| Summary: | 碩士 === 義守大學 === 工業管理學系 === 103 === The demand of the admission for vocational students in Taiwan increased because the rapid development of vocational schools. It is always the main subject of students, teachers, and parents who concerned about that how their learning statuses and their learning methods can affect their choices of the schools before the college entrance exam. In this research, we attempted to build a prediction model which provides students and teachers about the scores allocations of the simulation tests that will relate to the results of the vocational education college entrance exam. Our forecasting models can provide students information about the allocations of their interests and choose the most appropriate programs for their continuing studies.
In this study, a collection of four simulation tests results and corresponding vocational education college entrance exam from a vocational high school in Kaohsiung for academic years 2013 and 2014 was investigated. The test results included the total scores for each simulation test and five indivisual scores for different courses such as Chinese literature, English, mathematics, professional subject I and professional subject II. These tests results were designed to be the inputs of the neural network training. Another set of collections were the results for the vocational entrance exam from the same students. These tests results were desigeded to be the outputs of the neural network training. After training the back propagation neural networks, the best prediction of corresponding network was selected to be the prediction model for our research.
From the performances of our prediction models, we can conclude that: (1) the performance of using total scores of the simulation tests results to predict the vocational entrance exam scores is much better than the performace of using individual scores of the simulation tests results, (2) the forecasting performance of using individual tests scores for Chinese is the most accuracte among the five courses, (3) the forecasting performance of using individual tests scores for mathematics is worse than other courses.
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