The Untold Impact of Learning Approaches on Software Fault-Proneness Predictions
It addresses a gap in software engineering research by highlighting how learning approach choices affect prediction accuracy, with implications for both researchers and practitioners in fault prediction.
This paper investigates the impact of learning approaches (useAllPredictAll vs. usePrePredictPost) on software fault-proneness prediction, finding that useAllPredictAll significantly outperforms usePrePredictPost in classification performance across 64 releases of twelve open-source projects, and attributes the difference to class imbalance in within-release predictions.
Software fault-proneness prediction is an active research area, with many factors affecting prediction performance extensively studied. However, the impact of the learning approach (i.e., the specifics of the data used for training and the target variable being predicted) on the prediction performance has not been studied, except for one initial work. This paper explores the effects of two learning approaches, useAllPredictAll and usePrePredictPost, on the performance of software fault-proneness prediction, both within-release and across-releases. The empirical results are based on data extracted from 64 releases of twelve open-source projects. Results show that the learning approach has a substantial, and typically unacknowledged, impact on the classification performance. Specifically, using useAllPredictAll leads to significantly better performance than using usePrePredictPost learning approach, both within-release and across-releases. Furthermore, this paper uncovers that, for within-release predictions, this difference in classification performance is due to different levels of class imbalance in the two learning approaches. When class imbalance is addressed, the performance difference between the learning approaches is eliminated. Our findings imply that the learning approach should always be explicitly identified and its impact on software fault-proneness prediction considered. The paper concludes with a discussion of potential consequences of our results for both research and practice.