mining (also called data or knowledge discovery) is the method of analyzing data from
different perspectives to discover interesting and helpful information. The information gained
through data mining has been effectively used in various sectors ranging from finance,
agriculture to health and education. There are many data mining tools, available that allow
users to analyze data from many different aspects, categorize it, and discover the identified
relationships. Technically, data mining is a technique of finding correlations or patterns
among many fields in large databases. Educational data mining is fast becoming an interesting
research area which allows researcher to extract useful, previously unknown patterns from the
educational databases for better understanding, improved educational performance and
assessment of the student learning process(Anwar and Ahmed 2011)
With the enormous amount of data stored in files, databases, and other repositories, it is
increasingly important, if not necessary, to develop powerful means for analysis and perhaps
interpretation of such data and for the extraction of interesting knowledge that could help in
decision-making. Data Mining, also popularly known as Knowledge Discovery in Databases
(KDD), refers to the nontrivial extraction of implicit, previously unknown and potentially
useful information from data in databases. While data mining and knowledge discovery in
databases (or KDD) are frequently treated as synonyms, data mining is actually part of the
The actual data mining task is the automatic or semi-automatic analysis of large quantities of
data to extract previously unknown interesting patterns such as groups of data records (cluster
analysis), unusual records (anomaly detection) and dependencies (association rule mining).
This usually involves using database techniques such as spatial indices. These patterns can
then be seen as a kind of summary of the input data, and may be used in further analysis or,
for example, in machine learning and predictive analytics. For example, the data mining step
might identify multiple groups in the data, which can then be used to obtain more accurate
prediction results by a decision support system. Neither, the data collection and data
preparation nor result interpretation and knowledge discovery process (DATA MINING
APPROACH TO STUDENT RETENTION)
2.3 WHAT is Information and Communications Technology?
Information Technology (IT) or Information and Communications Technology (ICT) is a
broad industry that deals with technology and other aspects of managing and processing
information, especially in large organizations(Unwin 2009).
Information and communications technology includes:
2.4

The hardware (network equipment and personal computers)

The software (applications and programs) and

Management of the data and information within these networks and systems
ICT in Malaysia
Small and medium enterprises (SMEs) play a vital role in the Malaysian economy and are
considered to be the backbone of industrial development in the country, Small and medium
sized enterprises are defined as firms employing full-time employees 150 or with annual sales
turnover not exceeding RM25 million and play a significant role in the country’s economic
development, particularly in the manufacturing sectors Malaysian businesses, most SMEs in
Malaysia realize that ICT is critical to the productivity and performance of their companies.
But, implementation and maintenance of these ICT systems is restricted due to inability to
handle, owing to high staff turnover and lack of ICT project management expertise(Malaysia
2007).
The rapid expansion of ICT in Malaysia saw the launching of Multimedia Super Corridor
(MSC), in 1996, to accelerate its entry into the Information Age. Putrajaya functions as the
new seat for government and federal administrative capital becoming the center for the
introduction of the concept of Electronic Government (EG). EG, one of the seven MSC
flagships is aimed at reinventing the public sector’s view of the needs of citizens and the
private sector. Simultaneously, information flow and processes within the government are
streamlined. Exploitation of ICT in government is expected to improve internal effectiveness
and provide citizens with better information and services(Salamat, Hassan et al. 2011).
The issue of graduate employability is one of great concern to institutes of higher learning
(IHLs), particularly in the face of the current global financial crisis. Faced with a contracting
and fiercely competitive job market, IHLs are under increasing pressure to ensure that their
graduates are employable. One of the challenges in producing such graduates is to ensure that
they have the relevant knowledge, skills and attributes required by industry. Complaints from
industry about graduates not being ready for the workplace is a global phenomenon, and one
of the best ways to bridge the gap between class and work is to engage with industry. In
Malaysia, there has been a push towards university-industry collaboration and the need for
such collaboration is reiterated in Malaysia’s National Higher Education Action Plan and the
setting up of industry linkage centers on campus. At the University of Malaya (UM),
industry’s input and collaboration are ever present in teaching and learning (e.g. on
curriculum advisory boards, as guest or visiting lecturers), research and innovation (e.g. joint
research projects, consultancy, commercialization of research output), and the training of staff
and students(Pillai 2009)
2.5
Employability and ICT Skills
Information communication technology (ICT) is very vital in today’s life. All Individuals
regardless of gender in our society must at least acquire basic ICT skills to function
successfully and efficiently, in order to develop, advance and succeed in their professional
lives. This is because there exist unprecedented career opportunities for ICT profession
around the world(Hashim 2008). In today's technological environment, innovation almost
always involves embracing ICTs, which in turn allows for optimization of business processes,
efficiency gains and improved knowledge management processes and, consequently bigger
market share(Act 2005).
The demand for ICT professionals continues to grow whilst other jobs are disappearing. ICTs
help improve business development and growth across all sectors thus creating further
employment(Act 2005). Workers with stronger IT skills are more likely to be employed
despite controlling for other individual- and household-level variables (such as age, education,
gender, household computer and Internet access) and skill bias that might a affect their
employment opportunities. This positive relationship between IT skills and employment is
primarily due to skills obtained by on-the-job training(Atasoy, Banker et al. 2012).
Information technology (IT), especially internet technologies, improves the matching of
workers with firms by making more information accessible to both firms and workers; IT
reduces traditional geographic barriers to job search and the cost of employment applications.
IT also can provide education and training opportunities for workers at a lower cost than
traditional alternatives. As IT becomes an essential business investment, workers with IT
skills become more attractive on the job market
Employability Skills act as a pinpoint to build up candidates‟ self-developments and
personalities, hence it helps in their future competence and sociality. Besides, community
colleges should continue update themselves for latest elements of Employability Skills that
favor by companies as the syllabus carry out internal may meet the external requirements
Instructors may also build a connection with companies in order to obtain a trusty and direct
flow of information about elements of Employability Skills. On the other hand, companies
may work closely with ministry to help develop trainings for instructors about elements of
Employability Skills as for win-win situation. Instructors receive direct information about
requirements and favors or elements will then deliver to students (Ahmad Rizal and Yahya
2011).
The relationship between different kinds of ICT , Figure 2 shown that ICT skills for IT jobs,
derived from a partial subset of those needed for enhanced living and employment
opportunities; and ICT skills for enhanced living and employment opportunities is derived
from subset of those ICT skills which are needed for learning in all curriculum areas (Kumar
2008).
It can also be noted that through the use of ICTs in education, students are acquiring new in
Abilities such as: a) greater collaboration, b) team work, and c) project management. These
Competencies are increasingly closer to the needs of the labor market and productivity and,
perhaps, less and less focused on the curricula(de Guadalupe Arras-Vota, Torres-Gastelú et
al.).
Figure 2: Relationship between different kinds of ICT(Kumar 2008)
2.6
Need for ICT – Skills
It is generally accepted that there is worldwide shortage of people with the ICT skills
necessary to boost the economies of 21 Century, e-skills vary from low level, computer
literacy skills needed by individual members of society to access services to high level
technology skills needed by specialist ICT professionals. A further important group of skills
are those required by managers and leaders within non- ICT sectors of the economy that allow
them to use ICT effectively and innovatively(Lotriet, Matthee et al. 2010).
In every filed of the life the ICT is needed, according to (Babu, Vinayagamoorthy et al. 2007)
the ICT skills required in library services, but they need to concentrate more on the networkbased services and digital library services. Information and Communication Technologies
(ICTs) have the potential to improve the lives of people in rural communities. According to
the United Nations Development Program(Ruxwana, Herselman et al. 2010)
Increased use of ICTs enhances service delivery by:

delivering economies of scale to improve access to basic services

optimizing service delivery

providing incentives for development and transfer of new technologies and products

increasing efficiency through enhanced connectivity and exchange of knowledge

enabling regions to focus on delivering services where they have a comparative
advantage

providing access to digital development for continuous improvement
ICTs are changing rapidly, as are businesses surrounding their implementation, the need to
develop and organize new ways to provide efficient healthcare services has thus been
accompanied by major technological advances, resulting in a dramatic increase in the use of
ICT applications in healthcare and e-health(Ruxwana, Herselman et al. 2010).
The ICT use in teaching it is interactive, ICT has had relatively little impact on attainment and
how its contribution might be increased, whole-class teaching has stimulated greater pupil
motivation and attention, the relatively superficial improvements in clarity of information
provided to pupils, and in pupil involvement in activity at the front of the class(Beauchamp
and Kennewell 2008)
Information and communication technology (ICT) is an increasingly important tool in dental
education and practice, benefit the students’ personal and professional development. ICT was
helpful in finding information, motivating them to be more productive in their study, They
also perceived they have general skills on installation of software packages, e-mail for
communication, and interaction between applications, Their attitudes and perceptions towards
ICT in their learning may have encouraged the students in their learning processes and
experience. They were independent in finding knowledge, information, improving skills and
communication(Mohamed, Aik et al. 2011).
2.7
ICT skills barriers
Students identified lack of training as the most important factor in inhibiting computer use.
Although most valued learning about computers, they claimed that the training offered to
them was largely inadequate. In contrast, staff believed that they provided sufficient initial
training for students to continue to develop their own computer skills. However in some
instances, anxiety and lack of confidence interacted to prevent students from adopting this
self-help approach(McMahon, Gardner et al. 1999). Those students who had not elected to
study an ICT subject in their senior years of secondary school made their decision mainly
based on their lack of interest in this area those students who had elected to study ICT during
their final two years at secondary school. These students had a positive outlook of their
experiences in their past ICT studies as well as a positive view of the industry, there are is few
differences in the opinions of students who elected to study ICT at senior years of secondary
school; therefore both males and females view the ICT industry, ICT studies, computers, and
technology in a similar way to each other. These students found their ICT studies to be
challenging and interesting, although not difficult or boring, but despite this, fewer females
are actually undertaking this course of study. Females were less confident than males when it
came to technology, and the many students who appear to have incorrect perceptions of what
employment in the ICT industry entails. The career information relating to ICT that is
received by schools does not seem to be filtering down to those who need it. Today’s young
people are independent thinkers making career choices by themselves, rather than with
assistance from others. By the time students enter university the decision whether or not to
study ICT has been made. The ICT barriers is not interesting with ICT, not familiar with ICT,
not confident with ICT(McLachlan, Craig et al. 2010)
there is many factors effected the student to not study ICT, the shrinking number of women
in computing, motivations behind conducting intervention programs, inadequate information
provided to students on computing courses, experiences in Computer Science(McLachlan,
BIS et al. 2011). Anxiety and lack of confidence in using computers is more prevalent among
women than men. Even amongst experienced users, It is suggested that current ICT curricula
that are focused on technology-centered topics are biased towards male students(Koppi,
Roberts et al. 2012). Nursing and ICT, Poor equipment is a significant aspect affecting student
nurses use of ICT and their skills development. The number and position of computer
terminals are influential(Willmer 2007). Among attitudes towards technology, security is an
important factor that influences the use of the technology. security as a threat which creates
“circumstances, condition, or event with the potential to cause economic hardship to data or
network resources in the form of destruction, disclosure, modification of data, denial of
service and/or fraud, waste and abuse. Perceived security is about the self-belief that a user
has in the system to conclude a transaction securely and to maintain the privacy of personal
information security was found to be significant obstacles to the adoption of ICT(Selamat,
Jaffar et al. 2011).
According to (Hamzah, Ismail et al. 2009), study conducted in Malaysia Islamic Education
smart school, study found that the use of computers was the core feature of the change
phenomenon in Smart Schools. Islamic Education teachers and students were hardly coping
with the task of incorporating the use of new technology in their teaching and learning. Many
barriers and obstacles in using new technology were reported by Islamic Education teachers
and students. The most important barriers identified in this study are the lack of computers
and available resources, lack of training, shortage of time and the pressure of a heavy syllabus
and examination-centered learning. Same previous barriers also mentioned by (Ismail, Azizan
et al. 2011) which were lack of time, insufficient training, inadequate technical support, lack
of knowledge, difficulty in using different tools and unavailability of resources.
There were two factors relating to students that discouraged educators from using IT or
developing IT skills in their teaching. One of the factors was low participation of students in
IT-based activities. For example, many students did not take advantage of the initiative and
access course documents provided through the online Blackboard system. Some educators
also experienced low participation from students in terms of completing IT-based class
exercises (Senik and Broad 2011)
2.8
Factors Encourage ICT skills
According to (Babin, Grant et al. 2010) one of the important factors that affect ICT and
encourage to the student toward ICT is “opportunity to earn above average income”
There is another few factors which is encounter the student to ICT skills, such as computer
enjoyment, computer importance and computer anxiety (Teo 2008) , Table 1 showing the
details of the current factors
Table 1: ICT encouragement factors
Encourage factor
Explanation
Computer enjoyment




I enjoy doing things on a computer
I concentrate on a computer when I use one
I enjoy computer games very much
I enjoy lessons on the computer
Computer importance

I will be able to get a good job if I learn how
to use a computer
I would work harder if I could use computers
more often
I know that computers give me opportunities
to learn many things
I can learn many things when I use a
computer
I believe that the more often teachers use
computers, the more I will enjoy school
I believe that it is very important for me to





Computer anxiety


learn how to use a computer
I feel comfortable using a computer
Computers do not scare me at all
Among the factors that directly influence personal computer acceptance were perceived ease
of use and perceived usefulness. The findings indicate that perceived ease of use is a
dominant factor in explaining perceived usefulness and system usage and it was also found
that perceived usefulness is a strong antecedent of system usage(Selamat, Jaffar et al. 2011).
There is other factor mentioned by (Ismail, Azizan et al. 2011) teachers’ confidence is a major
factor which determines teachers’ and students’ engagement with ICT, it had been suggested
that when teachers’ confidence increases, not only students will use the technology more, but
they also will become confident users of technology as well.
2.9
ICT and students’ performance
The life of a tertiary student is now quite different from that experienced by students one or
two decades ago. There have been many changes in the tertiary educational environment as
universities adapt to an increasingly diverse student population. Arguably, the most
significant change has been the increased use and reliance on technology(Sheard, Carbone et
al. 2010)
The direct link between ICT use and students’ performance has been the focus of extensive
literature during the last two decades. Several studies have tried to explain the role and the
added value of these technologies in classrooms and on student’s performances(Ben Youssef
and Dahmani 2008). The first body of literature explored the impact of computer uses. Since
the Internet revolution, there has been a shift in the literature that focuses more on the impact
of online activities: use of Internet, use of educative online platforms, digital devices, use of
blogs and wikis(Ben Youssef and Dahmani 2008). Most students have expressed much
appreciation towards ICTs as tools for permanent learning and as a means of social
communication and collaboration, in line with the results of other investigations. Digital tools
are primarily used by students for obtaining information and working online. Students claim
to make a legal and responsible use of information obtained through ICT(Torres-Gastelú and
García-Valcárcel-Muñoz-Repiso 2011). the ICT experiences and knowledge that students
brought into their degrees had little influence on their performance and progression at
university(Sheard, Carbone et al. 2008)
According to ICT Usage and Student Perceptions in Cambodia and Japan, Students from both
countries indicated that school was the primary place where they learned about computers
(suggesting government policy has succeeded to some extent), whereas they learned the better
part of cell phone usage by themselves. Students in both countries expressed little anxiety
when using technology(Elwood and MacLean 2009). The ICT and computer impact students
study habits, student use the computer daily to facilitate learning, computers can be used as a
supplement but cannot fully replace the teacher’s job, thus students use computers to
download and save relevant information from the internet so as to facilitate learning (Mbah
2010).
2.10 ICT Knowledge transfer to work place
There is few factors identifies the influence of the transferability of ICT from university to the
workplace and the related consequences. Figure 3 showing the conceptual framework consist
of the three main phases: pre-transfer, transition, and post-transfer, The pre-transfer phase, the
factors that enabled the transition of ICT skills from university to the workplace are identified
as educational and individual factors. Through their experiences at university the new
graduate developed three key attributes that facilitated the transition phase: ICT skills,
knowledge, and self-efficacy(Nurses’ICT 2010).
The transition phase, new graduate are influenced by organizational and contextual factors
which impacted on both their feelings of self-efficacy and the transferability of their ICT
skills. The results of transferability become evident in the post-transfer phase either with
positive or negative personal and professional outcomes. This phase illustrates the
consequences of successful or unsuccessful transfer and is identified in this framework in
terms of patient outcomes and workplace satisfaction, the study conducted on the nursing
students and graduates(Nurses’ICT 2010).
Figure 3 : Conceptual Framework for Transferability of ICT skills from University to the
Workplace(Nurses’ICT 2010)
2.11 ICT Acceptance
There are several factors contribute to the adoption of ICTs in the organization(Selamat,
Jaffar et al. 2011).

Perceived ease of use will have a positive effect on perceived usefulness of ICT

Perceived usefulness of ICT is positively related to the intent to use such technologies.

Perceived ease of use of ICT is positively related to the intent to use such technologies

Perceived Complexity will positively influence the intention to use ICT

Perceived Security will positively influence the intention to use ICT

Organizational readiness and competence will positively influence the intention to use
ICT
2.12 Literature Survey of IT skills
Table 1, show the Literature survey for the ICT skills, and the standard of the skills that used
by most of the organizations employer to evaluate the applicant for job.
Table 2: Literature survey for ICT skills
Author
(Hakkarainen, Ilomäki et al. 2000)
(Ilomäki and Rantanen 2007)
(Haywood, Haywood et al. 2004)
What IT skills
 Operating System usage
 Computer memory
 File formats
 www publishing
 Operating system
 Text processing
 Internet application
 Paint program
 Multimedia program
 Chat program
 Online bibliographic
database
 Web browser
 Presentation manager
 Web authoring
Note
The evolution done by asking the
student if they ( can do work on the
mention list alone, or need help
from someone, or never done that
before)





Graphic program
Database
Email program
Spread sheet
Word processor
(Stoner 2009)





Using windows
Spreadsheets
Word pressing
Email
World wide web
(Edgar, Johnson et al. 2012)







Internet
Electronic email
Spreadsheets
Word processing
Computer graphics
Database
Miscellaneous
(Alston, Cromartie et al. 2009)






Spread sheets
Word processing
Internet access and use
Accounting systems
Presentation graphics
Database
(van Deursen and van Diepen
2012)


(Eley, Fallon et al. 2008)



Internet skills
Information internet skills
a- Choosing a web site
or a search system to
seek information
b- Defining search
options or queries
c- Selecting information
( on web sites or in
search results)
d- Evaluating
informational sources
Strategic internet skills
a- Developing an
orientation toward a
particular goal
b- Taking the right
decision to reach this
goal
c- Making the right
decision to reach this
goal
d- Gaining the benefits
resulting from this
goal
Keyboard skills
File management
Word processing
respondents felt that presentation
graphics, accounting systems, and
internet
access and use were extremely
important when entering the work
force. Employers also felt that
word processing and spreadsheets
skills were very important.
Moreover, the following skills
were just important: database and
CAD.
ICT skills for nursing








(Taleb 2012)













Spreadsheets
Databases
Email
Library searches
Internet
Patient management
Administration systems
Information management
First priority
Familiarity with data
security
Basic concept of internet
and using browser
Using the word processor
Working with icons
Navigation of web pages
Searching the web
Basic concepts of the
electronic communication
Entering text
File management
Format text
Familiarity with the copy
right and data protection
Bookmark webpage
Text editing with software
Second priority









Send email
Familiarity with computer
performance
Receiving email
Working with
presentations
Familiarity with the
computer software
Familiarity with hardware
of computer
Familiarity with internet
Print documents
Developing presentation
Third priority







Checking and printing
slides
Email management
Working with graph and
charts
Putting data in a spread
sheet cell
Familiarity with networks
Advance word processor
Delivering showing


presentation
Handling and formatting
text
Familiarity with memory
and storage
Fourth priority




(Calzarossa, Ciancarini et al. 2007)
(Dawson 2008)
Module 1: Basic concepts of
Information Technology (IT)
Module 2: Using the computer and
managing files
Module 3: Word processing
Module 4: Spread sheets
Module 5: Database
Module 6: Presentation
Module 7: Information and
communication





















(Li-Tsang, Lee et al. 2007)



(Umar and Jalil 2012)
Understanding database
Create a report
Advanced spreadsheet
features
Retrieving information
Nature of ICT in teaching
Word documents
Internet research
Email communication
Data projector
PowerPoint
Excel sheets
Online learning
CDs of science concept
Digital camera
Database/storage
Simulations
Electronics text books
Virtual experience
/dissections
Online assessment
Data probes/loggers
E-Journals /portfolios
Discussion groups online
Virtual excursions
Web page design
Personal digital assistants
ICT-skills used for
intellectual disabilities
Use the mouse
Use of the keyboard
Browse the internet
Basic ICT skills
The European Computer Driving
Licence is a standard qualification
recognised throughout the EU. Its
syllabus covers key practical skills
and basic understanding of
computer systems needed for you
to operate effectively in today's
technology-equipped study and
work environments. This syllabus
is increasingly being taught on
undergraduate programmes at
universities across Britain.
This study to teach the intellectual
disabilities ICT skills for
entertainment and leisure






Word processor
Developing portfolio
Searching info from CDROM
Creating slide presentation
Creating electronic
spreadsheet
Creating bulletin /
newsletter
Advance ICT skills





Producing graphics and
animation
Producing multimedia
using authoring -tools eg.
Flash, Author ware
Internet application for
information access
Searching info from the
web
Recording and uploading
document on web (eg:
Youtube)
Using search engine (eg:
Google)
Internet application for
communication





(Adetimirin 2012)



Using web camera for
communication
Using social network sites
(e.g.: Facebook)
Sending and receiving
emails
Using chat rooms
Conducting teleconference (e.g. Skype)
Word processing
Electronic communication
( email and internet)
Online searches
(Atasoy, Banker et al. 2012)



Basic ICT skills
Copy and transfer files or
folders
Using copy paste
command
Zip file folder
This was to ensure that when they
graduate they would be able to
meet several proficiencies related
to writing, speaking, and using
information technology.
These IT skills are ranked based on
how advanced they are. We have
classied these
skills into three groups: basic IT
skills, medium-level IT skills, and
advanced IT skills






(Miliszewska 2008)





Medium skills
Formulate in spread sheet
Connecting device to
computer
Connecting computer to
network
Advance skills
Programming language
Problem solving involving
the internet and computers
First year
Develop word processing
spread sheet, PowerPoint,
and
Paintbrush skills;
Access information
through the Web and CD
ROM;
Use email;
Become familiar with
etiquette
of electronic
communication;
Use printers; download
and
Upload data using a
variety of data storage
devices (flash drives,
memory sticks, CD
ROMs).
Second year




Import and export data
Between Word documents
and Excel spread sheets;
Use digital devices and
DVD players;
Use online discussion
groups, blogs, wikis;
Participate in virtual
environments;
Become familiar with
security
Mechanisms of software
applications including
communication across the
Internet.
Third year

Install and configure
software
The specification of the ICT core
graduate attribute for computer
science (CGA)
For 3 ears, each year the student
what will learn about the ICT



including firewalls and
anti-virus software;
Set up simple computer
net-works including
modems, mobile devices,
and wireless connections;
Develop multimedia
applications including
production of
CD ROMs;
Use electronic
communication
in an optimal and sensitive
way
(create mailing lists,
refrain
from attaching big
documents
or sending global emails,
etc.).
(Hashim, Razak et al. 2011)








(Miliszewska 2008)


On and off the computer
Identify interface features
Use keyboard
Microsoft Word program
Power Point program
Microsoft Excel program
Multimedia (Adobe
Photoshop) program
Web design
Called general
the use of software and
hardware tools
(Windows, word
processing,
spreadsheet
applications,
presentation software,
database applications,
Web applications,
mobile applications
the responsible use of
internet services (email, Web browsing,
digital authoring,
electronic
databases, principles of
digital communication).
Women basic ICT skills in
Malaysia
According to the literature Table 1, the most ICT skills that mentioned by the researcher in the
previous studies is (operating system using, word press, excel sheet, spreadsheet, internet,
database, and graphic software)
Those skills is required by the organization and companies, in order for the student to get job,
must be qualified and experience with those skills, it is consider the basic ICT skills or the
general skills for IT and no IT students, but it is important for all the organization whether IT
organization or non IT organization, Table 3 showing the details about the ICT skills
Table 3: summary of the literature survey
ICT Skills
OS (operating System)
What included




Word press
On and off the computer
Install software
Copy files, transfer files and delete files
Internet





Using Microsoft work for create and write a
documents ,or edit text
Browse the internet
Search about information in the internet
Using the social networks
Open online news
Online chat
Email


Send and receive email
Attachment email
Spreadsheet
Do spreadsheet for presentation
Database



Create database
Create table in the database
Remove or add row and column from the
database
Excel






Create table
Calculate using excel sheet
Do chart using excel
Using Photoshop for photo edit
Using paint program
Transfer and download images from external
devices
Graphic
skills regarding information and communication technologies (ICTs) have gained
utmost Importance for education, for employment and for everyday life use in the 21st
century. The ability to use ICTs with confidence and efficiency is demanded from most
employers.
While the basic skills that the researcher extracted it from the literature, there is also advanced
skills, In the previous literature survey the researcher identified the basic ICT skills, so the
researcher conducted another round of research, the conclude of the latest study is obtaining
the advance computer science skills(Gallagher, Kaiser et al. 2010; Ayalew, Mbero et al.
2011), below is the details of the advance skills
1- Researches problem, plan solutions and coordinates development to meet business
requirements , the skills can be list under system analysis job
2- Operating systems (Windows, Linux), security and networking
, these skills
consider under the system administrator job
3- DBMS (Oracle/MS SQL server/Mysql) SQL security, Works with the
administrative component of databases. The role includes developing and
designing the database strategy, monitoring and improving database performance
and capacity, and planning for future expansion requirements. The skills can be
listed under the database administrators job
4- HTML, XML, JvaScripts, Ajax, Java, ASP, SQL, PHP , Web application
development using a variety of programming languages and tools, theses skills can
be under web developer job
5- Programming such as C/C++ , C#, .NET , java, OOP and software development ,
involved in the specification, designing, and implementation of a software system
and work with different languages and associated tools, these skills will consider
under software developer job
6- Team working
Teamwork is the actions of individuals, brought together for a common purpose or
goal, which subordinate the needs of the individual to the needs of the group. In
essence, each person on the team puts aside his or her individual needs to work
towards the larger group objective The best approach to achieve teamwork ability is
project-based learning, which places greater emphasis on targeting the learning of
complex experiences, geared to a specific goal or objective, in place of the traditional
academic approach strongly focusing on rote memorization of multiple information
items alienated from their practical, real-world uses(Jun 2010)
Since the capability to work in teams has become a key requirement on computer
science graduates, computer education not only embraces technical skills of computer
development but also necessitates communication and interaction among learners.
And normally the different between the advance ICT skills and the basic skills, the
advance consider under the computer science skills, and the basic consider under the
ICT skills. Computer Science is the study of the foundational principles and practices
of computation and computational thinking, and their application in the design and
development of computer systems.
Information and communication technology (ICT) focuses on the creative and
productive use and application of technology and computer systems, especially in
organizations. We take ICT to also include Information Technology, Applied ICT,
Digital Literacy and Skills, and e-safety, across the curriculum.
The two overlap, of course, especially in the early and primary years: an education in
Computer Science includes aspects of the use and application of computers, and an
education in ICT covers aspects of programming and understanding of computing
devices. But as learners progress to specialized subjects, differing characteristics
emerge which define ICT and Computer Science as separate subjects with their own
qualifications(Kim and Lee 2013):
The different between the computer science and the ICT is
ICT
Computer science
The study of computer systems and how they
The study of how computer systems are built
are used
and work
Human need is central to the subject
Computation is central to the subject
Concerned with the design, development and
Concerned with algorithmic thinking, and the
evaluation
of
systems,
with
particular ways in which a real-world problem can be
emphasis
decomposed in order to construct a working
on the data, functional and usability
solution
requirements of end users
Focuses on building or programming a Solves problems and develops new systems
solution
by
by using a combination of currently available
writing new software and developing
devices and software.
Innovative computational approaches.
Emphasis on selecting, evaluating, designing
Emphasis on principles and techniques for
and configuring appropriate software and
building new software and designing new
devices. Programming is one method of
hardware. Programming and coding is a
creating desired outcomes
central
technique to create outcomes
ICT supports, enhances and empowers human Computation is a “lens” through which we
activity and informs future developments.
can
understand the natural world, and the nature
of
thought itself, in a new way.
Tending towards the higher level study and
Tending towards higher level academic study
application of ICT in a range of contexts, of
from
Computing and Computer Science
academic to vocational.
2.13 Methods of Selection
There are many techniques used for analysis the raw data in order to get the knowledge, and
that knowledge which is extracted from the data can be used for the problems solving in all
the fields of our life, the methods that used to extract the knowledge from the information
called data mining, data mining, sometimes also called Knowledge Discovery in databases
(KDD), Knowledge Discovery and Data Mining is a multidisciplinary area focusing upon
methodologies for extracting useful knowledge from data and there are several useful KDD
tools to extracting the knowledge. The data mining has attracted a great deal of attention in
the information technology industry; due to availability of large volume of data which is
stored in various formats like files, texts, records, images, sounds, videos, scientific data and
many new data formats. There is imminent need for turning such huge data into meaningful
information and knowledge. The data collected from various applications require a proper
data mining technique to extract the knowledge from large repositories for decision making,
Data mining and knowledge discovery in databases are treated as synonyms, but data mining
is actually a step in the process of knowledge discovery.(Sachin and Vijay 2012). The
sequences of steps identified in extracting knowledge from data are shown in Fig 4
Figure 4: step of extracting knowledge from data(Sachin and Vijay 2012)
The field of study is to use the data mining in the education, the knowledge that extracted
from the education data can be used to increase the quality of education. Data mining can be
used for decision making in educational(Yadav, Bharadwaj et al. 2012).
When the data mining apply in the education will call it as education data mining, educational
Data Mining (EDM) is an emerging discipline, concerned with developing methods for
exploring the unique types of data that come from educational settings, and using those
methods to better understand students, and the settings which they learn in. Educational Data
Mining, concern with developing new methods to discover knowledge from educational
database. Lack of deep and enough knowledge in higher educational system may prevent
system management to achieve quality objectives, data mining methodology can help this
knowledge gaps in higher education(Pandey and Pal 2011).
Within the KDD process, there can be used different means of data mining analysis that allow
getting important information from the database such as: classification, clustering,
association, decision tree, neural network etc. (Pandey and Pal 2011)
Classification
Classification is a predictive data mining technique, makes predication about values of data
using know results found from different data. Classification maps data into predefined groups
are classes. It is often referred to as supervised learning because the classes are determined
before examining the data. They often describe these classes by looking at the characteristic
of data already known to belong to the classes(Pandey and Pal 2011).
Classification or discriminant analysis is used to predict class labels (describes future
situation). Classification is supervised technique which is used to label newly encountered
(still unlabeled) patterns from a collection of labeled (pre-classified) patterns. Some popular
classification methods include logistic regression, support vector machines and decision
trees(Sachin and Vijay 2012)
Decision Tree
A decision tree is a flow-chart-like tree structure, where each internal node is denoted by
rectangles, and leaf nodes are denoted by ovals. All internal nodes have two or more child
nodes. All internal nodes contain splits, which test the value of an expression of the attributes.
Arcs from an internal node to its children are labeled with distinct outcomes of the test. Each
leaf node has a class label associated with it The decision tree classifier has two
phases(Bhardwaj and Pal 2012).
Clustering
Clustering analysis is a common unsupervised learning technique. Its aim is to group objects
into different categories. That is, a collection of data objects that are similar to one another are
grouped into the same cluster and the objects that are dissimilar are grouped into other
clusters, It is an important technique in data mining to analyse high-dimensional data and
large scale databases.
Clustering algorithms can be classified into hierarchical and non-hierarchical algorithms; the
hierarchical procedure produces a tree-like structure, which is able to see the relationship
among entities. The hierarchical clustering procedure can be agglomerative or divisive
The non-hierarchical methods do not possess tree-like structures but assign some cluster seeds
to central places, also called k-means clustering.
K-means
The k-means algorithm is one of the best known and simplest clustering algorithms It was
proposed over 50 years ago and still widely used, this is due to its ease of implementation,
simplicity, and superior feasibility and efficiency in dealing with a large amount of data.
Summary of the Chapter
The literature review was carried out thoroughly by viewing ICT skills, and ICT usage in
many failed of this life, the study highlights several ICT factors, and in which field of our life
that ICT play important effect, the needed of ICT skills, and the barriers.
There is many researchers in the literature mentioned about the ICT standard factors that
required by most of the organizations, companies and higher education institutes. In this
research extracted the important ICT factors from several research journal and paper, those
factors can be used as standard ICT factors which is may use for the student ICT skills
evaluation. The researchers depend on those factors because the factors extracted from the
employability ICT skills needed for most of the organization nowadays, by comparing the
ICT skills that extract from the previous studies, it is almost similar to the ECDL (European
Computer Driving License) or ICDL (International Computer Driving License).
The ICDL or ECDL certificate proves that its recipient possesses some basic skills in using a
computer, such as editing a document with a word processor, preparing a table using a
spreadsheet, querying a database, browsing the Web. The ECDL syllabus consists of seven
modules, basic concepts of information technology, using the computer and managing files,
word
processing,
spreadsheets,
database,
presentation
and
Information
and
communication(Calzarossa, Ciancarini et al. 2007).
The current skills are considered general skills or standard skills for all the organization and
the HEI(Miliszewska 2008), the level of students skills can be measure according to the
student experience with the above mentioned skills in Table 3.
While there is basic skills, there is also advance skills, which is consider computer science
advance skills, such as system analysis, system administrator , database administrator skills,
web developer , software developer, and team work skills, all those skills are advanced
computer science skills, if the student or employ has those skills will be under the advance
computer science skills, so in the current research literature, it is concluded that there is basic
ICT skills, and advance computer science skills. Since this research is dealing with student
data, so will titled as EDM , will deal with student information and extract the knowledge
from the information to predict the good student and more sufficient student for the
appropriate job.
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