CleanML: A Benchmark for Joint Data Cleaning and Machine Learning [Experiments and Analysis]

It is widely recognized that the data quality affects machine learning (ML) model performances, and data scientists spend considerable amount of time on data cleaning before model training. However, to date, there does not exist a rigorous study on how exactly does cleaning affect ML --- ML community usually focuses on the effects of specific types of noises of certain distributions (e.g., mislabels) on certain ML models, while database (DB) community has been mostly studying the problem of data cleaning alone without considering how data is consumed by downstream analytics. We propose the CleanML benchmark that systematically investigates the impact of data cleaning on downstream ML models. The CleanML benchmark currently includes 13 real-world datasets with real errors, five common error types, and seven different ML models. To ensure that our findings are statistically significant, CleanML carefully controls the randomness in ML experiments using statistical hypothesis testing, and also uses the Benjamini-Yekutieli (BY) procedure to control potential false discoveries due to many hypotheses in the benchmark. We obtain many interesting and non-trivial insights, and identify multiple open research directions. We also release the benchmark and hope to invite future studies on the important problems of joint data cleaning and ML.

INTRODUCTION
The quality of machine learning (ML) applications is only as good as the quality of the data it trained on, and data cleaning has been the cornerstone of building high-quality ML models for decades. Not surprisingly, both ML and database (DB) communities have been working on problems associated with dirty data over the last decades: • ML community has been focusing on understanding the impact of noises to ML models without actually doing data cleaning. On one hand, many ML algorithms are robust to noises -there has been research showing that the noise introduced during the training process, via e.g., asynchronous execution and lossy data compression and quantization, can have negligible effect in the final accuracy, both empirically and theoretically [16,27,45,46,55,68,69]. On the other hand, ML algorithms can also be sensitive to other types of noises, especially those non-white noises that are in the input data and labels [32]. As a result, the community has been focusing on designing ML algorithms that are robust to noises, such as noise-robust decision trees [53], the use of regularization for improving robustness [61], and model bagging to reduce the variability of model performances caused by dirty data. • DB community has been mostly focusing on understanding the fundamental process of data cleaning without considering its impact on ML models. Data cleaning activities usually consist of two phases: error detection, where various errors and violations are identied and possibly validated by experts; and error repair, where updates to the database are applied (or suggested to human experts) to bring the data to a cleaner state. Many different techniques have been proposed to detect different types of errors, for example, by designing integrity constraints to capture data inconsistencies [23], by using quantitative and statistical techniques to detect outliers [39], and by building ML models to detect duplicates [30]. Various heuristics and techniques have also been proposed to suggest data repairs, for example, by finding the minimal set of updates to resolve violations [24], by performing data transformations [38], by consulting external knowledge bases [25], and by using probabilistic graphical models to reason about errors holistically [56].
(The Emerging Problem of Joint Cleaning/ML) In real applications, these two angles as less segregated -In many, if not most, real-world applications, neither does the ML nor the data cleaning task appears on its own -instead, the most common paradigm is to have a data cleaning component followed by a ML model learning phase. As the majority of previous work has been focusing on solving each individual task independently, we believe that the joint data cleaning/ML problem is an interesting research topic for the DB community in the years to come. This paper is by no means the first to recognize the opportunities in performing data cleaning and model learning jointly -We are inspired by a range of recent work conducted by the DB community, which are discussed in Section 6.
(Our Scope) Many of the early work that tries to jointly deal with data cleaning and ML only focus on a specific subset of data fallacies and a specific set of ML models and tasks. For example, ActiveClean [44] only considers convex models that are trained using gradient descent methods, and also assumes that there is a data cleaning oracle to clean the mini-batches during training. Boost-Clean [43] selects a predefined set of error detection and repair combinations using statistical boosting. While it shows promising results in terms of increased predictions after cleaning, it only considers domain value violations when an attribute value is outside of its value domain and only tests the random forest model.
The goal of this paper is not to propose a new algorithm, instead, our goal is to (1) conduct a systematic study of the impact of various types of errors and cleaning methods on downstream various ML models; (2) construct the first benchmark for joint cleaning and ML tasks, in terms of both collecting real-world datasets with real errors and designing methods to evaluate the impacts; (3) provide a systematic, qualitative statement of the challenges and potentials; and (4) provide a starting point for follow-up studies by the community in the future.
(Challenges) Conducting such a systematic study and constructing benchmark datasets is not a trivial task. The difficulties hinge on dealing with the following challenges: • Realistic noise patterns. Taking a standard ML benchmarks dataset and simply simulating data fallacies trivially (e.g., by randomly removing values to mimic missing values) might under/overestimate the impact of data cleaning on ML. For our study to reflect the real impacts, we have to work with data that has realistic noise patterns, for which we usually do not have ground truth. • Comprehensive ML models. Studying a single ML algorithm (e.g., logistic regression as [60] did) is enough to evaluate a new algorithm, and yet, is not enough to provide a qualitative assessment on the impact of data cleaning on ML -Maybe there are other, simpler or more complicated, ML algorithms that are more robust to noises and are performing relatively well, hence eliminating the need for cleaning. • Statistically significant results. ML models are inherently probabilistic -a different train/test split on the same dataset might produce entirely different results. This is further complicated by the many uncertainties and choices in the data cleaning algorithms (e.g., different imputation methods for missing value). While it might be easy to find a dataset, a cleaning method, and a ML model that jointly show the benefits of joining cleaning and learning, how to ensure that our findings are statistically significant presents a major challenge.
(Contributions) We focus on five types of errors, including outliers, duplicates, inconsistencies, mislabels and missing values. These errors are prevalent in the real-world datasets and frequently considered in research. We select seven classification algorithms, including Logistic Regression, Decision Tree, Random Forest, Adaboost, XGBoost, k-Nearest Neighbors (KNN) and Naive Bayes. These algorithms are chosen because they are classical and competitive classification models and are frequently used in practice.
Our major contributions are summarized as follows: • We collected 13 real-world datasets containing different types of errors, applied common data cleaning techniques, and devised classification tasks that were meaningful in the context of the data. • We trained and evaluated ML models on dirty and cleaned versions of each dataset. We then compared model performance to show the effects of cleaning dirty data on ML models, in terms of both cleaning training set and cleaning test set. • We controlled randomness in ML experiments using paired sample t-test, and also leveraged multiple hypothesis testing procedures to control false discoveries. We also explained our findings whenever possible, by examining the dataset error distributions, the ML model structures, and the properties of different cleaning algorithms. • We made our benchmark publicly available for reproducibility (https://chu-data-lab.github.io/CleanML/). In addition, our benchmark can be easily extended by adding new datasets, new error types, new cleaning algorithms, or new ML models.
(Summary of the Insights) We present our detailed findings in Section 5. Here we summarize the following major insights from our benchmark as follows.
• Data cleaning does not necessarily improve the quality of downstream ML models. In fact, applying cleaning methods blindly may negatively impact model performances. This is because, with the lack of ground truth, cleaning algorithms may actually introduce more biases into the data than the original biases caused by data dirtiness. • In general, the impacts of cleaning on ML depend on the errors and their distributions on the datasets (which are unknown), the correctness of the cleaning algorithms (which are also unknown without ground truth), and the internal structures of the ML models (which can be hard to interpret for some models). While some of our experimental results can be clearly attributed to one or two of these factors, many results remain hard to interpret as they are affected by these factors in combination. • Performing model selection can significantly increase the robustness of impacts of cleaning on ML. This suggests that the models with higher validation accuracy scores (i.e., those are chosen as the best models) are often more robust in terms of the improvements. • Performing cleaning algorithm selection further increases the robustness of impacts of cleaning on ML. This suggests that no single cleaning algorithm is the best, and any future joint cleaning and ML work must devise "adaptive" cleaning solutions. The rest of the paper is organized as follows. We introduce our experimental and analysis methodologies, including CleanML relational schema and its queries in Section 2, which we are using to organize our experimental study. In Section 3, we explain the domains of each attribute in our CleanML relational model. In Section 4, we discuss how we actually conduct the experiments to populate the CleanML database, which includes ways to control randomness and false discoveries. In Section 5, we analyze the CleanML database using SQL queries to group by various attributes to obtain insights. We discuss related work in both ML and DB communities in Section 6. We conclude our work and discuss open research directions in Section 7.

EXPERIMENTAL METHODOLOGY
The impact of dirty data and data cleaning on ML in a dataset depends on a number of factors -some factors depend on the data cleaning process, i.e., the error types to be cleaned and the cleaning methods; some factors depend on the ML process, i.e., the model types used; and some factors depend on where the cleaning is performed during the ML process (training set or test set). Hence, in order to comprehensively investigate the impacts, we need to consider data cleaning and ML jointly in our experiments.
In Section 2.1, we first introduce the CleanML relational schema, where every tuple corresponds to a unique experiment or hypothesis to be tested (e.g., how does filling in missing values using median imputation on the training set affect logistic regression in the dataset X?). In Section 2.2, we present our approach for analyzing the impacts of data cleaning on ML using CleanML relations.

CleanML Schema
The CleanML relational schema consists of three relations, as shown in Table 1. We first introduce the attributes of our CleanML relational models, and then explain the differences between these three relations.
• Attributes for Dataset. The first attribute is dataset, which is the input to the data cleaning and ML pipeline. Each dataset can have multiple types of errors and has an associated ML task. Even We explain this further in Section 3.4. • Flag Attribute. The flag attribute summarizes the impact of data cleaning on ML of an experiment into three categories, "P (positive)", "N (negative)" or "S (insignificant)", indicating whether the cleaning has a positive, negative, or insignificant impact on the ML performance respectively.
Given these attributes, we designed three relations as shown in Table 1. R1 shows the vanilla version of the a CleanML relation schema with the key {dataset, error type, detect, repair, ML model, scenario, flag}. Every tuple of R1 represents a hypothesis or an experiment: how does cleaning some type of error using a detection method and a repair method affect a ML model for a given dataset? We also consider other two versions of relations in CleanML. Compared with R1, R2 eliminates the ML model attribute. In this case, we try different models during training and select the model that has the best validation accuracy (or F1 score) as the model to be considered in an experiment in R2. Every tuple of R2 represents a hypothesis or an experiment: how does cleaning some type of error using a detection method and a repair method affect the best ML model for a given dataset? R3 further eliminates the cleaning method (detection and repair) attributes. In this case, in addition to model selection, we also try different cleaning methods and select the cleaning method that results in the best validation accuracy as the cleaning method to be considered in an experiment in R3. Every tuple of R3 represents a hypothesis or an experiment: how does the best cleaning method affect the predictive performance of the best model for a given dataset?
All three relations can also be extended with other attributes that are associated with an experiment, which may help obtain insights and interpret the results, such as the accuracy scores before and after cleaning and p-values of hypothesis testing associated with each experiment (c.f. Section 4.1 to 4.3).

Analysis Methodology
The general analysis strategy is to query the tuples in the relational schema shown in Table 1. We first fix the error type and group by flags. The percentage of each type of flag indicates the general impact of cleaning this type of error on ML. For example, if flag "P" dominates in the error type outliers, it indicates cleaning outliers generally improves the performance of ML. Then we group by the other attributes (e.g., ML models, datasets, etc.) in addition to flags to see how each attribute affects the impact. For example, if flag "S" dominates under the ML algorithm decision tree, it indicates decision tree is insensitive to this error.
We also investigate the changes of percentage in each type of flag when moving from R1, to R2 and R3. This indicates how model selection and cleaning algorithm selection affect the impacts. For example, if the percentage of flag "N" significantly decreases from R1 to R2, it indicates the model selection reduces the negative impact of data cleaning on ML.
We investigate the impact of dirty data on ML models by simply running SQL queries on three relations R1, R2 and R3. We formally present the SQL query templates as follows, where E ∈ {inconsistencies, duplicates, mislabels, outliers, missing values}.

DESIGN OF BENCHMARK
Based on CleanML Relational Schema, we design CleanML Benchmark by specifying the domain of each key attribute. In Sections 3.1 to 3.4, we present all datasets, error types, cleaning methods, ML models, and cleaning scenarios we consider in the benchmark.

Error Types and Cleaning Methods
We consider five error types that are prevalent in the real-world datasets, including missing values, outliers, duplicates, inconsistencies and mislabels. While there are many cleaning methods in the literature (c.f. Section 6), we consider the most straightforward one in this study. The definition and the cleaning methods of each error type are described below and summarized in Table 2.

Missing Values
Missing values occur when no value is stored for some attribute in an observation. We detect missing values by finding empty or N aN entries in datasets. We use two methods to repair missing values: • Deletion: Delete records with missing values.
• Imputation: For numerical missing values, we consider three types of imputation methods: mean, median and mode. For categorical missing values, we use two types of imputation methods: the mode (most frequent class) or a dummy variable named "missing". Therefore, we have six imputation methods. In Table  2, we denote each imputation method by the numerical imputation and categorical imputation (e.g. "Mean Dummy" represents imputing numerical missing values by mean and imputing categorical missing values by dummy variables).

Outliers
An outlier is an observation that is distant from other observations. We only consider numerical outliers in our experiments. We use three methods to detect numerical outliers.
• Standard Deviation Method (SD): A value is considered to be an outlier if it is n numbers of standard deviations away from the mean of the attribute it belongs to. We use n = 3. • Interquartile Range Method (IQR): Let Q1 and Q3 be the 25th and the 75th percentiles of an attribute. Then, the interquartile range IQR = Q3 − Q1. A value is considered to be an outlier if it is outside the range of [Q1 − k × IQR, Q3 + k × IQR]. We use k = 1.5. • Isolation Forest Method (IF): The isolation forest isolates observations by randomly selecting a feature and randomly selecting a split value of the selected feature. This partition can be represented by a tree structure and outliers will have noticeably shorter paths in the random trees. We use the scikit-learn IsolationForest and set the contamination parameter to be 0.01.
We use two methods to repair numerical outliers in the datasets. • Deletion: Records with outliers entries are removed from the datasets. • Imputation: Outliers entries are imputed. We consider three types of imputation: mean, median and mode.

Duplicates
Duplicates refer to the records that correspond to the identical real-world entity. We detect duplicates by defining the key attribute that is unique for each entity in the dataset. If two records have an identical value on the key attribute, they will be considered as duplicates. We repair the duplicates by keeping the first and deleting all the others.

Inconsistencies
Inconsistencies occur when two values correspond to the identical real-world entity but have different representations. We detect inconsistencies in datasets using OpenRefine [63] and repair them by merging different representations into one in OpenRefine.

Mislabels
Mislabels occur when an observation is incorrectly labeled. Since mislabels in our datasets come from error injection, we already know which label is incorrect. We repair mislabels by flipping the label. Our protocol in injecting class noise follows the recommendation in [34, pg. 25]: (1) uniform class noise: flip 5% in each class, in total 5% of the labels are changed; (2) pairwise class noise: in binary classification, flip 5% of the labels in class 0 and keep the labels for class 1 or flip 5% of the labels in class 1 and keep the labels for class 0.

Datasets
We collected 13 real-world datasets from different sources to conduct our experiments. Each dataset contains one or more types of error summarized in Table 3. For mislabels, we cannot find existing real-world datasets with both mislabels and ground truth. Since it is difficult to clean mislabels without ground truth (we do not know whether a label is mislabeled unless we have ground truth or domain knowledge), we injected mislabels in three real-world datasets.
x Titanic x University x USCensus x x *Note: Mislabels in datasets come from error injection.
Airbnb: This dataset contains 42,492 records on hotels in the top 10 tourist destinations and major US metropolitan areas scraped from Airbnb.com. Each record has 40 attributes including the number of bedrooms, price, location, etc. Demographic and economic attributes were scraped from city-data.com. The classification task is to determine whether the rating of each hotel is 5 or not. This dataset contains missing values, numerical outliers and duplicates. Citation: [1] This dataset consists of titles of 5,005 publications from Google Scholar and DBLP. Given a publication title, the classification task is to determine whether the paper is related to Computer Science or not. This dataset contains duplicates.
Company: [2] The original dataset contains over 2.5 million records about companies including company names and locations. Because of its large size, we randomly sampled 5% records (128,889 records) from the original dataset. Each record has seven attributes including company name, country, city, etc. The classification task is to predict whether the company sentiment is negative or not. This dataset contains inconsistent company names. Credit: [3] This dataset consists of 150,000 credit data with 10 attributes including monthly income, age, then number of dependents, etc. The classification task for this dataset is to predict whether a client will experience financial distress in the next two years. This dataset has a class imbalance problem. There are only 6.7% records in minority class. This dataset primarily contains missing values and numerical outliers. EEG: [4] This is a dataset of 14,980 EEG recordings. Each record has 14 EEG attributes. The classification task is to predict whether the eye-state is closed or open. This dataset contains numerical outliers. We inject mislabels into this dataset by randomly flip labels. KDD: [6] This dataset contains 131,329 records about projects and donations from DonorsChoose.org. Each record has 100 attributes. The classification task is to predict whether a project is "exciting". This dataset has a class imbalance problem. There are 11% records in the minority class. This dataset contains missing values and numerical outliers. We inject mislabels into this dataset by randomly flip labels.
Marketing: This dataset consists of 8,993 data about household income from a survey. Each record has 14 demographic attributes including sex, age, education, etc. The classification task is to predict if the annual household income is less than $25000. This dataset contains missing values. Movie: [10,5] This dataset consists of 9,329 movie reviews, which we obtained by merging data from IMDB and TMDB datasets. Each record has seven attributes including title, language, score, etc. The classification task is to predict the genre of the movie (romance or comedy). It contains duplicates and inconsistent representations of languages. Restaurant: [7] This dataset contains 12,007 records about restaurants, which we obtained by merging data from the Yelp and Yellowpages datasets. Each record has 10 attributes including city, category, rating, etc. The classification task is to predict whether the categorical price range of a restaurant is "$" or not. This dataset consists of duplicates and inconsistent restaurant names and categories. Titanic: [9] This dataset contains 891 records and 11 attributes from the Titanic including name, sex, age, etc. The classification task is to determine whether the passenger survived or not. This dataset has a significant number of missing values.
Sensor: [8] The original sensor dataset contains 928,991 sensor recordings with eight attributes including temperature, humidity, light, etc. Because of the large size, we only used recordings from sensor 1 and sensor 2 and sampled the dataset to include 1 observation per hour, and day for each sensor. The sampled dataset contains 62,076 records. The classification task is to predict whether the readings came from a particular sensor (sensor 1 or sensor 2). This dataset contains outliers. University: [11] This dataset contains 286 records about universities. Each record has 17 attributes including state, university name, SAT scores, etc. The classification task is to predict whether the expenses are greater than 7, 000 for each university. This dataset contains inconsistent representations for states and locations.
USCensus: [12] This dataset contains 32,561 US Census records for adults. Each record has 14 attributes including age, education, sex, etc. The classification goal is to predict whether the adult earns more than $50,000. This dataset contains missing values.

ML Models
We select seven classical and competitive classification algorithms in our experiments, including Logistic Regression, KNN, Decision Tree, Random Forest, Adaboost, XGBoost and Naive Bayes. We used scikit-learn [50] to train models. Each model is described below. Logistic Regression: Logistic regression is a binary classifier that uses a Sigmoid function to create a linear classification boundary. Logistic regression uses optimization methods to determine the best regression coefficient of the function based on the training data [48]. KNN Classifier: KNN classifier uses a distance metric (Euclidean distance in our experiments), and the number of nearest neighbors (k) to calculate the distance between records in the training set. After calculating the distance it then retrieves the k nearest neighbors. Once the algorithm has found those neighbors, it can classify a record in the test set by computing its distance to other training records and using the class labels of the nearest neighbors to determine the label class of the unknown record [37]. Decision Tree: CART (Classification & Regression Trees) decision trees were used in this analysis. During training, the decision tree splits the data based on homogeneity. Gini index is used to measure node impurity and the attribute with minimum Gini index is used as the split node. This algorithm recursively partitions data until the splitting is completed [52]. Random Forest: Random forests are an ensemble learning method for classification. During training, the random forests algorithm constructs several decision trees and outputs an aggregated prediction (often the mode of the classes). Predictions in the test set are then made using this output [26]. Adaboost: Adaboost, also known as "Adaptive boost", is a metalearning algorithm with high theoretical and empirical performance. It uses weak learners and transforms them into high performance learners by repeatedly emphasizing mispredicted instances. In experiments, the decision tree is our base learner. [36] XGBoost: XGBoost is short for "Extreme Gradient Boosting". It is an implementation of gradient tree boosting system designed to be highly efficient and scalable. It is one of the most popular packages used by competitors to win ML challenges [21]. We use gradient boosted tree as our base learner in the experiments. Naive Bayes: Naive Bayes predicts a class given a set of features using Bayes Theorem. This algorithm assumes independence among all attributes when the class is given [57].
We preprocess features before training ML models following these common practice: (1) Categorical variables were encoded using one hot encoding. (2) Text embeddings were used for noncategorical text attributes. We computed their tf-idf matrix using TfidfVectorizer from scikit-learn [50]. (3) Data were standardized to a mean of 0 and variance of 1. (4) Class-imbalanced datasets were downsampled, i.e., for every observation of the minor class, we randomly sample from the major class without replacement, to make the number of the instances in the major class equal to that in the minor class during the training.

Scenarios
Given a dataset with a train/test split, and a cleaning method, we can have different model performance depending on where the cleaning is performed. Table 4 shows the four cases: Case A repre-sents a model built using the original dirty training set and tested on the original dirty test set; Case B represents a model built using the original dirty training set and tested on the cleaned test set; Case C represents a model built using the cleaned training set and tested on the original dirty test set; and Case D represents a model built using the cleaned training set and tested on the cleaned test set. Our goal is compare two of them to evaluate how cleaning affects model performance, and a chosen comparison between two cases is what we call a scenario in Table 1 (e.g., "BD" is a scenario). Do we then have a total of C 2 4 = 6 scenarios? The answer is no, and in fact, only two of them ("BD" and "CD") make sense as explained as follows: • Scenario "BD". This shows the effects of cleaning dirty data in the training set when models are evaluated on the clean test set. This is reflective of the real-world model building phase, where we are given a dirty training set and we would like to know whether we need to clean the training set. Of course, in order to test whether cleaning training set helps, the two models need to be evaluated on the same cleaned test set. • Scenario "CD". This shows the effects of cleaning dirty data in the test set when models are trained on the clean training set. This is reflective of the real-world model deployment phase, where the model is deployed and is being used for new test data, and we would like to know whether cleaning incoming dirty test data helps with the predictive performance. • Scenario "AB". We do not compare the entries A and B because in real-world data cleaning, we do not consider evaluating a test set on a model trained with dirtiness, especially we are not interested in the performance improvement/degradation when swapping dirty with clean test sets. • Scenario "AC". The comparison between A and C is also not reported because in production we are not interested in the performance of models evaluated on a dirty test set. It is common practice to ensure the test set is clean for evaluating the model performance. • Scenario "AD" and "BC". The two scenarios are based on two different settings, which are not directly comparable.  Missing values need special attention; they occur when no value is stored for a variable in an observation. We cannot train models when some data is missing. Thus, Cases A and B in Table 4 are not available for missing values. Instead of comparing dirty and cleaned datasets, we compare the difference between a deletion dataset (a dataset with missing values deleted) and an imputation dataset (a dataset with missing values imputed). The four cases for missing values are shown in Table 5. We only consider the "BD" scenario for missing values, which captures the difference of imputing and deleting training samples while testing the model performance in the imputed test set. This scenario is the authentic scenario we encounter in production, where it is not allowed to delete instances from the test set, so missing values in the test set have to be repaired using imputation methods.

RUNNING THE BENCHMARK
We have defined the domain of each key attribute. We call each valid assignment of key attributes an experiment specification. By definition, the experiment specification for a tuple t in relation R is t[R − F lag], where R ∈ {R1, R2, R3}. For example, in Table  6, s1, s2 and s3 are three experiment specifications in R1, R2 and R3, respectively.
In this section, we present how to run the benchmark to generate flags for each experiment specification in R1, R2 and R3. First, given an experiment specification, we generate a pair of performance metrics that will be used to determine the flag (Section 4.1). We then present our approach for controlling randomness in our experiments (Section 4.2). Finally, we show how to control false discoveries (Section 4.3).

Generating One Metric Pair
Given an experiment specification in R1, we can generate a pair of metrics through following steps: (1) Split dataset. We first split dataset randomly into a training and a test set with a 70/30 ratio. (2) Clean dataset. We clean the error in the training set and test set with the specific cleaning methods. To avoid the data leakage problem, all statistics needed for data cleaning, such as mean and standard deviation, are computed only on the training set and used to clean both training and test set. (3) Training ML models. If the scenario is BD, we train two ML models, one on dirty training set and one on clean training set. If the scenario is CD, we only train one ML model on the clean training set. We tune hyper-parameters of ML models using random search and 5-fold cross validation. (4) Evaluating ML models. If the scenario is BD, we evaluate two ML models (one trained on a dirty training set, anther trained on a clean training set) on the clean test set to get a pair of metrics. If the scenario is CD, the model trained on clean training set will be evaluated on dirty test set and clean test set respectively to get a pair of metrics. The evaluation metric is selected based on class imbalance. For classimbalanced datasets (i.e., KDD and Credit), we use F1 score to evaluate the performance of models but for all the other datasets, we use accuracy as the evaluation metric.
For experiment specifications in R2, the difference is that we train various ML models at step (3) and select the model with the best validation accuracy from cross validation as the model evaluated in step (4). For R3, in addition to model selection, we use various cleaning methods to clean dataset at step (2) and select the cleaning method resulting in the best validation accuracy. At step (4), the test set cleaned by the best cleaning method is used to evaluate the best model. EXAMPLE 4.1. We take the specifications in Table 6 as an example to show how to generate one metric pair for each specification.
To generate metric pair for s1, we first split EEG into training and test datasets. We detect outliers in the training set and test set using IQR detection and repair them with mean imputation. The quantiles used in detection and mean used in repair are computed on the training set. Then, since the scenario here is BD, we train two logistic regression models on a dirty training set and a cleaned training set respectively. Finally, we evaluate two models on the cleaned test set and get two test accuracy scores to form a metric pair as shown in Table 7.
To generate the metric pair for s2, we train various ML models. Table 8 shows that based on the validation accuracy, XGBoost is the best model trained on the dirty training set and KNN is the best model trained on the clean training set. We then evaluate two best models on the cleaned test set to get two test accuracy scores to form a metric pair.
To generate the metric pair for s3, in addition to model selection, we use various cleaning methods. Table 9 shows the clean test accuracy of best models under each cleaning methods. Based on the validation accuracy, detecting outliers by SD and repairing by deletion is the best cleaning method. Hence, we use its metric pair as the metric pair for s3.

Handling Randomness
The above procedure has randomness, which mainly comes two sources: (1) Search Randomness. This is introduced by random search in tuning hyper-parameters. Different search spaces will result in different performances, which may affect the evaluation of ML models. (2) Split Randomness. This is introduced by random train/test split. Different train/test splits may result in different error distribution, which may affect the quality of data cleaning.

Handling Search Randomness
To handle the randomness from random search, we repeat step (3) and step (4) 5 times with different seeds for random search. Each random search will generate a pair of metrics. To aggregate 5 pairs, for specifications in R1, since we care more about the performance of a model on average, we averages each metric in the pair over 5 random searches. For specifications in R2 and R3, similarly as we select the best model based on the validation accuracy, we select the one with the best validation accuracy from 5 random searches for each metric. After repeating experiments with 5 times random search, we still have one metric pair for each specification, but it provides a better evaluation of the model performance and reduces the effect of randomness caused by random search. EXAMPLE 4.2. Table 10 shows the five metric pairs we get from repeating random search with 5 different seeds. For s1, we average over 5 random search for each metric. For s2, as shown in Table 11, we select the one with the best validation accuracy from 5 random search for each metric. s3 can be generated in a similar way.

Handling Split Randomness
To avoid the occasionality caused by a train/test split, we randomly split each dataset 20 times with different seeds and repeat the experiments under the same protocol on each train/test split. Each split will generate one pair of metrics. Hence, we end up with 20 metric pairs for each specification.  Table 12 shows 20 pairs of metrics from 20 different train/test splits for s1.
Given 20 pairs of metrics for each specification s = t[R−F lag], we generate the flag t[F lag] using paired sample t-test. We consider 20 metric pairs as two sets of 20 observations from the same      dataset before and after data cleaning. Then paired sample t-test can determine whether the mean difference between two sets of observations is zero, positive or negative. The paired sample t-test is formally defined below. For each specification t[R−F lag], let µ t be the mean difference of the metrics of the ML model before and after we clean the error in the dataset with the detection and repair method. We define null and alternative hypotheses for three types of paired sample t-test as: We run three types of paired sample t-test on 20 metric pairs. Let p0, p1, p2 be the p-values of two-tailed t-test, upper-tailed t-test and lower-tailed t-test respectively. Let α be the significant level. The procedure for determining flags using paired sample t-test is described below: (1) if p0 ≥ α, t[Flag] = "S".
(3) if p0 < α and p2 < α, t[Flag] = "N". The intricacy of conducting two-tailed test and one-tailed test together lies in the fact that if the test statistics distribution is symmetric (e.g., Gaussian), the p-value in one of one-tailed tests is half of the p-value in a two-tailed test. Hence, a two-tailed test with significance does imply that the one-tailed test under the same distribution is also significant; yet if the one-tailed test is significant, the two-tailed one is not necessarily significant. What is criticized often is that people only report a one-tailed test p-value because the two-tailed test is insignificant. However, in our case, we do not face this claim because we conduct three tests and only report the onetailed test results if its corresponding two-tailed test is significant. EXAMPLE 4.4. For s1, we run two-tailed, upper-tailed and lowertailed sample t-test on 20 metric pairs (Table 12). Assume α = 0.05. Table 13 shows p0 < α and p1 < α. Thus, the flag of s1 is determined to be "P".

Controlling False Discoveries
Since we aim at studying the significant impacts of data cleaning techniques on ML performances in spite of the search and split randomness, we face the challenges that not all statistically significant results in individual hypothesis tests are true discoveries. Some results are significant simply due to the large number of tests examined. This is commonly known as the multiple hypothesis testing or the multiple comparisons problem in the statistics literature [58]. To see the effect of multiple testing, consider a case where there are 20 hypotheses to test and we set a significance level of α = 0.05. The probability of observing at least one significant result just due to chance is 1 − (1 − α) 20 ≈ 0.64. With just 20 tests considered, we have a 64% chance of observing at least one significant result, even if all of the tests are actually not significant.
With 3, 990, 570 and 150 hypotheses in our relations R1, R2 and R3, respectively, it is highly likely that our results contain many false discoveries by chance. Strategies to control the false discoveries caused by the multiple hypothesis testing problem usually adjust the significance level α in some way [58,18,19]. For example, a simple way to adjust α is called the Bonferroni correction [20] 1 , which tests each hypothesis at the significance level of α m instead of α, where m is the number of tests. Unfortunately, this correction also significantly increases the number of false negatives because it can miss a lot of true significant tests. In practice, it is usually very hard to determine the desirable significance level for every test so that both false positives and false negatives are minimized [58]. Instead of adjusting the significance level α for every test, another strategy is to rank the tests by their p-values, which indicate the statistical significance levels of tests [65]. This is called the 1 Bonferroni correction is one of many familywise error rate (FWER) methods, for an extensive survey, c.f. [70].
FDR approach [33, pg. 687] where we ensure that in expectation, V R = F DR, where R is the total number of rejections, and V the number of false rejections. Common FDR approaches include Benjamini-Hochberg (BH) and Benjamini-Yekutieli (BY) procedures, where we try to control the FDR that is "(upper) bounded by a user-defined level α" ([33, pg. 688]). We employed the BY procedure since it controls the FDR under arbitrary dependence assumptions 2 . For each relation, we conduct a separate multiple hypothesis testing. We assign α to be 0.05 in our experiments. EXAMPLE 4.5. P-values for s1 (Table 13) are corrected in a multiple testing setting where we run BY-Procedure on p-values of all of hypotheses in R1. Table 14 shows the corrected p-values for s1. Since p0 < α and p1 < α. Thus, the flag of s1 is finally determined to be "P".

ANALYZING BENCHMARK RESULTS
We inspect the correlation between the test accuracy scores in the scenarios BD and CD. In Figure 1, the scatter plots are generated based on R3. We plot the test accuracy scores of 20 splits in each dataset, given the best model and the best data cleaning method. Different colors correspond to various datasets. The visualization shows that: (1) cleaning does not always improve the ML performance; (2) cleaning can help improve accuracy scores up to 10% (e.g., cleaning outliers in the scenario CD); (3) the improvements vary largely from one error type to another; (4) we need a systematic and principled approach to analyze the results. Table 15 presents the results according to the query templates we define in Section 2.2. In Section 5.1 to 5.5, we present the impacts of each type of error on ML by analyzing the query results. In Section 5.6, we summarize the key insights.

Inconsistencies
Insight #1: Cleaning inconsistencies is more likely to have insignificant impact and unlikely to have negative impact on ML.
Insight #2: Model selection increases the probability of having positive impacts on ML.

Q1:
We first group by flags on the tuples in R1, R2 and R3. Table 15:Q1(E=Inconsistencies) shows no negative flags ("N") in the impact directionality. For every relation, the insignificant changes ("S") have the largest likelihood. This implies that cleaning inconsistency in both training and test sets is unlikely to produce negative impacts on the ML model performance. Furthermore, comparing the percentages of "P" among all the relations, selecting the best ML model and the best data cleaning strategy helps to gradually introduce positive changes to ML performances after data cleaning.
Q2: Table 15: Q2(E=Inconsistencies) shows the query results of grouping by flags and scenarios, which follows the tendency we observe in Q1, i.e., no negative impacts on ML performance after cleaning inconsistency in both scenarios. Adding an auto ML model/cleaning tuner increases the changes of positive impacts. Q3: Grouped by ML models, it is noticeable that all the ML models have demonstrated the same tendency in the impacts of data cleaning, as shown in Table 15: Q3(E=Inconsistencies). Again, there is no negative impact on ML performances that cleaning inconsistency can induce.
Q5: At last, we group by datasets and provide a view on dataset choice and its influence on ML performance with data cleaning strategy incorporated. As shown in Table 15:(E=Inconsistencies), in general, the pattern holds that insignificant impact of cleaning inconsistency prevails; no negative impacts of cleaning inconsistency was found. It is probably due to the idiosyncrasy in the Movie dataset, which has 48% of inconsistencies 3 , the improvement an

Duplicates
Insight #1: Cleaning duplicates is more likely to have insignificant impacts on ML and it is possible to produce negative impacts. Insights #2: With model selection, negative impacts caused by cleaning test set can be eliminated.
Q1: From the query on flags shown in Table 15:Q1(E=Duplicates), it is unclear that if cleaning duplicates could bring either positive or negative impacts. In all the relations, the number of insignificant flags has the largest percentage compared with the positive and negative flags.
Q2: Looking scenarios grouped by flags in Table 15: Q2 (E= Duplicates), using a clean test set with a clean training model (CD) is highly unlikely to result in negative changes of ML performance. Especially when we utilize an auto ML/data cleaning tuner, the negative impacts disappear. In the scenario BD, utilizing an ML/cleaning tuner does not decrease the chance of yielding negative impacts when we clean the duplicates. This observation is also made from the scatter plot on BD in Figure 1, where there are more points with the "N" flag than the other two flags. The reason is due to the various duplication rates of features in the datasets, as we see when analyzing the results of Q5 below.
Q3: We observe from Table 15:Q3(E=Duplicates) that for all the ML models, AdaBoost, KNN and Decision Tree tend to have no negative impact.
Q5: The discrepancies of datasets affect the ML performances largely as we observe from Table 15:Q5(E=Duplicates). For the datasets "Airbnb" and "Citation", the negative impacts could be dampened to zero if we add an auto ML/cleaning tuner. Yet for the datasets "Movie" and "Restaurant", the negative impacts even increase after we use an auto ML/cleaning tuner. This might be due to the protocol of generating the duplicates, where we have combined the two sources of datasets and do not correlate the duplication rate with the class distribution. Finally, "Movie" has a duplication rate of 40%, "Citation" 10%, "Airbnb" 10%, and "Restaurant" 10%.
values English and en under the variable "Language". The value English takes 52% in all the attribute values; the value en 48%. We therefore replace en with English. This gives us an inconsistency rate of 48%.

Mislabels
Insight #1: Cleaning mislabels are highly likely to have positive impacts on ML. Insight #2: Cleaning mislabels for models that have bad performances may produce negative impacts.
Q1: Table 15:Q1(E=Mislabels) is generated by grouping flags, which demonstrates strong positive impacts of cleaning mislabels in all relations. The likelihood of improving ML model performances after cleaning mislabels (the "P" flag) is higher than that of insignificant changes (the "S" flag) , which is more likely than reducing the ML model performances (the "N" flag).
Q2: In the scenario CD shown in Table 15:Q2(E=Mislabels), cleaning mislabels has always a higher likelihood of rendering a positive impact on the ML performances, which corresponds to the observation from Figure 1. This could be understood by the fact that using a clean training set and a clean test set, i.e., sets without label flipping, ML performances are generally better than using a clean training set and a corrupted test set. There are no negative flags in the scenario BD under the error type "Mislabel". We find out that if we clean the dirtiness in the training set, it is highly unlikely that the cleaning method has a negative impact on the ML model performance.
Q3: Apart from Naive Bayes (Table 15:Q2(E=Mislabels)), all the other ML models have demonstrated a stronger tendency in producing more accurate predictions after cleaning the mislabels.
Q5: We observe that the negative impact only occurs when the model has a bad performance (accuracy < 50%). This is because when we inject mislabels by flipping labels, we are more likely to flip a label that bad models predict incorrectly. Then accuracy of bad models is likely to be improved after injecting mislabels. Hence, cleaning mislabels may reduce the performance of bad models. With model selection, the negative impact is reduced, since we are less likely to have a bad model.

Outliers
Insight #1: Cleaning outliers is more likely to have insignificant and positive impacts, but it may produce negative impacts on ML.
Insight #2: With model selection, the probability of having negative impacts can be reduced. With cleaning method and model selection, it is unlikely to have negative impacts. Insight #3: The probability of having positive and negative impacts is highly related to datasets and detection methods. Q1: Table 15:Q1(E=Outliers) shows the results of Q1 for outliers. The results of R1 indicate that cleaning outliers mostly have no impact or positive impact on ML, but sometimes it may negatively affect ML. This is because outlier detection and repair are not completely accurate. The detection methods are usually based on the assumptions of the error distribution, which may not be the underlying authentic distribution. Some outliers may be true data instead of errors although they are distant from other instances. Cleaning such data will distort the true distribution of the dataset, which results in negative impact on ML.
The results of R2 and R3 show that with the model selection and with the cleaning method selection the percentage of flag "N" decreases to 0 and the percentage of "S" increases, while the flag "P" remains at the similar percentage. This indicates that using model selection and cleaning method selection can eliminate the negative impact of cleaning outliers and improve the robustness without losing too much benefit.
Q2: Table 15:Q1(E=Outliers) shows the results of Q2 for outliers. In R1, R2 and R3, BD and CD have similar percentage scores of "P", "S" and "N". This indicates that cleaning outliers in the training and test sets have similar impacts on ML models.
Q3: Table 15:Q3(E=Outliers) shows the results of Q3 for outliers. KNN has more "P" flags, less "N" and "S" flags than other models. Therefore, KNN is the most sensitive model to outliers and gains most benefit from cleaning outliers. Other models are affected similarly.
Q4.1: Table 15:Q4.1(E=Outliers) shows the results of Q4.1. In R1, IQR and IF have more "P" flags and "N" flags than the SD method. This indicates that IQR and IF are more aggressive than SD and SD is more conservative. In R2, the negative impact of IF and IQR is largely eliminated by model selection, but the positive impact remains.
Q5: Table 15:Q5(E=Outliers) shows the result of Q5. In R1, most negative flags are from "Credit" and "KDD" datasets. In R2, all of negative flags are from "Credit". EEG and Sensor have more "P" flags than other datasets. This echoes our interpretation in Q1 that the impact of outliers on ML models largely depends on the error distribution in the dataset.

Missing Values
Insight #1: Cleaning missing values by imputation are more likely to improves the performance or achieves similar performance as deleting missing values. Insight #2: With model selection and imputation method selection, ML models tend to be more robust to missing values.
As mentioned in section 3.4, we only consider one scenario (BD) for missing values. Therefore, we do not run Q2 for missing values.
Q1: Table 15:Q1(E=Missing Values) shows the results of Q1 for missing values. The result of R1 exhibits that cleaning missing values by imputation mostly improves the performance or achieves similar performance as deleting missing values. But there are still few "N" flags, which indicates that imputation can sometimes hurt the performance. The reason is that imputation is simply an approximation of ground truth. If the imputation is distant from ground truth, it may introduce bias to data and reduce the performance of ML.
The results of R2 and R3 show that, with model selection, "N" flags are eliminated and the percentage of "S" flags increases. Therefore, ML becomes more robust to missing values.
Q3: Q5: Table 15:Q5(E=Missing Values) shows the results of Q5. In R1, "USCensus" has much less "P" flags and more "N" flags than other datasets. The reason may be that the imputation in this dataset is distant from ground truth. All of flags in "KDD" are "P", which indicates that imputation in this dataset may be close to ground truth. R2 and R3 show that with the model selection the negative impact in "UScensus" caused by missing value imputation is eliminated.

Summary of Key Insights
Data cleaning does not necessarily improve the quality of downstream ML models. We see from the result analyses that applying cleaning methods blindly could negatively impact model performances. Cleaning methods could introduce biases and sometimes this bias is larger than the original bias: (1) It is unclear that if cleaning duplicates could bring either positive or negative impacts, defining a better duplicate injection protocol is key. (2) Cleaning outliers mostly have no impact or positive impact on ML, but sometimes it may negatively affect ML. The effects are highly dependent on detection and repair techniques. (3) If the imputation of missing values is distant from ground truth, it may introduce bias to data and reduce the performance of ML.
Interpretation of the experimental results should take into the following factors: the errors and their distributions on the datasets (which are unknown), the correctness of the cleaning algorithms (which are also unknown without ground truth), and the internal structures of the ML models (which can be hard to interpret for some models). Since these factors are jointly at work, it could be hard to interpret the results: (1) Cleaning inconsistency in both training and test sets is unlikely to produce negative impacts on the ML model performance. Dataset choice and dirtiness in key features matter. (2) Dataset choices and how to inject duplicates when combining the datasets are crucial in the experiment setups of duplicates. (3) Class distribution has a huge impact on how mislabels should be cleaned.
Performing model selection can significantly increase the robustness of impacts of cleaning on ML. This effect has been identified in cleaning all error types. In particular, the negative effect of data cleaning can be eliminated by selecting the best ML model.
Performing cleaning algorithm selection further increases the robustness of impacts of cleaning on ML. This effect has been identified in cleaning all the error types. Since the data cleaning techniques are dependent of error distributions in datasets, no single cleaning algorithm is the best, and any future joint cleaning and ML work must devise "adaptive" cleaning solutions.

Work in DB Community
Despite the many fruitful research contributions in the general area of data cleaning, the dirty data problem remains challenging [22]. Recent study shows that even the combination of current error detection techniques can still miss many errors in real-world datasets [13]. We refer users to various surveys and tutorials on the broad topic of data cleaning [54,39,31,40].
ML for data cleaning. Various ML techniques have been used in multiple data cleaning activities. Scared [66] and GDR [67] use ML classification models to predict the likelihood of a candidate value update. Active learning is used to judiciously solicit human inputs to detect duplicate records [59,17]. HoloClean [56] builds a graphical model to holistically reason about various signals to assign a probability to a candidate repair. Even deep learning techniques have been used for entity matching [29,49].
Analytics-driven cleaning. As data cleaning itself is expensive and it is hard to reach ground truth, the DB community is starting to work on analytics-driven cleaning methods, which usually aim at reducing cleaning cost so that a given data analytical task can return better results. SampleClean [64] targets the problem of answering aggregate queries when the input data is dirty. Sample-Clean aims at answering a query only by cleaning a sample of the dirty dataset, and at the same time, providing confidence interval guarantees the query results. ActiveClean [44] is an example of cleaning data intelligently for convex models that are trained using gradient descent methods. The key insight of ActiveClean is that convex loss models (e.g., linear regression) can be trained and cleaned simultaneously. However, ActiveClean assumes that the cleaning is performed by an oracle. BoostClean [43] automatically selects an ensemble of error detection and repair combinations using statistical boosting. It does show promising results in terms of increased prediction in some datasets. However, BoostClean only considered domain value violations when an attribute value is outside of its value domain and only tested random forest model, while CleanML consider five error types and seven ML models. CleanML also features the use of (multiple) hypothesis testing to control randomness and to ensure that our findings are statistically significant.
Benchmarks. The DB community has the tradition of creating benchmarks, such as Wisconsin benchmark [28] and TPC 4 . The ML community has also contributed to benchmarking in various ways: MLBench, "the first benchmark for declarative ML on the cloud"; DAWNBench 5 , a benchmark for end-to-end deep learning competition; MLPerf 6 , a broad ML benchmark to measure ML system performance.
In this paper we create yet another benchmark to jointly study ML and data cleaning techniques. This work is inspired by benchmark efforts in the data cleaning and ML communities.

Work in ML Community
Impact of Noise on ML Models. Marlin [47] explores a variety of strategies for performing classification with missing feature values. García-Laencina et. al. [35] reviews a group of important missing data techniques in pattern classification. Acuña et. al. [15] study the effects of outliers on three classifiers (Linear discriminant analysis (LDA), KNN and decision trees). Kołcz et. al. [42] investigates the effects of class-biased duplicates using a spam-detection dataset. Artificial duplicates are only introduced into the spam class and two classifiers (Nave Bayes and Perceptron with Margins (PAM)) are tested. Frénay [32] outlines the effects of label noise including deterioration of classification performance and increased model complexity. Van Hulse et. al. [62] show that mislabeled minority class examples have a greater impact on classification performance than mislabeled majority class examples. Qi et. al. [51] conducts an experimental comparison of the effects of inconsistent data on classification, clustering, and regression algorithms. Two metrics (sensibility and keeping points) are proposed 4 http://www.tpc.org/information/benchmarks.asp(last accessed: Feb 28, 2019). 5 https://dawn.cs.stanford.edu/benchmark/(last accessed: Feb 28, 2019). 6 https://www.mlperf.org/(last accessed: Feb 28, 2019).
to measure effects. The results show that Bayesian Network is the most robust model, while random forest is the least robust. These studies are mostly isolated, and focuses on how particular kinds of noise with certain distributions affect certain ML models. In contrast, CleanML builds comprehensive a benchmark to study the effects of cleaning on ML, and carefully controls randomness to ensure the results are statistically significant, which is usually missing in previous studies.
Robust ML. Another line of work aims at developing ML algorithms that are robust to certain noises. Quinlan [53] proposes a learning algorithm for building noise-robust decision trees. Abellan and Moral [14] shows that using imprecision information gain can improve the accuracy of decision trees against the presence of label noise. Teng [61] demonstrates that over-fitting avoidance approaches, like regularization, can improve the robustness of ML models. Khoshgoftaar et al. [41] show that bagging can improve model performance due to the variability caused by dirty data.

CONCLUSIONS AND OPEN RESEARCH DIRECTIONS
This paper proposes the CleanML benchmark that studies the impact of data cleaning on ML, and we obtained many valuable insights as discussed in Section 1 and 5. We hope that this study will invite many future work on joint data cleaning and ML. We list some open research directions as follows.
1. Extending the CleanML Benchmark. While CleanML represents the most comprehensive study on the subject to date, there are many interesting future extensions. For example, we need more datasets with diverse error distributions, especially for missing values and outliers, as the current CleanML has no ground truth for these error types. 2. Identifying the Biases Introduced in Data Cleaning. As discussed, cleaning does not necessarily help and can sometimes even harm model performances. To decide whether a given cleaning method should be applied to an ML task, we need to detect whether the cleaning process introduces more biases than the dirtiness itself, which is an interesting research problem. 3. Holistic Cleaning for ML. CleanML currently considers each error type separately as a first step to understand how cleaning affects ML. Real-world datasets often exhibit multiple error types and they interact in non-trivial ways. Whether the benefits of cleaning are sub-linear, compositional, or superlinear remains an open question. 4. Principled Approach for Joint Data Cleaning and ML. We believe that there need to be principled approaches that jointly deal with dirty data and model training, so as to achieve the best performance. The cleaning process needs to be modeldriven, and the training process needs to be error-aware.


SPECIFIC FEATURES OF USING INFORMATION TECHNOLOGIES IN LEARNING PROCESS

This article discusses the role of information technology in the learning process. This article describes the complexity of the educational process. The article analyzes the features of the use of information technology.

Introduction
At present, the process of informatization is manifested in all spheres of human activity. So the use of modern information technologies is a necessary condition for the development of more effective approaches to teaching and improving teaching methods. A special role in this process is played by IT. Since their use contributes to increasing the motivation of students' learning, saving learning time, and interactivity and visibility contributes to a better presentation, understanding and assimilation of educational historical material.
The integration of schoolchildren in IT is the most important direction in solving the problem of informatization in a modern school and raising the level of professional training. Along with this, the development and application of IT is becoming a modern school one of the most important ways to improve the effectiveness of education.
Moreover, the strategic role of IT, and therefore of the technical means that provide them, as a factor in the social and economic development of modern society at the moment, is generally recognized and does not cause doubts. Within the framework of the problem studied, three main approaches to understanding the basic concepts of the topic are singled out.

Materials and Methods
The first approach, technological, it is most often found in the literature. Its representatives: V.N. Arefiev, M.I. Makhmutov, G.I. Ibrahimov, etc. These researchers study IT in a technological way, and the main concepts of the topic (information, technology, new information technologies, information, computer, educational, and pedagogical technologies) are considered, relying on the technical component of IT, that is, IT, in their opinion, are software and hardware. The second approach, sociological approach in this approach is based on the denial of synonymity of the basic concepts of the topic and some of the machinery underlying them. It is about the relationship of people in society, and IT, according to the representatives of this approach (Abercrombie, Nicholas, Brian Stanley, MV Clarin, T. Sakamoto, etc.), are the result of the person making certain decisions in this society.
The most important interpretation of the basic concepts of the topic, from the point of view of their inclusion in the educational process is a humanitarian approach, whose representatives are: O.S. Grebenyuk, S.Yu. Zhidko, M.G. Nikolaeva, P.I. Pikasisty, G.K. In the methods of teaching the English language, the most applied were communicative-oriented concepts. Among them the most popular are communicative, project, intensive and activity-based methods.
A few words about the history of their appearance, development and basic provisions.
The nomination of a foreign culture as a learning goal raised the issue of the need to create a new methodological system that could achieve this goal in the most effective and rational way. Then the staff of the Department of Foreign Languages Training of the Lipetsk State Pedagogical Institute for a number of years developed the principles of communicative methodology.
The logic of the development of a communicative methodology led to the final nomination of a foreign culture as the goal of teaching foreign languages in school. A similar system can be built only on a communicative basis.
In addition, as the practice of using the communicative method has shown, it provides not only the assimilation of a foreign language as a means of communication, but also the development of the comprehensive qualities of the personality of the students.
Communicative method was the basis for creating textbooks on English in secondary school.
The next method is the design method. Teaching foreign languages, being an integral part of the general education system, is subject to the main development trends of this system. This is most evident in the methods of instruction.
In the last two decades, a tendency has been formed in education, such as projectivity. This concept was formulated in the context of the program for the restructuring of education, proposed in the late 1970s by the Royal College of Arts in Great Britain. It is closely connected with the project culture, which arose as a result of the unification of the humanitarian, artistic and scientific and technical areas in education.
The project culture is, as it were, the general formula in which the art of planning, invention, creation, execution and design is realized and which is defined as design.
Mastering the culture of design, a schoolboy learns to think creatively, independently planning his actions, predicting possible options, solving the problems facing him, realizing the means and methods he has mastered. The design culture is now included in many areas of educational practice in the form of design methods and design teaching methods. The project method is actively included in the teaching of foreign languages.
A striking example of the application of the project method is the textbook "Project English", published in 1985 by the Oxford University Press. The author of the course is T. Hutchinson, a specialist in the field of communicative grammar teaching.
In modern conditions of rapid development of science and technology, the problem of transition to an intensive path of development is and is being solved in all spheres of society and at all stages of the formation of the individual and specialists. It is also relevant for teaching foreign languages. The search for the best ways to solve this problem, prompted the emergence of a method in the late sixties and early seventies of this century, which is based on a suggestive effect on students.
Suggest a directional trend appeared in connection with the attempt of the Bulgarian physician-psychotherapist Georgy Lozanov to use suggestion as a means of activating reserve mental abilities in the educational process, in particular, when teaching foreign languages.
Lozanov's ideas were the starting point for the construction of a number of methodical systems of intensive instruction in foreign languages. Initially, the intensive language teaching model for foreign languages was developed for the application of an adult contingent of trainees in short-term courses, but in the future the experience of successful implementation of an intensive training method and in other conditions was positive.
At present, intensive instruction in foreign languages is realized in various developing, newly created and operating methodological systems. This is due to the diversity of the specific objectives of teaching a foreign language to a different contingent of trainees, as well as the variety of learning conditions (a grid of study hours, their number, and the content of the training group).
The most famous method is now the activation of the reserve capabilities of the individual and the collective GA Kitaigorodskaya. In the method of activation, the concept of intensive teaching of a foreign language is most vividly and fully reflected.
Separately and in more detail it is necessary to say about the distance form of training, which is the youngest of all named.
Distance learning is distance learning, that is, the learner is separated from the learner by distance. In our country this form of training was known as correspondence. In the practice of teaching foreign languages, it was not applied as widely as in other areas. There were extramural foreign language courses, and there were educational TV and radio programs for those who wanted to learn a foreign language. Language faculties and universities were limited to evening departments, since it is almost hopeless to teach practical knowledge of a foreign language in case of occasional meetings with a teacher.
In recent years, universities in various countries have drawn attention to the fact that it is possible to use computer-based telecommunications technologies for distance learning, including foreign languages.
In contrast to other forms of distance learning, training based on computer telecommunications provides opportunities: -prompt transmission of any information at a distance; -storing this information in memory for the required time, editing it, etc.
-interactivity with the help of a specially created for these purposes multimedia information and on-line feedback from the instructor and other participants in the training course; -access to various sources of information, including remote and distributed databases, numerous conferences around the world via the Internet.
-organization of joint telecommunication projects, as well as international, electronic conferences, computer audio and video conferences.
First, IT is classified according to the forms of use in the educational process. Classification I.I. Popova, P.B. Khramtsova, N.V. Maksimov is based on the most promising forms of using information technologies in the educational process. Authors present the following forms: interactive lesson, mixed mode -electronic information resource and direct communication teacher-student (s), addition to existing training courses and subjects. Secondly, the classification given by AKDI Economics and Life, which is based on the types of information processed, that is, data, text, graphics, real-world objects. Thirdly, they distinguish the classification by the technology of information processing -they are subject, providing and functional IT. Fourthly, we will denote the classification of IT, developed in the framework of the technological approach, A.N. Avdulov and A.M. Kulkin, Doctors of Philosophical Sciences of the Institute of Scientific Information on Social Sciences of the Russian Academy of Sciences. This classification is based on the functional role of IT. IT itself is divided into three main, main categories -basic, primary and secondary. And fifth, the classification of the use of IT in distance education. Distance learning itself is a learning method in which the trainee does not need physical presence in a particular place in the learning process. This classification includes local and network IT. This diversity speaks of the ambiguity of the opinions of the authors in the vision of IT in the educational process. In this connection, it is necessary to adopt that classification (or some symbiosis of classifications) that most fully reflect the goals and objectives set by the teacher for implementation in the educational process. Consider examples of IT application in the learning process. IT is primarily used for: • The organization of the educational process, • the preparation of teaching aids, • the study of new material (two areas can be singled out -an independent presentation of the teacher and the use of ready-made programs). • Computer control of students' knowledge, • Receiving and working with information from the Internet, • Creating and working with a school site that allows students, parents and teachers to connect.
With age and experience, when the teacher of the Institute of Higher Education is already a professional, it becomes inherent in an individual social and professional position, a stable professional selfesteem. Cardinally rearranged social and professional values and relationships, changing ways to perform activities, which indicates the willingness of a specialist to move to a new stage of professional development.
It is believed that long-term performance of professional activities at a high level is impossible, so the transitional state of a professional is professional stagnation. On the example of the pedagogical profession it is established that at the stage of professionalization, as the individual style of activity develops, the level of professional activity of the individual decreases, and conditions for stagnation of professional development arise.
At the same time, professional experience has a high subjective value for the individual, and therefore not everyone is ready to review their experience from the point of view of modern requirements. In this regard, a young specialist is easier to adapt to new technologies of activity, since he has no experience of practical actions that would tie him to previous forms of work.
Successful professionalization of the teacher of the Institute of Higher Education is characterized by readiness for collegial work, ability to maintain internal motivation at a high level, development of innovative types and forms of work activity, awareness of the need for constant professional and creative growth in accordance with the new conditions.
For example, when studying a new material, two areas can be distinguished: an independent presentation of the teacher and the use of ready-made programs. The most superficial use of computer is illustrative material. The computer monitor (or the projector screen) frees up not only the need to carry a bunch of books, make bookmarks, but also saves time, giving the teacher the opportunity to sort out the visual material in advance, and also to add audio materials to the volumes that are convenient for him. The Philadelphia, USA 637 computer helps to make the lesson more productive and to teach the students how to write notes. After all, usually all the records on the blackboard are forced on the teacher to perform quickly, without spending a lot of time on it (and, importantly, while he is writing on the blackboard he does not see the class), and, besides, not all have a calligraphic handwriting. Particular importance is acquired by the computer when drawing up diagrams and tables. Pre-prepared step-by-step material allows you to set the pace of the lesson and at the same time allows you to return to any intermediate construction. Ready-made computer programs can help here. But, alas, there are very few of them. The technique of conducting lessons with the help of ready-made computer programs: first, the perception of the finished course differs in the perception of schoolchildren from the teacher's presentation -they often perceive the plot on the screen as a movie. Therefore, the teacher's task is to encourage students to make notes, formulate problematic issues, so that they get acquainted with the material intensively. As it is sometimes not insulting, it is not advisable to build a new material only when viewing the program (even if the computer lesson is well developed), as a rule, it is impractical, because attention is dulled. Naturally, you can apply activation methods, which will allow this attention to be retained. That is, the use of ready-made computer programs requires the teacher a lot of time to develop lessons.

Conclusion
Widespread in the process of teaching history, controlling programs. Programs of this type consist of a set of tasks that gradually bring students to the solution of the lesson's learning task and help to repeat and generalize the material of the topic studied. The assessment of the work done by the student is done by the teacher, either by automatic verification of the results, or on the basis of the teacher's own ideas about the completeness, accuracy and literacy of the answers. Thus, IT in education is applied through the application of programs created or borrowed by the teacher. It should also be said that the listed examples of IT application in the learning process are only examples, and the variability of their use is more extensive in view of the rapid development of the technologies themselves. Therefore, the distinctive feature of the current stage of the development of the educational system is the qualitative modernization of all its main components. An intensive innovation renewal of education is impossible without a wide application of the latest information technologies. Informatization of education is one of the priorities for the development of the social sphere and is organically linked with the process of modernization of education.