Vol.62, No.2, 2020, pp.631-655, doi:10.32604/cmc.2020.07920
OPEN ACCESS
ARTICLE
Fuzzy-Based Sentiment Analysis System for Analyzing Student Feedback and Satisfaction
  • Yun Wang1, Fazli Subhan2, Shahaboddin Shamshirband3, 4, *, Muhammad Zubair Asghar5, Ikram Ullah5, Ammara Habib5
1 School of Public Administration, Zhengzhou University, Zhengzhou, China.
2 National University of Modern Languages, Islamabad, Pakistan.
3 Department for Management of Science and Technology Development, Ton Duc Thang University, Ho Chi Minh City, Vietnam.
4 Faculty of Information Technology, Ton Duc Thang University, Ho Chi Minh City, Viet Nam.
5 Institute of Computing and Information Technology, Gomal University, D.I.Khan (KP), Pakistan.
* Corresponding Author: Shahaboddin Shamshirband. Email: shahaboddin.shamshirband@tdtu.edu.vn.
Abstract
The feedback collection and analysis has remained an important subject matter for long. The traditional techniques for student feedback analysis are based on questionnaire-based data collection and analysis. However, the student expresses their feedback opinions on online social media sites, which need to be analyzed. This study aims at the development of fuzzy-based sentiment analysis system for analyzing student feedback and satisfaction by assigning proper sentiment score to opinion words and polarity shifters present in the input reviews. Our technique computes the sentiment score of student feedback reviews and then applies a fuzzy-logic module to analyze and quantify student’s satisfaction at the fine-grained level. The experimental results reveal that the proposed work has outperformed the baseline studies as well as state-of-the-art machine learning classifiers.
Keywords
Student feedback analysis, sentiments, opinion words, polarity shifters, lexicon-based.
Cite This Article
Wang, Y., Subhan, F., Shamshirband, S., Asghar, M. Z., Ullah, I. et al. (2020). Fuzzy-Based Sentiment Analysis System for Analyzing Student Feedback and Satisfaction. CMC-Computers, Materials & Continua, 62(2), 631–655.
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