Supporting Early Academic Intervention Using Learning Analytics Through a Power BI-Based Dashboard

ABSTRACT
Early identification of students requiring academic support necessitates that lecturers review continuous assessment results while intervention remains possible. However, maintaining quiz, test, and assignment marks in separate records can obscure recurring weaknesses. This paper introduces a proposed Power BI dashboard that consolidates these results, displays both class and individual student performance, and highlights repeated low scores for lecturer review. The proposed workflow connects identified assessment concerns to appropriate responses, such as consultations, targeted feedback, or focused revision sessions, and documents subsequent progress. Risk flags are designed to prompt professional judgement rather than serve as automatic indicators of student outcomes. A future comparison of cohorts before and after implementation will assess whether dashboard-supported monitoring correlates with earlier intervention and improved academic performance. This approach provides a practical framework for leveraging existing assessment records to inform academic support, contingent upon data quality, privacy considerations, and careful interpretation.

Learning Analytics, Power BI, Student Performance, Continuous Assessment, Early Academic Intervention.

1. Arnold, K. E., & Pistilli, M. D. (2012). Course signals at Purdue: Using learning analytics to increase student success. ACM International Conference Proceeding Series. https://doi.org/10.1145/2330601.2330666 [Google Scholar] [Crossref]

2. Bodily, R., & Verbert, K. (2017). Review of research on student-facing learning analytics dashboards and educational recommender systems. IEEE Transactions on Learning Technologies, 10(4). https://doi.org/10.1109/TLT.2017.2740172 [Google Scholar] [Crossref]

3. Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning. International Journal of Technology Enhanced Learning, 4(5/6). [Google Scholar] [Crossref]

4. Ifenthaler, D., & Yau, J. Y. K. (2020). Utilising learning analytics to support study success in higher education: a systematic review. Educational Technology Research and Development, 68(4). https://doi.org/10.1007/s11423-020-09788-z [Google Scholar] [Crossref]

5. Macon, B., Macon, L., & Phillips, N. (2017). Learning analytics: Case studies at a large urban community college. Proceedings - 2016 International Conference on Computational Science and Computational Intelligence, CSCI 2016. https://doi.org/10.1109/CSCI.2016.0057 [Google Scholar] [Crossref]

6. Matcha, W., Uzir, N. A., Gasevic, D., & Pardo, A. (2020). A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective. In IEEE Transactions on Learning Technologies (Vol. 13, Number 2). https://doi.org/10.1109/TLT.2019.2916802 [Google Scholar] [Crossref]

7. Schwendimann, B. A., Rodriguez-Triana, M. J., Vozniuk, A., Prieto, L. P., Boroujeni, M. S., Holzer, A., Gillet, D., & Dillenbourg, P. (2017). Perceiving learning at a glance: A systematic literature review of learning dashboard research. In IEEE Transactions on Learning Technologies (Vol. 10, Number 1). https://doi.org/10.1109/TLT.2016.2599522 [Google Scholar] [Crossref]

8. Slade, S., & Prinsloo, P. (2013). Learning Analytics: Ethical Issues and Dilemmas. American Behavioral Scientist, 57(10). https://doi.org/10.1177/0002764213479366 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study