# Impact Assessment of Big Data on Higher Education Management Based on Time-Varying Clustering Sampling Algorithm

Authors: Chen Liu; Boxuan Song
Journal: Computational Intelligence and Neuroscience
 (2021)

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## Abstract

With the continuous development of social economy, education has received more and more attention. As an important part of higher education, it has been profoundly influenced by the era of data in recent years. In order to evaluate the impact of big data on higher education management, this paper introduced a time-varying lens algorithm (TLA) to analyze the business needs of teachers and education management by sorting out the business processes of education management, education thinking, and education practice. Through learning and mining the corresponding technology, improve the corresponding educational ability, and use big data to assist the management of higher education. The simulation results show that the time-varying clustering sampling algorithm is effective.


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## Body

## 1. Introduction

There are few literatures on experimental design in higher education research, which indicates that the application potential of this method in higher education has yet to be developed [1–4]. A three-factor experiment was conducted in two grades to evaluate the factors that might affect the quality of undergraduate and graduate courses. These three factors include the content of the class, the number of students, and the length of the class. Research shows that the duration and content of courses are important factors in undergraduate and graduate programs. In addition, undergraduates prefer to attend classes in the afternoon, but graduate students say that the learning efficiency of attending classes in the morning is relatively higher [5, 6]. In addition, a case study of experimental design was presented to improve the quality of teaching at a university in Seoul, South Korea. This study quantitatively and qualitatively analyzed the factors affecting the teaching quality of teachers and selected two factors that could be controlled by teachers and three factors that could not be controlled by teachers for analysis, so as to explore the best teaching methods [7–9]. The results showed that maintaining a close relationship with students at the beginning of the course and holding a bi-monthly learning session were most effective. With the advent of the data era, the means and ways to obtain data are increasingly enriched, and all industries are affected by information technology. Higher education, as an important part of the education industry, is increasingly affected by information technology [10, 11]. How to use big data technology and methods to manage and innovate higher education, change the traditional educational disadvantages, and guide the quality and level of education to further improve is studied in [12, 13].How to measure teachers’ teaching effectiveness has always been hotly debated. The main reason is the lack of a clear definition of teaching effect. According to relevant studies, there are obvious differences between teaching effect and its concept [14]. For example, as a teacher, the depth of research in his field is not necessarily proportional to the teaching effect. The authors think that the effectiveness of teaching effect should be recognized by both teachers and students. The teaching effect is not only the students’ learning effect but also the degree of their satisfaction with the learning process. The research of this paper is based on this definition, which relates the teaching effect in a simple sense to the learning process and feelings of students. In this study, we try to understand the factors that affect the teaching effect from the perspective of learning. To further combine large data influence on higher education management, this paper introduced the time-varying clustering sampling algorithm, through the perspective of education management, thinking, practice, and other education management business of comb, clear demand teachers, and related education administrators, improve the level of education management and management through big data analysis and mining, so as to further assist the education management work and improve the quality of higher education teaching.


## 2. Time-Varying Clustering Sampling Algorithm

In view of the shortcomings of the current algorithm, the time-varying clustering sampling algorithm is proposed in this paper. The clustering sampling is mainly carried out through time to realize adaptive adjustment so as to further reduce the calculation delay and even the calculation crash caused by big data and improve the efficiency of the algorithm (Figure1) [15, 16].Figure 1
Time-varying pretransmission power enhancement method.


## 3. Time-Varying Pretransmission Power Enhancement Method

Assuming thatn nodes in a university are simultaneously transmitting data at a certain time, the overall network transmission gain G (w, n) is shown in the following formula:(1)Gw,n=βn∮∑l=1kεw−wk.For any node, the time-varying expressionT (T) can be uniquely obtained through model (1) by using inverse Fourier transform, as shown in the following formula:(2)Tt=∑i=1∞ai∑j=0NcbjAt.Among them,bj represents the channel encryption factor, which is generally hashed random transformation; ai represents the current transmit power of the node; A(t) is the time-varying factor, which can be obtained by the following model:(3)At=2πlnte1−4πt2.The simultaneous models (1)–(3) can be obtained as the following formula:(4)Gw,n=βn∑i=1∞aiεw−wk∑j=0NcbjAt.The stabilized data signal is obtained by sampling the signal in equal time period, as shown in the following formula:(5)Gw,n=βn∑i=1maiεw−mt−wk∑j=0mbjAt−m.Obviously, for any different nodes, the signals shown in model (5) must be in noninterference state, as shown in the following formula:(6)∮Gw,xGw,ydxdy=0.


## 4. Clustering Sampling Stability Method

The detailed steps of the TLA algorithm are as follows (Figure2):Step 1. Transmission power under big data can be obtained according to the TLA algorithm, as shown in the following formula:(7)PGood=2πR2Dsendλ2Rrev.Step 2. Energy sampling is conducted on model (1) to obtain the maximum energy emission coefficient, as shown in the following formula:(8)η=maxAt∑i=1∞ai∑j=0Ncbj.Relevant parameters are the same as model (1).Step 3. Nodes are screened in the region, as shown in Figure 2, and energy-power threshold ω is obtained as shown in the following formula:(9)ω=η2πR2Dsendλ2Rrev.Step 4. The overall energy threshold Topen of clustering is shown in the following formula:(10)Topen=∮mod2/xxxlnxdx,wherex represents the clustering convergence time function, which is generally Laplacian variable and Mod () represents modular functions.Step 5. Only when the current clustering energy is lower than that shown in model (10), start Step 1-Step 2 again. The algorithm ends.Figure 2
Cluster sampling stabilization method.


## 5. Characterization and Application Interpretation of Big Data

With the continuous development of data acquisition technology and equipment, data from all walks of life show explosive growth, penetrating into everyone’s daily necessities, such as taxi track, takeout logistics distribution, and bus route query. On the one hand, the explosion of data brings the difficulty of management. On the other hand, how to extract and mine effective information from these massive data is very important, which can provide data support for decision makers.In university management, big data still presents many and complex characteristics, such as student registration for freshmen, book borrowing, or score entry for teachers. The generation of these data needs to be managed reasonably and effectively. The ability of big data to collect data greatly surpasses the total amount of information relied on in the traditional sense. Because big data has the ability to purify high information volume, it largely avoids decision-making errors or deviations caused by the “small information volume” of data. At the same time, the big data processing speed is fast, and the collected data are quickly analyzed, edited, and processed, which provides strong support for education management that is unmatched in traditional education management and also expands the space and potential of education management. In addition, big data data analysis also makes education management more accurate positioning, especially for the regularity of education management, which has more practical significance. For example, teachers want to know the average score and distribution of class test scores of more than 300 people and the test scores of each class. These need to be extracted, calculated, and excavated from the existing test scores, effectively analyzed and cleaned, changed the traditional education management, and improved the depth and potential of education management.In addition, the educational management of colleges and universities will also involve the location of colleges and universities. On the one hand, it needs to be comprehensively considered according to local planning, land demand, and industrial layout. On the other hand, it also needs to consider factors such as software and hardware facilities and school resources. The traditional management methods are difficult to sort out in a short time. Therefore, it needs big data to analyze, calculate, and mine data in a certain short time to realize the effectiveness of higher education management.


## 6. The Application Path of Big Data in Optimizing Higher Education Management

### 6.1. Improve Data Literacy of Teachers and Managers

Although big data analysis and management teaching are not entirely new things, the full realization of the application of big data still needs to start with teachers and managers. Teachers and managers are practitioners and organizations of data-driven teaching and management. Whether their practice can be realized is directly related to the quality of teachers and managers. To a certain extent, big data turns the original extensive teaching to intensive teaching. Teaching staff can use data to “see” teaching. Therefore, it is extremely necessary to help teaching staff and administrators adapt to teaching in the era of big data. Data literacy is not a single topic; it is closely related to evaluation, statistics, information, and curriculum knowledge literacy. College teachers should have a good grasp of “cross-industry” knowledge, such as Excel, Apple’s Numbers, Google’s Spreadsheets, Fusion Tables, and other statistical tools, using Socrata, Factual, Blogger, Word press, Typepad, CSS, JavaScript, and other data Generate software and analysis software. Teachers and teaching administrators must become familiar with the data in order to track student behavior and conduct probabilistic analysis of student behavior. At the same time, by mining a large area and a large amount of data, it is possible to interpret the “black box” of the student’s learning process. Therefore, most teaching and management personnel should improve data literacy through school-based training, out-of-home training, online learning, and so on; colleges and universities should also use it as the basic skills and compulsory courses for the assessment of college teaching and management personnel under the new normal class to implement.


### 6.2. Transform and Upgrade the Existing Data Platform of Colleges and Universities

In the era of big data, data serve teaching management and are related to the complexity of current teaching management. They are also a modern product of data platform technology development and technology integration. Therefore, the correct positioning of the data status and needs of the college itself is a prerequisite for starting the construction of a data-based teaching service environment. Powerful colleges and universities can introduce the IBM Smart Cloud Education System or Blackboard Analysis System, which is relatively well-formed in the market, and use its reporting system to learn about students, teaching staff, and management personnel. Of course, local colleges and universities can rely on their informatization R&D advantages and cooperate with cloud programs or large data bases to develop educational data tracking, data analysis, operation management, and other aspects of teaching data management systems. At the same time, colleges and universities can use other data platforms to conduct data behavior mining and practice from small and microgoals and run the management of teaching resources in online courses or expand the research and development of teaching management projects on the basis of existing platforms and carry out project details. The specific rules and regulations for the use of big data are divided and clarified and cooperated with social-related data companies, and professional data companies are used to upgrade the early warning system or information processing technology for the college data system, so as to create a confident and relatively safe data-supported teaching management environment that gives full play to the driving role of big data in the teaching management process.


### 6.3. Familiar with Learning Analysis and Education Mining Technology

From the perspective of big data education management application practice, data mining and learning analysis technology are the two core technologies. The two technologies have their own emphasis in specific applications, but they also have many common points. In the fields of learner knowledge modeling, behavior modeling, experience modeling, domain knowledge modeling, trend analysis, self-adaptation, and personalization, data mining and learning analysis techniques have been applied. Of course, learning analysis technology and data mining also has its own application space. Among them, learning analysis technology has two fundamental functions: reflection and prediction. Teachers are supported to reflect on self-teaching online, and adjustments are proposed to teaching ideas and methods based on the acceptance of teaching objects. The British BrightBytes learning analysis method is more typical. It can predict student performance, reflect the individual performance of students, and provide timely feedback to teaching staff. The system classifies student performance and puts forward red risk warnings for students who are at risk. Teaching staff can communicate face-to-face with students on specific issues or automatically push auxiliary teaching resources to students through the system. Data mining technology focuses more on the analysis of various types of data in the educational background environment to make relevant teaching decisions, such as intelligent analysis of curriculum design, learning mode, and teaching evaluation, and more emphasis is on the data behind the data relationship clarification. In general, data mining focuses on the discussion of educational models, and learning analysis focuses on the research and judgment of known problems. Therefore, in the process of big data management, it is necessary to strengthen the core technologies of the two big data education management applications, learning analysis, and education mining.Higher education has entered the DT era from the IT era, and education and teaching management has also ushered in a new round of reforms. Teaching staff and administrators should pay attention to big data as a contemporary tool and should “deeply cultivate” big data, optimize the existing management system, promote the deep integration of big data and teaching management, and enhance the personal experience of students and teaching management staff. Big data is used to drive the realization of educational management informatization, to promote teaching innovation and educational efficiency and to meet the needs of the times of personalized education and smart education.


### 6.4. Simulation Experiment

This paper focuses on the following two objectives: (1) experimental design can not only be used in manufacturing design and (2) the experimental design is applied to the research of higher education. The experiment selected undergraduates of different grades and majors from a university in Heilongjiang as the research object. The experiment is divided into the following four steps: ① preliminary planning of the experiment; ② design experimental steps; ③ conduct experiments; and ④ analysis of experimental results.


#### 6.4.1. Preliminary Experimental Planning

In the planning stage, students are required to evaluate the factors affecting the teaching effect from their own subjective perspective. More than 100 students from two grades were selected, and the students were divided into multiple groups with not more than 8 people in each group. From the subjective perspective of students, the factors affecting the teaching effect are mainly determined by two parts: the first is whether the teaching content of teachers is closely related to practical application; the second is whether the textbooks used in the course are easy to understand and easy to learn. In order to try to guide students to find the potential factors and process variables that affect the teaching effect, the teachers selected for the experiment have 10 years of teaching experience and professional background. In this study, the teaching effect mainly refers to the reflection of students and the characteristics of teaching quality. For simplicity, two levels are defined for each influence factor. The influence of factors is assumed to be linear, and the definition and rank of factors are determined by the students in each group. After the experiment, students initially identified 20 potential factors and their levels.Each group was then voted several times to reduce the initial factors to a manageable number. The first 11 factors were identified after multiple polls to allow for subsequent screening to further identify the most important factors. In order to study 11 factors of two grades, the PB discriminant method was used to design the experiment. The subjects were divided into 14 groups with 7 to 8 people in each group. Each group scored the factors affecting the teaching effect from 1 to 10, with 1 being the lowest score and 10 being the highest score. Students of two different grades were selected to conduct the same experiment, so as to improve the repeatability of the experiment.


#### 6.4.2. Experimental Design Stage

According to the combination of factors obtained in the preliminary planning of the experiment, the experimental design is carried out. In this part, with the use of screening tests of 12 times of PB, screening test design cannot distinguish between the main effect and the influence of the interaction, but the significant impact factor can be determined; therefore, the design is only used to study the main effect, and in the experiment research or strong interaction between factors analysis, this method should not be used. The PB design is very powerful in determining the minimum number of laboratory runs or the most important factors in the experiment. Figure3 shows the screening test table in coded format. The low grade of each factor in the screening test table was replaced by “−1,” and the high grade was replaced by “1.”Figure 3
Plackett–Burman experimental design.


#### 6.4.3. Test Implementation Stage

In the first semester of 2019 and 2020, more than 100 undergraduates from the same school were selected to collect experimental data. To improve the reliability of the experiment, the Plackett–Burman design used exactly the same factors. The experiment was conducted 12 times, and 11 factors were selected to influence the teaching effect, which allowed sufficient freedom to calculate experimental errors. In the last column of Table1, the average score of teaching effect for grades 2019 and 2020 can be seen that there are differences in the average score of different grades under the same experimental conditions.Table 1
Plackett–Burman results.
Test numberABCDEFGHIJKTest result11−11−1−1−1111−115.2,4.0211−11−1−1−1111−13.5,5.13−111−11−1−1−11114.5,5.241−111−11−1−1−1113.1,2.3511−111−11−1−1−114.4,5.26111−111−11−1−1−14.4,4.07−1111−111−11−1−14.2,4.08−1−1111−111−11−15.4,5.39−1−1−1111−111−113.1,3.1101−1−1−1111−111−14.1,3.511−11−1−1−1111−1113.9,3.212111111111110.4,0.3


#### 6.4.4. Analysis of Experimental Results

Figure4 shows the test results of TLA algorithm, STD mechanism, and LTC mechanism when the number of nodes keeps increasing. From the results, although the LTC mechanism further realizes the adaptive transmission channel noise in the STD mechanism, it can further reduce the node failure problem of link congestion caused by the node failure phenomenon; however, the algorithm only takes the main/standby mode to node, when there are large amounts of data transmission and easy to cause the network congestion. Therefore, the upload bandwidth performance is worse than the TLA algorithm.Figure 4
Maximum higher education management upload bandwidth.Figure5 shows the test results of data acquisition error rate of TLA algorithm, STD mechanism, and LTC mechanism when the number of nodes keeps increasing. The TLA algorithm always has a low data acquisition rate and has significant advantages. STD mechanism and LTC mechanism are inferior to the TLA algorithm in link jitter performance and are prone to data acquisition errors caused by link jitter. Therefore, the TLA algorithm has obvious advantages in data acquisition error rate performance.Figure 5
Data acquisition error rate.Figure6 visually shows the test results of link jitter performance of TLA algorithm, STD mechanism, and LTC mechanism. Obviously, the link jitter frequency corresponding to the TLA algorithm is significantly lower than that of control mechanism. The TLA algorithm can maximize the transmission performance of the Internet of Things from the two dimensions of node acquisition and link stability. It can not only improve the efficiency of node acquisition but also greatly reduce the occurrence of link jitter, so the link jitter frequency is low.Figure 6
Link jitter frequency.Figure7 shows the BER test results of TLA algorithm, STD mechanism, and LTC mechanism. It can be seen from the figure that the bit error rate of the TLA algorithm is very low and the fluctuation range is relatively moderate.Figure 7
Bit error rate.Then, the experimental data are analyzed to get effective and reasonable conclusions. The data were analyzed, and the experimental results were verified using graphical tools. First, the factors that have the greatest impact on the average score of teaching effectiveness are determined. Often people are concerned with the factors that are most important to the experiment. In fact, the factors that are not important are equally important to the quality of the product or service. Generally, it is to control the cost of unimportant factors at the most economic level, facilitating cost savings. Figure8 shows the absolute value of the influence of each factor on the teaching effect, with 3.05 as the reference line. In statistics, any factor that exceeds the reference line by 5% is significant.Figure 8
Screening test diagram.Figure8 shows that the most important factors in the screening test are as follows (in the order of importance):(1)
Lecturer background(2)
Teachers’ professional quality(3)
Lecturers’ teaching style(4)
The interaction between students and teachers in class(5)
Facilities(6)
Course assessment methods(7)
Types of exercises set by the lecturerLess important factors include student feedback, course content, frequency of sessions, and supporting materials.The last stage of the experiment is to analyze and understand the best setting of each factor so as to improve the average score of teaching effect to the greatest extent. To achieve this goal, the main renderings are used. The main effect diagram shows the average response value of each factor at each level, so the relative intensity of the influence of each factor in the experiment can be compared. The symbols in Figure8 indicate the trend of the effect, that is, whether the average score of the teaching effect is increasing or decreasing, and the size indicates the intensity of the effect. If the influence value of a factor is positive, it means that the factor has a higher effectiveness in influencing the average score of teaching effect.


## 6.1. Improve Data Literacy of Teachers and Managers

Although big data analysis and management teaching are not entirely new things, the full realization of the application of big data still needs to start with teachers and managers. Teachers and managers are practitioners and organizations of data-driven teaching and management. Whether their practice can be realized is directly related to the quality of teachers and managers. To a certain extent, big data turns the original extensive teaching to intensive teaching. Teaching staff can use data to “see” teaching. Therefore, it is extremely necessary to help teaching staff and administrators adapt to teaching in the era of big data. Data literacy is not a single topic; it is closely related to evaluation, statistics, information, and curriculum knowledge literacy. College teachers should have a good grasp of “cross-industry” knowledge, such as Excel, Apple’s Numbers, Google’s Spreadsheets, Fusion Tables, and other statistical tools, using Socrata, Factual, Blogger, Word press, Typepad, CSS, JavaScript, and other data Generate software and analysis software. Teachers and teaching administrators must become familiar with the data in order to track student behavior and conduct probabilistic analysis of student behavior. At the same time, by mining a large area and a large amount of data, it is possible to interpret the “black box” of the student’s learning process. Therefore, most teaching and management personnel should improve data literacy through school-based training, out-of-home training, online learning, and so on; colleges and universities should also use it as the basic skills and compulsory courses for the assessment of college teaching and management personnel under the new normal class to implement.


## 6.2. Transform and Upgrade the Existing Data Platform of Colleges and Universities

In the era of big data, data serve teaching management and are related to the complexity of current teaching management. They are also a modern product of data platform technology development and technology integration. Therefore, the correct positioning of the data status and needs of the college itself is a prerequisite for starting the construction of a data-based teaching service environment. Powerful colleges and universities can introduce the IBM Smart Cloud Education System or Blackboard Analysis System, which is relatively well-formed in the market, and use its reporting system to learn about students, teaching staff, and management personnel. Of course, local colleges and universities can rely on their informatization R&D advantages and cooperate with cloud programs or large data bases to develop educational data tracking, data analysis, operation management, and other aspects of teaching data management systems. At the same time, colleges and universities can use other data platforms to conduct data behavior mining and practice from small and microgoals and run the management of teaching resources in online courses or expand the research and development of teaching management projects on the basis of existing platforms and carry out project details. The specific rules and regulations for the use of big data are divided and clarified and cooperated with social-related data companies, and professional data companies are used to upgrade the early warning system or information processing technology for the college data system, so as to create a confident and relatively safe data-supported teaching management environment that gives full play to the driving role of big data in the teaching management process.


## 6.3. Familiar with Learning Analysis and Education Mining Technology

From the perspective of big data education management application practice, data mining and learning analysis technology are the two core technologies. The two technologies have their own emphasis in specific applications, but they also have many common points. In the fields of learner knowledge modeling, behavior modeling, experience modeling, domain knowledge modeling, trend analysis, self-adaptation, and personalization, data mining and learning analysis techniques have been applied. Of course, learning analysis technology and data mining also has its own application space. Among them, learning analysis technology has two fundamental functions: reflection and prediction. Teachers are supported to reflect on self-teaching online, and adjustments are proposed to teaching ideas and methods based on the acceptance of teaching objects. The British BrightBytes learning analysis method is more typical. It can predict student performance, reflect the individual performance of students, and provide timely feedback to teaching staff. The system classifies student performance and puts forward red risk warnings for students who are at risk. Teaching staff can communicate face-to-face with students on specific issues or automatically push auxiliary teaching resources to students through the system. Data mining technology focuses more on the analysis of various types of data in the educational background environment to make relevant teaching decisions, such as intelligent analysis of curriculum design, learning mode, and teaching evaluation, and more emphasis is on the data behind the data relationship clarification. In general, data mining focuses on the discussion of educational models, and learning analysis focuses on the research and judgment of known problems. Therefore, in the process of big data management, it is necessary to strengthen the core technologies of the two big data education management applications, learning analysis, and education mining.Higher education has entered the DT era from the IT era, and education and teaching management has also ushered in a new round of reforms. Teaching staff and administrators should pay attention to big data as a contemporary tool and should “deeply cultivate” big data, optimize the existing management system, promote the deep integration of big data and teaching management, and enhance the personal experience of students and teaching management staff. Big data is used to drive the realization of educational management informatization, to promote teaching innovation and educational efficiency and to meet the needs of the times of personalized education and smart education.


## 6.4. Simulation Experiment

This paper focuses on the following two objectives: (1) experimental design can not only be used in manufacturing design and (2) the experimental design is applied to the research of higher education. The experiment selected undergraduates of different grades and majors from a university in Heilongjiang as the research object. The experiment is divided into the following four steps: ① preliminary planning of the experiment; ② design experimental steps; ③ conduct experiments; and ④ analysis of experimental results.


### 6.4.1. Preliminary Experimental Planning

In the planning stage, students are required to evaluate the factors affecting the teaching effect from their own subjective perspective. More than 100 students from two grades were selected, and the students were divided into multiple groups with not more than 8 people in each group. From the subjective perspective of students, the factors affecting the teaching effect are mainly determined by two parts: the first is whether the teaching content of teachers is closely related to practical application; the second is whether the textbooks used in the course are easy to understand and easy to learn. In order to try to guide students to find the potential factors and process variables that affect the teaching effect, the teachers selected for the experiment have 10 years of teaching experience and professional background. In this study, the teaching effect mainly refers to the reflection of students and the characteristics of teaching quality. For simplicity, two levels are defined for each influence factor. The influence of factors is assumed to be linear, and the definition and rank of factors are determined by the students in each group. After the experiment, students initially identified 20 potential factors and their levels.Each group was then voted several times to reduce the initial factors to a manageable number. The first 11 factors were identified after multiple polls to allow for subsequent screening to further identify the most important factors. In order to study 11 factors of two grades, the PB discriminant method was used to design the experiment. The subjects were divided into 14 groups with 7 to 8 people in each group. Each group scored the factors affecting the teaching effect from 1 to 10, with 1 being the lowest score and 10 being the highest score. Students of two different grades were selected to conduct the same experiment, so as to improve the repeatability of the experiment.


### 6.4.2. Experimental Design Stage

According to the combination of factors obtained in the preliminary planning of the experiment, the experimental design is carried out. In this part, with the use of screening tests of 12 times of PB, screening test design cannot distinguish between the main effect and the influence of the interaction, but the significant impact factor can be determined; therefore, the design is only used to study the main effect, and in the experiment research or strong interaction between factors analysis, this method should not be used. The PB design is very powerful in determining the minimum number of laboratory runs or the most important factors in the experiment. Figure3 shows the screening test table in coded format. The low grade of each factor in the screening test table was replaced by “−1,” and the high grade was replaced by “1.”Figure 3
Plackett–Burman experimental design.


### 6.4.3. Test Implementation Stage

In the first semester of 2019 and 2020, more than 100 undergraduates from the same school were selected to collect experimental data. To improve the reliability of the experiment, the Plackett–Burman design used exactly the same factors. The experiment was conducted 12 times, and 11 factors were selected to influence the teaching effect, which allowed sufficient freedom to calculate experimental errors. In the last column of Table1, the average score of teaching effect for grades 2019 and 2020 can be seen that there are differences in the average score of different grades under the same experimental conditions.Table 1
Plackett–Burman results.
Test numberABCDEFGHIJKTest result11−11−1−1−1111−115.2,4.0211−11−1−1−1111−13.5,5.13−111−11−1−1−11114.5,5.241−111−11−1−1−1113.1,2.3511−111−11−1−1−114.4,5.26111−111−11−1−1−14.4,4.07−1111−111−11−1−14.2,4.08−1−1111−111−11−15.4,5.39−1−1−1111−111−113.1,3.1101−1−1−1111−111−14.1,3.511−11−1−1−1111−1113.9,3.212111111111110.4,0.3


### 6.4.4. Analysis of Experimental Results

Figure4 shows the test results of TLA algorithm, STD mechanism, and LTC mechanism when the number of nodes keeps increasing. From the results, although the LTC mechanism further realizes the adaptive transmission channel noise in the STD mechanism, it can further reduce the node failure problem of link congestion caused by the node failure phenomenon; however, the algorithm only takes the main/standby mode to node, when there are large amounts of data transmission and easy to cause the network congestion. Therefore, the upload bandwidth performance is worse than the TLA algorithm.Figure 4
Maximum higher education management upload bandwidth.Figure5 shows the test results of data acquisition error rate of TLA algorithm, STD mechanism, and LTC mechanism when the number of nodes keeps increasing. The TLA algorithm always has a low data acquisition rate and has significant advantages. STD mechanism and LTC mechanism are inferior to the TLA algorithm in link jitter performance and are prone to data acquisition errors caused by link jitter. Therefore, the TLA algorithm has obvious advantages in data acquisition error rate performance.Figure 5
Data acquisition error rate.Figure6 visually shows the test results of link jitter performance of TLA algorithm, STD mechanism, and LTC mechanism. Obviously, the link jitter frequency corresponding to the TLA algorithm is significantly lower than that of control mechanism. The TLA algorithm can maximize the transmission performance of the Internet of Things from the two dimensions of node acquisition and link stability. It can not only improve the efficiency of node acquisition but also greatly reduce the occurrence of link jitter, so the link jitter frequency is low.Figure 6
Link jitter frequency.Figure7 shows the BER test results of TLA algorithm, STD mechanism, and LTC mechanism. It can be seen from the figure that the bit error rate of the TLA algorithm is very low and the fluctuation range is relatively moderate.Figure 7
Bit error rate.Then, the experimental data are analyzed to get effective and reasonable conclusions. The data were analyzed, and the experimental results were verified using graphical tools. First, the factors that have the greatest impact on the average score of teaching effectiveness are determined. Often people are concerned with the factors that are most important to the experiment. In fact, the factors that are not important are equally important to the quality of the product or service. Generally, it is to control the cost of unimportant factors at the most economic level, facilitating cost savings. Figure8 shows the absolute value of the influence of each factor on the teaching effect, with 3.05 as the reference line. In statistics, any factor that exceeds the reference line by 5% is significant.Figure 8
Screening test diagram.Figure8 shows that the most important factors in the screening test are as follows (in the order of importance):(1)
Lecturer background(2)
Teachers’ professional quality(3)
Lecturers’ teaching style(4)
The interaction between students and teachers in class(5)
Facilities(6)
Course assessment methods(7)
Types of exercises set by the lecturerLess important factors include student feedback, course content, frequency of sessions, and supporting materials.The last stage of the experiment is to analyze and understand the best setting of each factor so as to improve the average score of teaching effect to the greatest extent. To achieve this goal, the main renderings are used. The main effect diagram shows the average response value of each factor at each level, so the relative intensity of the influence of each factor in the experiment can be compared. The symbols in Figure8 indicate the trend of the effect, that is, whether the average score of the teaching effect is increasing or decreasing, and the size indicates the intensity of the effect. If the influence value of a factor is positive, it means that the factor has a higher effectiveness in influencing the average score of teaching effect.


## 6.4.1. Preliminary Experimental Planning

In the planning stage, students are required to evaluate the factors affecting the teaching effect from their own subjective perspective. More than 100 students from two grades were selected, and the students were divided into multiple groups with not more than 8 people in each group. From the subjective perspective of students, the factors affecting the teaching effect are mainly determined by two parts: the first is whether the teaching content of teachers is closely related to practical application; the second is whether the textbooks used in the course are easy to understand and easy to learn. In order to try to guide students to find the potential factors and process variables that affect the teaching effect, the teachers selected for the experiment have 10 years of teaching experience and professional background. In this study, the teaching effect mainly refers to the reflection of students and the characteristics of teaching quality. For simplicity, two levels are defined for each influence factor. The influence of factors is assumed to be linear, and the definition and rank of factors are determined by the students in each group. After the experiment, students initially identified 20 potential factors and their levels.Each group was then voted several times to reduce the initial factors to a manageable number. The first 11 factors were identified after multiple polls to allow for subsequent screening to further identify the most important factors. In order to study 11 factors of two grades, the PB discriminant method was used to design the experiment. The subjects were divided into 14 groups with 7 to 8 people in each group. Each group scored the factors affecting the teaching effect from 1 to 10, with 1 being the lowest score and 10 being the highest score. Students of two different grades were selected to conduct the same experiment, so as to improve the repeatability of the experiment.


## 6.4.2. Experimental Design Stage

According to the combination of factors obtained in the preliminary planning of the experiment, the experimental design is carried out. In this part, with the use of screening tests of 12 times of PB, screening test design cannot distinguish between the main effect and the influence of the interaction, but the significant impact factor can be determined; therefore, the design is only used to study the main effect, and in the experiment research or strong interaction between factors analysis, this method should not be used. The PB design is very powerful in determining the minimum number of laboratory runs or the most important factors in the experiment. Figure3 shows the screening test table in coded format. The low grade of each factor in the screening test table was replaced by “−1,” and the high grade was replaced by “1.”Figure 3
Plackett–Burman experimental design.


## 6.4.3. Test Implementation Stage

In the first semester of 2019 and 2020, more than 100 undergraduates from the same school were selected to collect experimental data. To improve the reliability of the experiment, the Plackett–Burman design used exactly the same factors. The experiment was conducted 12 times, and 11 factors were selected to influence the teaching effect, which allowed sufficient freedom to calculate experimental errors. In the last column of Table1, the average score of teaching effect for grades 2019 and 2020 can be seen that there are differences in the average score of different grades under the same experimental conditions.Table 1
Plackett–Burman results.
Test numberABCDEFGHIJKTest result11−11−1−1−1111−115.2,4.0211−11−1−1−1111−13.5,5.13−111−11−1−1−11114.5,5.241−111−11−1−1−1113.1,2.3511−111−11−1−1−114.4,5.26111−111−11−1−1−14.4,4.07−1111−111−11−1−14.2,4.08−1−1111−111−11−15.4,5.39−1−1−1111−111−113.1,3.1101−1−1−1111−111−14.1,3.511−11−1−1−1111−1113.9,3.212111111111110.4,0.3


## 6.4.4. Analysis of Experimental Results

Figure4 shows the test results of TLA algorithm, STD mechanism, and LTC mechanism when the number of nodes keeps increasing. From the results, although the LTC mechanism further realizes the adaptive transmission channel noise in the STD mechanism, it can further reduce the node failure problem of link congestion caused by the node failure phenomenon; however, the algorithm only takes the main/standby mode to node, when there are large amounts of data transmission and easy to cause the network congestion. Therefore, the upload bandwidth performance is worse than the TLA algorithm.Figure 4
Maximum higher education management upload bandwidth.Figure5 shows the test results of data acquisition error rate of TLA algorithm, STD mechanism, and LTC mechanism when the number of nodes keeps increasing. The TLA algorithm always has a low data acquisition rate and has significant advantages. STD mechanism and LTC mechanism are inferior to the TLA algorithm in link jitter performance and are prone to data acquisition errors caused by link jitter. Therefore, the TLA algorithm has obvious advantages in data acquisition error rate performance.Figure 5
Data acquisition error rate.Figure6 visually shows the test results of link jitter performance of TLA algorithm, STD mechanism, and LTC mechanism. Obviously, the link jitter frequency corresponding to the TLA algorithm is significantly lower than that of control mechanism. The TLA algorithm can maximize the transmission performance of the Internet of Things from the two dimensions of node acquisition and link stability. It can not only improve the efficiency of node acquisition but also greatly reduce the occurrence of link jitter, so the link jitter frequency is low.Figure 6
Link jitter frequency.Figure7 shows the BER test results of TLA algorithm, STD mechanism, and LTC mechanism. It can be seen from the figure that the bit error rate of the TLA algorithm is very low and the fluctuation range is relatively moderate.Figure 7
Bit error rate.Then, the experimental data are analyzed to get effective and reasonable conclusions. The data were analyzed, and the experimental results were verified using graphical tools. First, the factors that have the greatest impact on the average score of teaching effectiveness are determined. Often people are concerned with the factors that are most important to the experiment. In fact, the factors that are not important are equally important to the quality of the product or service. Generally, it is to control the cost of unimportant factors at the most economic level, facilitating cost savings. Figure8 shows the absolute value of the influence of each factor on the teaching effect, with 3.05 as the reference line. In statistics, any factor that exceeds the reference line by 5% is significant.Figure 8
Screening test diagram.Figure8 shows that the most important factors in the screening test are as follows (in the order of importance):(1)
Lecturer background(2)
Teachers’ professional quality(3)
Lecturers’ teaching style(4)
The interaction between students and teachers in class(5)
Facilities(6)
Course assessment methods(7)
Types of exercises set by the lecturerLess important factors include student feedback, course content, frequency of sessions, and supporting materials.The last stage of the experiment is to analyze and understand the best setting of each factor so as to improve the average score of teaching effect to the greatest extent. To achieve this goal, the main renderings are used. The main effect diagram shows the average response value of each factor at each level, so the relative intensity of the influence of each factor in the experiment can be compared. The symbols in Figure8 indicate the trend of the effect, that is, whether the average score of the teaching effect is increasing or decreasing, and the size indicates the intensity of the effect. If the influence value of a factor is positive, it means that the factor has a higher effectiveness in influencing the average score of teaching effect.


## 7. Conclusions

Due to a lack of understanding of the benefits of process design, there is relatively little application of experimental design techniques for process understanding in many service environments. In addition, there is a preconceived and erroneous way of thinking that process experimental design is limited to manufacturing. In this paper, the time-varying clustering sampling algorithm is introduced to analyze the business needs of teachers and education management through sorting out the business processes of education management, education thinking, and education practice. The corresponding education ability is improved through learning and mining corresponding technologies, and big data is used to assist higher education management. The results of the simulation experiment clearly show that the factors affecting the teaching effect based on students’ intuition and guess are not exactly the same as the results of the screening test, which provides more impetus for its wider application.



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*Source: 7954797-2021-12-14.xml*