7th Article | Volume 01 | Issue 04

A Sentiment Analysis of College Students’ Feedback on their Teacher’s Teaching Performance During Online Classes      

Jeeb T. Abelito, PhD        

College Faculty, Sultan Kudarat State University

Tacurong City, Philippines                                                                                      

Danilo G. Baradillo, PhD                                

Program Chair, Graduate School, University of the Immaculate Conception

Davao City, Philippines                                                                            

Published: November 2023

DOI: https://doi.org/10.17613/xwxj-v676.



This study aimed to unveil the sentiments of college students' feedback on their teacher's teaching performance during online classes. The research utilized a qualitative approach, explicitly employing text mining. Orange software determined the most frequently used words illustrating teachers' teaching performance during online courses. Moreover, Latent Semantic Indexing (LSI) was utilized to reveal how those frequently used words were structured. Meanwhile, the study showed that the words "teacher," "class," "us," "student," "online," "teaching," "happy," "learning," "understand," and "good" were most frequently used in college students' sentiments regarding their teacher's performance during online classes. The study also indicated that most students have positive feedback on their teachers' teaching performance in online courses. Therefore, the findings suggest that teachers have the abilities and knowledge to successfully impart lessons to their students despite the enormous dilemma the pandemic has brought about in every sector, especially in education. 

Keywords: sentiment analysis, college students’ feedback, teacher’s teaching performance, online classes, text mining

How to cite:

Abelito, J., & Baradillo, D. (2023). A Sentiment Analysis of College Students’ Feedback on their Teacher’s Teaching Performance During Online Classes. International Journal of Multidisciplinary Educational Research and Innovation. 1(4), 93-105. https://doi.org/10.17613/xwxj-v676.


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