Autors: Mbayandjambe A.M., Oshasha F.O., Batubenga J.D.M., Nkwimi G.B., Slavov, V. D., Kyamakya K., Tashev, T. A., Kasereka S.K.
Title: AI-Powered Early Warning Systems for Resource-Constrained Schools: A Lightweight Machine Learning Framework for Predicting Student Performance
Keywords: accessible AI, data mining, education, machine learning, secondary schools, student performance

Abstract: Identifying at-risk students early is essential for improving educational outcomes, especially in resource-limited secondary schools that lack access to advanced AI systems due to financial constraints, limited technical infrastructure, insufficient human expertise, and fragmented or low-quality student data. Although accuracy values above 90% are often reported in the literature, such performances typically rely on intermediate-term grades (G1 and G2), large datasets, and highend computational resources. In realistic early-warning conditions where such intermediate grades are unavailable as in the present study accuracy levels between 60 - 72% are commonly observed. Our framework therefore aligns with the upper bounds of early-stage prediction accuracy while remaining fully compatible with low-resource environments. This paper presents a lightweight machine learning framework tailored for such environments to predict student performance and support early intervention. Five efficient machine learning algorithms, including Logistic Regression, Decision Tree, Random Forest, Gradient Boosting, and Naive Bayes, were evaluated using readily available student data. Logistic Regression achieved the best overall performance with 68.35% accuracy, 72.58% precision, 84.91% recall, and 0.7826 F1-score on the test set. The notably high recall ensures that most at-risk students are correctly identified. The system categorizes students into risk levels (High, Medium, Low), enabling strategic resource allocation. Key predictive factors include past failures, age, higher education aspiration, and social activity patterns. The framework operates offline on CPU-only hardware, requires less than 2 seconds of training time on standard laptops, and functions effectively with datasets of 300 - 400 students and basic teacher training (2-4 hours). This approach demonstrates that accessible AI tools can empower underserved schools to implement data-driven interventions with minimal infrastructure.

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Issue

2025 Global Congress on Emerging Technologies, GCET 2025, pp. 9-16, 2026, Albania, https://doi.org/10.1109/GCET68529.2025.11450684

Вид: публикация в международен форум, публикация в реферирано издание, индексирана в Scopus