This dataset presents student information from a General Degree College, where subjects are selected according to high school performance. Included are categories, gender, year of passing, marks for the first choice subject, the first choice subject itself, marks for the second choice subject, and subsequent choices. 📊 Ideal for in-depth data analysis in Excel, this dataset offers insights into academic preferences and trends. Let's dive in and craft a compelling dashboard to unlock its full potential! 🚀

The dataset you've provided appears to be a record of student academic performance across several subjects: AI (Artificial Intelligence), DBMS (Database Management Systems), PP (Programming Principles), WP (Web Programming), and EMSML (possibly a subject related to Machine Learning or Statistics). Each student is identified by a name and roll number, followed by their scores in each subject.

From a quick glance, the scores vary widely among students and subjects, indicating diverse levels of proficiency. For instance, some students have high scores in AI but lower scores in DBMS, while others show a consistent performance across subjects. This data could be used to identify areas where students excel or need improvement, analyze subject-wise performance trends, or calculate overall academic standings.

If you need a more detailed analysis or specific calculations, please let me know how I can further assist you.

The dataset was carefully created to evaluate student performance using a more holistic approach that goes beyond the traditional metrics of Continuous Assessment (CA) and Examination (Exam) scores. This new dataset integrates additional variables to provide a comprehensive evaluation framework. The columns in the dataset are defined as follows: x1 (Attendance): Represents the student's attendance, measured on a scale of 0 to 10. x2 (Practical Skills): Captures the student's practical skills, also measured on a scale of 0 to 10. x3 (Demeanor): Reflects the student's demeanor, measured on a scale of 0 to 10. x4 (Presentation Quality): Assesses the quality of the student's presentations, with scores ranging from 0 to 10. x5 (Class Participation): Measures the level of participation in class, scored between 0 and 10. x6 (Continuous Assessment): Represents the continuous assessment scores, ranging from 0 to 10. x7 (Examination): Reflects the student's performance in examinations, with a range of 0 to 40 marks. total: This column is the sum of selected feature values, aggregating the performance across different metrics to provide a cumulative score. remarks: This column contains categorical values (1 to 3), which classify the overall performance based on the 'total' score or other feature values. The generated dataset contained approximately 72,000,000 records, which was too large to load as a single Excel file. To manage this, the dataset was divided into 200 files, each containing roughly 363,000 records. From each of these files, 1,000 records were randomly extracted, resulting in a final dataset of 200,000 records. These records span all the chosen grades, ensuring a comprehensive and balanced representation across different performance levels. This dataset provides a higher-dimensional representation of student performance, making it suitable for advanced analytical models and comprehensive evaluations of academic success.

📘 Description

The Student Academic Performance Dataset contains detailed academic and lifestyle information of 250 students, created to analyze how various factors — such as study hours, sleep, attendance, stress, and social media usage — influence their overall academic outcomes and GPA.

This dataset is synthetic but realistic, carefully generated to reflect believable academic patterns and relationships. It’s perfect for learning data analysis, statistics, and visualization using Excel, Python, or R.

The data includes 12 attributes, primarily numerical, ensuring that it’s suitable for a wide range of analytical tasks — from basic descriptive statistics (mean, median, SD) to correlation and regression analysis.

📊 Key Features

🧮 250 rows and 12 columns

💡 Mostly numerical — great for Excel-based statistical functions

🔍 No missing values — ready for direct use

📈 Balanced and realistic — ideal for clear visualizations and trend analysis

🎯 Suitable for:

Descriptive statistics

Correlation & regression

Data visualization projects

Dashboard creation (Excel, Tableau, Power BI)

💡 Possible Insights to Explore

How do study hours impact GPA?

Is there a relationship between stress levels and performance?

Does social media usage reduce study efficiency?

Do students with higher attendance achieve better grades?

⚙️ Data Generation Details

Each record represents a unique student.

GPA is calculated using a weighted formula based on midterm and final scores.

Relationships are designed to be realistic — for example:

Higher study hours → higher scores and GPA

Higher stress → slightly lower sleep hours

Excessive social media time → reduced academic performance

⚠️ Disclaimer

This dataset is synthetically generated using statistical modeling techniques and does not contain any real student data. It is intended purely for educational, analytical, and research purposes.

If this Data Set is useful, and upvote is appreciated. This data approach student achievement in secondary education of two Portuguese schools. The data attributes include student grades, demographic, social and school related features) and it was collected by using school reports and questionnaires. Two datasets are provided regarding the performance in two distinct subjects: Mathematics (mat) and Portuguese language (por). In [Cortez and Silva, 2008], the two datasets were modeled under binary/five-level classification and regression tasks. Important note: the target attribute G3 has a strong correlation with attributes G2 and G1. This occurs because G3 is the final year grade (issued at the 3rd period), while G1 and G2 correspond to the 1st and 2nd-period grades. It is more difficult to predict G3 without G2 and G1, but such prediction is much more useful (see paper source for more details).

This Excel file contains data on chronic student absenteeism - students absent 15 or more days during the school year - for all states. The file contains three spreadsheets: total students, male students, and female students.

Purposive sampling was the method we chose to collect the data. We obtained information from two after-school coaching programs that voluntarily provided their online learning data to us in 2020 during the pandemic. Batches of 45 and 75 students each were used to organize the data, which were then combined to create a single dataset with 399 entries. Two phases of collection took place: on January 17, 2023, and on February 12, 2023. The initial data recording was done using Google Learning Management System's Google Classroom. The data was then exported to local storage by the classroom faculties and then passed onto the researchers. Excel was used to organize the data, with rows representing individual students and columns representing different topics. The dataset, which consists of four mock tests and sixteen physics topics, was gathered from grade 10 physics instructors and students. Every pupil was given a unique ID to protect their privacy, resulting in 399 distinct entries overall. The coaching institution standardized the dataset to score it out of 100 for consistency. It is important to note that for students who did not take the majority of the exams, the institutions did not gather or transmit missing data. The dataset displays a spread with a standard deviation of 20.5 and an average score of 69.547.

This set of Excel files contains student enrollment data for Advanced Placement (AP) courses and the International Baccalaureate (IB) Diploma Programme, presented for the nation and by state. For the nation and each state, there are two spreadsheets: total students in AP courses and total students in the IB Diploma Programme.

This Excel file contains data on chronic student absenteeism - students absent 15 or more days during the school year - for all states. The file contains three spreadsheets: total students, male students, and female students.

This page provides data for the 3rd Grade Reading Level Proficiency performance measure.The dataset includes the student performance results on the English/Language Arts section of the AzMERIT from the Fall 2017 and Spring 2018. Data is representive of students in third grade in public elementary schools in Tempe. This includes schools from both Tempe Elementary and Kyrene districts. Results are by school and provide the total number of students tested, total percentage passing and percentage of students scoring at each of the four levels of proficiency. The performance measure dashboard is available at 3.07 3rd Grade Reading Level Proficiency.Additional InformationSource: Arizona Department of EducationContact: Ann Lynn DiDomenicoContact E-Mail: Ann_DiDomenico@tempe.govData Source Type: Excel/ CSVPreparation Method: Filters on original dataset: within "Schools" Tab School District [select Tempe School District and Kyrene School District]; School Name [deselect Kyrene SD not in Tempe city limits]; Content Area [select English Language Arts]; Test Level [select Grade 3]; Subgroup/Ethnicity [select All Students] Remove irrelevant fields; Add Fiscal YearPublish Frequency: Annually as data becomes availablePublish Method: ManualData Dictionary

This set of Excel files contains student retention data for all states, presented by grade. For each grade, there are three spreadsheets: total students, male students, and female students.

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. Due to size constraints only partial data is reflected, to view entire data open up the excel file that shown with data set name. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which include six elements Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student achievement and school improvement.

This set of Excel files contains data for all states on overall enrollment, enrollment of students served under IDEA, enrollment of students served under Section 504, and enrollment of students with limited English proficiency (LEP). For each category, there are three spreadsheets: total students, male students, and female students.

The Residential School Locations Dataset [IRS_Locations.csv] contains the locations (latitude and longitude) of Residential Schools and student hostels operated by the federal government in Canada. All the residential schools and hostels that are listed in the Indian Residential School Settlement Agreement are included in this dataset, as well as several Industrial schools and residential schools that were not part of the IRRSA. This version of the dataset doesn’t include the five schools under the Newfoundland and Labrador Residential Schools Settlement Agreement. The original school location data was created by the Truth and Reconciliation Commission, and was provided to the researcher (Rosa Orlandini) by the National Centre for Truth and Reconciliation in April 2017. The dataset was created by Rosa Orlandini, and builds upon and enhances the previous work of the Truth and Reconcilation Commission, Morgan Hite (creator of the Atlas of Indian Residential Schools in Canada that was produced for the Tk'emlups First Nation and Justice for Day Scholar's Initiative, and Stephanie Pyne (project lead for the Residential Schools Interactive Map). Each individual school location in this dataset is attributed either to RSIM, Morgan Hite, NCTR or Rosa Orlandini. Many schools/hostels had several locations throughout the history of the institution. If the school/hostel moved from its’ original location to another property, then the school is considered to have two unique locations in this dataset,the original location and the new location. For example, Lejac Indian Residential School had two locations while it was operating, Stuart Lake and Fraser Lake. If a new school building was constructed on the same property as the original school building, it isn't considered to be a new location, as is the case of Girouard Indian Residential School.When the precise location is known, the coordinates of the main building are provided, and when the precise location of the building isn’t known, an approximate location is provided. For each residential school institution location, the following information is provided: official names, alternative name, dates of operation, religious affiliation, latitude and longitude coordinates, community location, Indigenous community name, contributor (of the location coordinates), school/institution photo (when available), location point precision, type of school (hostel or residential school) and list of references used to determine the location of the main buildings or sites.

Excel spreadsheets by species (4 letter code is abbreviation for genus and species used in study, year 2010 or 2011 is year data collected, SH indicates data for Science Hub, date is date of file preparation). The data in a file are described in a read me file which is the first worksheet in each file. Each row in a species spreadsheet is for one plot (plant). The data themselves are in the data worksheet. One file includes a read me description of the column in the date set for chemical analysis. In this file one row is an herbicide treatment and sample for chemical analysis (if taken). This dataset is associated with the following publication: Olszyk , D., T. Pfleeger, T. Shiroyama, M. Blakely-Smith, E. Lee , and M. Plocher. Plant reproduction is altered by simulated herbicide drift toconstructed plant communities. ENVIRONMENTAL TOXICOLOGY AND CHEMISTRY. Society of Environmental Toxicology and Chemistry, Pensacola, FL, USA, 36(10): 2799-2813, (2017).

This Excel dataset represents the survey data from an MA by research project that sought to explore the experience of students in their use of ePortfolios (n=72).

Many socio-economically disadvantaged students excel in PISA. Students who succeed at school despite a disadvantaged background -- resilient students -- are the focus of Against the Odds. The report shows that overcoming barriers to achievement is possible, and provides students, parents, policy makers and other education stakeholders insights into what enables socio-economically disadvantaged students to fulfil their potential. Resilient students are characterised by positive approaches to learning, for example, having more interest in science or having more self-confidence. The evidence in PISA shows that positive approaches to learning tend to boost the performance of advantaged students more than that of disadvantaged ones. From an equity perspective, therefore, policies aimed at fostering positive approaches to learning ought to target disadvantaged students more than others.

Sheet 1 (Raw-Data): The raw data of the study is provided, presenting the tagging results for the used measures described in the paper. For each subject, it includes multiple columns: A. a sequential student ID B an ID that defines a random group label and the notation C. the used notation: user Story or use Cases D. the case they were assigned to: IFA, Sim, or Hos E. the subject's exam grade (total points out of 100). Empty cells mean that the subject did not take the first exam F. a categorical representation of the grade L/M/H, where H is greater or equal to 80, M is between 65 included and 80 excluded, L otherwise G. the total number of classes in the student's conceptual model H. the total number of relationships in the student's conceptual model I. the total number of classes in the expert's conceptual model J. the total number of relationships in the expert's conceptual model K-O. the total number of encountered situations of alignment, wrong representation, system-oriented, omitted, missing (see tagging scheme below) P. the researchers' judgement on how well the derivation process explanation was explained by the student: well explained (a systematic mapping that can be easily reproduced), partially explained (vague indication of the mapping ), or not present.

Tagging scheme:
Aligned (AL) - A concept is represented as a class in both models, either

with the same name or using synonyms or clearly linkable names; Wrongly represented (WR) - A class in the domain expert model is incorrectly represented in the student model, either (i) via an attribute, method, or relationship rather than class, or (ii) using a generic term (e.g., user'' instead ofurban planner''); System-oriented (SO) - A class in CM-Stud that denotes a technical implementation aspect, e.g., access control. Classes that represent legacy system or the system under design (portal, simulator) are legitimate; Omitted (OM) - A class in CM-Expert that does not appear in any way in CM-Stud; Missing (MI) - A class in CM-Stud that does not appear in any way in CM-Expert.

All the calculations and information provided in the following sheets

originate from that raw data.

Sheet 2 (Descriptive-Stats): Shows a summary of statistics from the data collection,

including the number of subjects per case, per notation, per process derivation rigor category, and per exam grade category.

Sheet 3 (Size-Ratio):

The number of classes within the student model divided by the number of classes within the expert model is calculated (describing the size ratio). We provide box plots to allow a visual comparison of the shape of the distribution, its central value, and its variability for each group (by case, notation, process, and exam grade) . The primary focus in this study is on the number of classes. However, we also provided the size ratio for the number of relationships between student and expert model.

Sheet 4 (Overall):

Provides an overview of all subjects regarding the encountered situations, completeness, and correctness, respectively. Correctness is defined as the ratio of classes in a student model that is fully aligned with the classes in the corresponding expert model. It is calculated by dividing the number of aligned concepts (AL) by the sum of the number of aligned concepts (AL), omitted concepts (OM), system-oriented concepts (SO), and wrong representations (WR). Completeness on the other hand, is defined as the ratio of classes in a student model that are correctly or incorrectly represented over the number of classes in the expert model. Completeness is calculated by dividing the sum of aligned concepts (AL) and wrong representations (WR) by the sum of the number of aligned concepts (AL), wrong representations (WR) and omitted concepts (OM). The overview is complemented with general diverging stacked bar charts that illustrate correctness and completeness.

For sheet 4 as well as for the following four sheets, diverging stacked bar

charts are provided to visualize the effect of each of the independent and mediated variables. The charts are based on the relative numbers of encountered situations for each student. In addition, a "Buffer" is calculated witch solely serves the purpose of constructing the diverging stacked bar charts in Excel. Finally, at the bottom of each sheet, the significance (T-test) and effect size (Hedges' g) for both completeness and correctness are provided. Hedges' g was calculated with an online tool: https://www.psychometrica.de/effect_size.html. The independent and moderating variables can be found as follows:

Sheet 5 (By-Notation):

Model correctness and model completeness is compared by notation - UC, US.

Sheet 6 (By-Case):

Model correctness and model completeness is compared by case - SIM, HOS, IFA.

Sheet 7 (By-Process):

Model correctness and model completeness is compared by how well the derivation process is explained - well explained, partially explained, not present.

Sheet 8 (By-Grade):

Model correctness and model completeness is compared by the exam grades, converted to categorical values High, Low , and Medium.

Students typically find linear regression analysis of data sets in a biology classroom challenging. These activities could be used in a Biology, Chemistry, Mathematics, or Statistics course. The collection provides student activity files with Excel instructions and Instructor Activity files with Excel instructions and solutions to problems.

Students will be able to perform linear regression analysis, find correlation coefficient, create a scatter plot and find the r-square using MS Excel 365. Students will be able to interpret data sets, describe the relationship between biological variables, and predict the value of an output variable based on the input of an predictor variable.

This dataset contains information about pupils in primary education. The data attributes include student gender, race/ethnicity, parental education, lunch type, information about whether students have completed a test preparation course, and students scores for maths, reading and writing. Data has 8 columns and 1001 row. Data is formatted into a table. By analysing this data set we could answer the following questions: • How effective is the test preparation course? • Which major factors contribute to test outcomes? • Is there a correlation between race/ethnicity, parental education and pupils test score? • What patterns and interactions in the data can you find?