Neutrosophic Evaluation of Conventional and Non-Conventional Resources in Higher Education
Evaluating the effectiveness of teaching resources in higher education faces the challenge of inherent subjectivity and ambiguity in pedagogical processes. Existing studies often oversimplify the complexity of the educational phenomenon. This research proposes an innovative model combining neutrosop...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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University of New Mexico
2025-05-01
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| Series: | Neutrosophic Sets and Systems |
| Subjects: | |
| Online Access: | https://fs.unm.edu/NSS/53.%20NeutrosophicEvaluation.pdf |
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| _version_ | 1849225488430530560 |
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| author | Walter Cente Pérez Hortencio Flores Flores Manuel Cesar Vildoso Villegas Adán Humberto Estela Estela Carlos Fretel Martínez Virgilio Vildoso Gonzales Eli Carrillo Vásquez |
| author_facet | Walter Cente Pérez Hortencio Flores Flores Manuel Cesar Vildoso Villegas Adán Humberto Estela Estela Carlos Fretel Martínez Virgilio Vildoso Gonzales Eli Carrillo Vásquez |
| author_sort | Walter Cente Pérez |
| collection | DOAJ |
| description | Evaluating the effectiveness of teaching resources in higher education faces the challenge of inherent subjectivity and ambiguity in pedagogical processes. Existing studies often oversimplify the complexity of the educational phenomenon. This research proposes an innovative model combining neutrosophic theory with multicriteria decision-making methods (specifically SVNLOWAD-TOPSIS) to simultaneously assess truth, falsity, and indeterminacy in resource effectiveness. The methodological framework, acknowledging the plithogenic nature of educational processes, uses a mixed-method design integrating expert perceptions synthesized via neutrosophic operators. A case study evaluating four resource types—traditional classes, online platforms, virtual simulations, and Project-Based Learning (PBL)—demonstrated that PBL is the most effective, followed by online platforms and virtual simulations, while traditional classes were least effective. The model effectively managed uncertainty, offering a robust tool for informed decision-making on selecting teaching resources in complex educational contexts and enriching pedagogical debate with a formal language for uncertainty. |
| format | Article |
| id | doaj-art-83a84ad6a2014df89deeb66e03bb11fd |
| institution | Kabale University |
| issn | 2331-6055 2331-608X |
| language | English |
| publishDate | 2025-05-01 |
| publisher | University of New Mexico |
| record_format | Article |
| series | Neutrosophic Sets and Systems |
| spelling | doaj-art-83a84ad6a2014df89deeb66e03bb11fd2025-08-24T17:59:33ZengUniversity of New MexicoNeutrosophic Sets and Systems2331-60552331-608X2025-05-0184661672Neutrosophic Evaluation of Conventional and Non-Conventional Resources in Higher EducationWalter Cente PérezHortencio Flores FloresManuel Cesar Vildoso VillegasAdán Humberto Estela EstelaCarlos Fretel MartínezVirgilio Vildoso GonzalesEli Carrillo VásquezEvaluating the effectiveness of teaching resources in higher education faces the challenge of inherent subjectivity and ambiguity in pedagogical processes. Existing studies often oversimplify the complexity of the educational phenomenon. This research proposes an innovative model combining neutrosophic theory with multicriteria decision-making methods (specifically SVNLOWAD-TOPSIS) to simultaneously assess truth, falsity, and indeterminacy in resource effectiveness. The methodological framework, acknowledging the plithogenic nature of educational processes, uses a mixed-method design integrating expert perceptions synthesized via neutrosophic operators. A case study evaluating four resource types—traditional classes, online platforms, virtual simulations, and Project-Based Learning (PBL)—demonstrated that PBL is the most effective, followed by online platforms and virtual simulations, while traditional classes were least effective. The model effectively managed uncertainty, offering a robust tool for informed decision-making on selecting teaching resources in complex educational contexts and enriching pedagogical debate with a formal language for uncertainty. https://fs.unm.edu/NSS/53.%20NeutrosophicEvaluation.pdfteaching resourceshigher educationneutrosophic theoryteaching-learning processpedagogical evaluationmulti-criteria decision-makingeducational uncertaintyowa-topsis |
| spellingShingle | Walter Cente Pérez Hortencio Flores Flores Manuel Cesar Vildoso Villegas Adán Humberto Estela Estela Carlos Fretel Martínez Virgilio Vildoso Gonzales Eli Carrillo Vásquez Neutrosophic Evaluation of Conventional and Non-Conventional Resources in Higher Education Neutrosophic Sets and Systems teaching resources higher education neutrosophic theory teaching-learning process pedagogical evaluation multi-criteria decision-making educational uncertainty owa-topsis |
| title | Neutrosophic Evaluation of Conventional and Non-Conventional Resources in Higher Education |
| title_full | Neutrosophic Evaluation of Conventional and Non-Conventional Resources in Higher Education |
| title_fullStr | Neutrosophic Evaluation of Conventional and Non-Conventional Resources in Higher Education |
| title_full_unstemmed | Neutrosophic Evaluation of Conventional and Non-Conventional Resources in Higher Education |
| title_short | Neutrosophic Evaluation of Conventional and Non-Conventional Resources in Higher Education |
| title_sort | neutrosophic evaluation of conventional and non conventional resources in higher education |
| topic | teaching resources higher education neutrosophic theory teaching-learning process pedagogical evaluation multi-criteria decision-making educational uncertainty owa-topsis |
| url | https://fs.unm.edu/NSS/53.%20NeutrosophicEvaluation.pdf |
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