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There are several current systems developed to identify common skin lesions such as eczema that utilize image processing and most of these apply feature extraction techniques and machine learning algorithms. These systems extract the features from pre-processed images and use them for identifying the skin lesions through machine learning as the core. This paper presents the design and evaluation of a system that implements a multi-model, multi-level system using the Artificial Neural Network (ANN) architecture for eczema detection. In this work, multi-model system is defined as architecture with different models depending on the input characteristic. The outputs of these models are integrated by a decision layer, thus multi-level, which computes the probability of an eczema case. The resulting system has 68.37% average confidence level as opposed to the 63.01% of the single level, i.e. single model, system in the actual testing of eczema versus non-eczema cases. Furthermore, the multi-model, multi-level design produces more stable models in the training phase wherein overfitting was reduced.

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Filipino students performed poorly in the 2018 Programme for International Student Assessment (PISA) mathematics assessment, with more than 50% obtaining scores below the lowest proficiency level. Students from public schools also performed worse compared to their private school counterparts. We used machine learning approaches, specifically binary classification methods, to model the variables that best identified the poor performing students (below Level 1) vs. better performing students (Levels 1 to 6) using the PISA data from a nationally representative sample of 15-year-old Filipino students. We analyzed data from students in private and public schools separately. Several binary classification methods were applied, and the best classification model for both private and public school groups was the Random Forest classifier. The ten variables with the highest impact on the model were identified for the private and public school groups. Five variables were similarly important in the private and public school models. However, there were other distinct variables that relate to students’ motivations, family and school experiences that were important in identifying the poor performing students in each school type. The results are discussed in relation to the social and social cognitive experiences of students that relate to socioeconomic contexts that differ between public and private schools.

Filipino students ranked last in reading proficiency among all countries/territories in the PISA 2018, with only 19% meeting the minimum (Level 2) standard. It is imperative to understand the range of factors that contribute to low reading proficiency, specifically variables that can be the target of interventions to help students with poor reading proficiency. We used machine learning approaches, specifically binary classification methods, to identify the variables that best predict low (Level 1b and lower) vs. higher (Level 1a or better) reading proficiency using the Philippine PISA data from a nationally representative sample of 15-year-old students. Several binary classification methods were applied, and the best classification model was derived using support vector machines (SVM), with 81.2% average test accuracy. The 20 variables with the highest impact in the model were identified and interpreted using a socioecological perspective of development and learning. These variables included students’ home-related resources and socioeconomic constraints, learning motivation and mindsets, classroom reading experiences with teachers, reading self-beliefs, attitudes, and experiences, and social experiences in the school environment. The results were discussed with reference to the need for a systems perspective to addresses poor proficiency, requiring interconnected interventions that go beyond students’ classroom reading.