The phrase "analysis on student" is not correct in standard written English.
It should be "analysis of students" or "analysis of student performance" depending on the context.
Example: "The analysis of student performance revealed significant trends in learning outcomes."
Alternatives: "evaluation of students" or "assessment of student data."
Today, testimonials on the company's website — and countless online reviews from K-12 teachers of all disciplines — laud the app for its simplicity, as well as for saving time, helping students better understand material, and providing clear data analysis on student progress.
In this study, we performed sentiment analysis on student evaluation comments by paid and unpaid crowdsourcing.
The initial factor analysis on student responses was performed on responses from the Fall 2007 pilot version of CLASS-Bio, administered to students in two large Ecology and Evolutionary Biology (EBIO) introductory biology courses (n = 627).
Our analysis focused on students' debriefing interviews addressing two questions: (1) What range of debugging challenges do youth report encountering when creating e-textiles? and (2) How do youth draw upon the available tools and materials to generate and implement solutions to these challenges?
Lab-ARBAIS used computer database for data acquisition and analysis on students' at-risk behaviours observed.
The researchers -- Treasury Department financial economist Nicholas Turner and economist Stephanie Riegg Cellini of George Washington University -- focused the analysis on students seeking the kinds of vocational certificates that are a popular offering at for-profit schools.
Table 1 is based on analysis of student responses on a single cloze test.
The comparability of comparison groups thus became uncertain, which hindered further analysis (e.g., meta-analysis) on student achievement (Cheung and Slavin 2013).
Students who commenced the program in 2004 (n = 8) who were enrolled in Phase 1 in 2006 and for whom data was available, were included in the overall evaluation, but were excluded from the stratified analysis, which focussed on students commencing in 2005 (n = 234), 2006 (n = 235) and 2007 (n = 272).
Materials development was based in part on discoursal analysis of student presentations of their design studio work and on corpus linguistic analysis of the same material.
Based on an analysis of student interviews using variation theory, different ways of experiencing the informed learning lesson emerged.
