ISAAD dataset
Description
The dataset titled "ISAAD" for project titled “A Study of Differential Abilities of SVKM School Students” contains data from 1,812 secondary school students studying in Standards 9 and 10 across three schools. It includes demographic and academic variables such as school, standard, division, residential area, gender, age, and percentage obtained in the previous examination. The dataset was developed to study individual differences in student abilities and to support educational profiling, comparative analysis, and predictive research. The dataset includes scores on eight differential abilities: Numerical Ability, Mechanical Ability, Closure Ability–Gujarati, Reasoning Ability, Verbal Ability–Gujarati, Verbal Ability–English, Spatial Ability, and Clerical Ability. Both obtained scores and corresponding percentage scores are available, allowing comparison across different ability dimensions. Based on these abilities, three composite learner profiles were created. Analytical Minds are identified through Numerical, Reasoning, and Clerical abilities; Expressive Thinkers through Gujarati and English verbal abilities; and Creative Explorers through Mechanical, Closure, and Spatial abilities. Students showing comparatively strong performance across all eight abilities are classified as Versatile Learners. The final classification includes 1,230 Analytical Minds, 299 Expressive Thinkers, 221 Creative Explorers, and 62 Versatile Learners. These learner profiles summarize students’ dominant ability patterns and may support educational guidance, personalized learning, aptitude-based profiling, and stream or career recommendation research. The workbook also includes a correlation matrix showing relationships among the eight differential abilities. The dataset can be used for descriptive statistics, group comparisons, correlation analysis, classification, clustering, educational data mining, and machine-learning applications. It may also support research related to academic achievement, learner diversity, differential abilities, personalized education, and educational recommendation systems.
Files
Steps to reproduce
Data were collected through a standardized school-based procedure. Before data collection, Field Investigators (FIs) were systematically trained by the researcher in the administration of the Differential Ability Test Battery (DATB). Training covered standardized instructions, use of OMR answer sheets, test administration procedures, management of the testing environment, and collection of completed response sheets. This ensured uniformity in test administration across participating schools. Prior permission was obtained from the principals of the participating schools and the SVKM management. The purpose of the study, nature of the DATB, data collection procedure, and intended use of the data were explained to the concerned authorities. Necessary permission and consent procedures were completed before testing. On the day of data collection, the FIs established rapport with the students and explained the purpose and procedure of the assessment. Students were assured that their responses would remain confidential and would be used only for research purposes. They were encouraged to respond independently and honestly. The DATB was administered in the students’ regular classrooms under standardized conditions. The test was completed within approximately 35 minutes. Standardized instructions were read aloud before the test, and students recorded their responses on OMR answer sheets. The completed sheets were collected, scanned, and scored. Scores were obtained for eight differential abilities: Numerical Ability, Mechanical Ability, Closure Ability–Gujarati, Reasoning Ability, Verbal Ability–Gujarati, Verbal Ability–English, Spatial Ability, and Clerical Ability. Raw scores were entered into Microsoft Excel along with relevant demographic and academic information and were converted into percentage scores according to the maximum score of each ability. Three composite learner profiles were then calculated. Analytical Minds were based on Numerical, Reasoning, and Clerical abilities; Expressive Thinkers on Gujarati and English Verbal abilities; and Creative Explorers on Mechanical, Closure, and Spatial abilities. The profile with the highest composite score was assigned as the student’s dominant learner profile. Students scoring more than 50% in all eight abilities were classified as Versatile Learners. To reproduce the dataset, researchers may administer the DATB under similar standardized conditions, score responses using the prescribed scoring procedure, convert raw scores into percentages, and apply the same composite-score and learner-profile classification rules.
Institutions
- Kadi Sarva VishwavidyalayaGujarat, Gandhinagar
Categories
Funders
- MMPRC, Kadi Sarva VishwavidyalayaGrant ID: MMPRC/2022-23/11