Research Publications
Permanent URI for this communityhttps://rda.sliit.lk/handle/123456789/4194
This main community comprises five sub-communities, each representing the academic contribution made by SLIIT-affiliated personnel.
Browse
6 results
Filters
Advanced Search
Filter by
Settings
Search Results
Item Embargo Personalized Adaptive System for Enhancing University Student Performance in Sri Lanka(Institute of Electrical and Electronics Engineers Inc., 2025) Dissanayake, N; Samarakoon, C; Wickramasinghe, D; Pathirana, M; Gamage N.D.U; Attanayaka, BThe growing need for personalized learning strategies has driven the development of data-driven solutions to meet the diverse needs of Sri Lankan university students. A key challenge lies in identifying optimal learning paths that align with individual capabilities, learning styles, and engagement behaviors to improve academic performance. While previous research has explored generalized learning models, these often fail to adapt to the specific demands of individual learners. Traditional strategies lack personalization, resulting in inconsistent learning progress. To address this gap, the research introduces an assistive, data-driven approach that leverages Self-Organizing Maps (SOMs), Adaptive Learning (AL), Content-Based Filtering, Graph Neural Networks (GNNs), and Social Network Analysis (SNA) to create optimized, personalized learning strategies. Clustering algorithms and predictive analysis were used to segment learners and deliver tailored interventions based on their behavior. The proposed system integrates advanced machine learning techniques to enhance student engagement and improve overall academic outcomes through personalized pathways.Publication Open Access The Impact of Digital Learning Readiness on Academic Performance and Student Engagement in Sri Lanka(Department of Mathematics and Statistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Nuwanthika, W. A. N.; Thathsarani, U.S.The rapid shift to virtual learning settings has unveiled disparities in preparedness, involvement, and scholarly performance among Sri Lankan government university undergraduate students. This study investigates the impact of Digital Learning Readiness (DLR), Teacher Support (TS), Perceived Usefulness (PU), and Motivation (MDL) on Student Engagement (ENG) and Academic Performance (AP). The general aim is to develop and validate a structural model that explains the mechanisms by which psychological and environmental factors lead to academic performance in online learning contexts. Quantitative research design was employed. A standardized questionnaire was completed by 301 undergraduate students sampled through simple random sampling across ten government universities. Data were analyzed using Structural Equation Modeling (SEM) supplemented by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Reliability and validity were tested using Cronbach's alpha, Average Variance Extracted (AVE), Composite Reliability (CR),and fit indices for the model through SPSS and SmartPLS. Greater digital learning readiness strongly facilitates student motivation, engagement, and academic achievement. Perceived digital tool usefulness mediates the influence of readiness on academic performance to some extent. Motivation and engagement also have central mediating roles. Support from teachers has a positive impact on motivation, which reinforces student engagement. The study confirms that digital readiness, motivational factors, perceived technology usefulness, and supportive pedagogy are integrated to influence academic performance in digital learning settings. The results have theoretical and practical suggestions for increasing the efficiency of digital learning in the higher education system of Sri Lanka.Publication Open Access Mindfulness for equity and engagement: A case study of innovative pedagogy in rural Sri Lanka(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Hapuarachchi, H. S. C; Samarasinghe, CThis study examines the impact of mindfulness practices as an innovative pedagogy on holistic student development of grade 10 and 11 students at a secondary school in a rural area of Sri Lanka. Using a quasi-experimental design (N = 154), the study implemented structured mindfulness sessions three times per week over a six-week period, assessing their effects on students’ emotional well-being, social behavior, and academic performance. Quantitative results using DASS-21 revealed significant reductions in stress, anxiety, and depression (p < 0.001) among the mindfulness group. Quantitative self-report questionnaire data showed increases in social relations, focus, and concentration, but no statistically significant difference in academic achievement was discovered. This study shows that mindfulness intervention can effectively improve students' emotional control, attentiveness, and social interactions, supporting its potential as an inclusive, lifelong learning strategy aligned with global educational priorities.Publication Open Access Systematic Review: The Role of Data Analytics in Enhancing Academic Performance Classroom interaction, Learning Analytics in Higher Education(ICSDB 2024 and SLIIT Business School, 2024-12-10) Sithumini, J.H.C.; Sanjuka, A.N.E.; Ranawaka, P. S.; Hasaranga, H.G. D.; Samarakkody, T.; Pathirana, GThe field of data analytics has seen substantial growth, particularly within the education sector. With the recent expansion of e-learning due to the COVID-19 pandemic, the ability to make data-driven decisions in education has become more important than ever. This review synthesizes existing research on the role of data analytics in enhancing academic performance and decisionmaking in higher education. The key objectives are to examine the influence of data analytics on student performance, explore learning analytics’ role in institutional decision-making, and assess the effect of data analytics on e-learning systems, particularly during the COVID-19 pandemic.Publication Embargo Use of utility based interestingness measures to predict the academic performance of technology learners in Sri Lanka(IEEE, 2018-08-08) Kasthuriarachchi, K. T. S; Liyanage, S. RKnowledge extracted from educational data can be used by the educators to obtain insights about how the quality of teaching and learning must be improved, how the factors a □ ect the performance of the students and how qualified students can be trained for the industry requirements. This research focuses on classifying a knowledge based system using a set of rules. The main purpose of the study is to analyse the most influencing attributes of the students for their module performance in tertiary education in Sri Lanka. The study has gathered data about students in a reputed degree awarding institute in Sri Lanka and used three different data mining algorithms to predict the influential factors and they have been evaluated for interestingness using objective oriented utility based method. The findings of this study will positively a □ ect the future decisions about the progress of the students' performance, quality of the education process and the future of the education provider.Publication Embargo Effects of Study Habits on Student’s Academic Success based on the Gender(Faculty of Humanities and Sciences,SLIIT, 2021-09-25) Elvitigala, SStudy habits have a significant impact on a students’ academic success or failure. Research studies have revealed that there is gender-based differences in the study habits of the students which have led to anomalies in their academic performance. This research was conducted to investigate the study habits of students based on their gender and how they affect their academic performance. A sample of grade eleven students including 237 boys and 150 girls from schools in Sri Jayewardenepura education zone, Sri Lanka was used for the study. It was found that girls are more likely than boys to follow study habits. The social roles expected from each gender also has caused a difference in how the study habits are applied to the learning process. This situation is also considered in several studies as a barrier in developing good study habits. According to the findings and suggestions of this study, both girls and boys must focus on adopting good study habits for better academic performance. It is the responsibility of teachers and parents to support and motivate students to practice them.