Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis
Several factors affect students’ mathematics grades and standardized test results. These include the gender of the students, their socio-economic status, the type of school they attend, and their geographic region. In this work, we analyze which of these factors affect assessments of students based...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-03-01
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| Series: | Mathematics |
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| Online Access: | https://www.mdpi.com/2227-7390/11/6/1488 |
| _version_ | 1797610305191149568 |
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| author | Daniel Doz Darjo Felda Mara Cotič |
| author_facet | Daniel Doz Darjo Felda Mara Cotič |
| author_sort | Daniel Doz |
| collection | DOAJ |
| description | Several factors affect students’ mathematics grades and standardized test results. These include the gender of the students, their socio-economic status, the type of school they attend, and their geographic region. In this work, we analyze which of these factors affect assessments of students based on fuzzy logic, using a sample of 29,371 Italian high school students from the 2018/19 academic year. To combine grades assigned by teachers and the students’ results in the INVALSI standardized tests, a hybrid grade was created using fuzzy logic, since it is the most suitable method for analyzing qualitative data, such as teacher-given grades. These grades are analyzed with a hierarchical linear regression. The results show that (1) boys have higher hybrid grades than girls; (2) students with higher socio-economic status achieve higher grades; (3) students from scientific lyceums have the highest grades, whereas students from vocational schools have the lowest; and (4) students from Northern Italy have higher grades than students from Southern Italy. The findings suggest that legislators should investigate appropriate ways to reach equity in assessment and sustainable learning. Without proper interventions, disparities between students might lead to unfairness in students’ future career and study opportunities. |
| first_indexed | 2024-03-11T06:13:38Z |
| format | Article |
| id | doaj.art-b121d145fa5b43a095fc453f30836e4e |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-11T06:13:38Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-b121d145fa5b43a095fc453f30836e4e2023-11-17T12:29:21ZengMDPI AGMathematics2227-73902023-03-01116148810.3390/math11061488Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression AnalysisDaniel Doz0Darjo Felda1Mara Cotič2Faculty of Education, University of Primorska, Cankarjeva, 5-6000 Koper, SloveniaFaculty of Education, University of Primorska, Cankarjeva, 5-6000 Koper, SloveniaFaculty of Education, University of Primorska, Cankarjeva, 5-6000 Koper, SloveniaSeveral factors affect students’ mathematics grades and standardized test results. These include the gender of the students, their socio-economic status, the type of school they attend, and their geographic region. In this work, we analyze which of these factors affect assessments of students based on fuzzy logic, using a sample of 29,371 Italian high school students from the 2018/19 academic year. To combine grades assigned by teachers and the students’ results in the INVALSI standardized tests, a hybrid grade was created using fuzzy logic, since it is the most suitable method for analyzing qualitative data, such as teacher-given grades. These grades are analyzed with a hierarchical linear regression. The results show that (1) boys have higher hybrid grades than girls; (2) students with higher socio-economic status achieve higher grades; (3) students from scientific lyceums have the highest grades, whereas students from vocational schools have the lowest; and (4) students from Northern Italy have higher grades than students from Southern Italy. The findings suggest that legislators should investigate appropriate ways to reach equity in assessment and sustainable learning. Without proper interventions, disparities between students might lead to unfairness in students’ future career and study opportunities.https://www.mdpi.com/2227-7390/11/6/1488fuzzy logicassessmentdemographic factorshierarchical linear regression |
| spellingShingle | Daniel Doz Darjo Felda Mara Cotič Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis Mathematics fuzzy logic assessment demographic factors hierarchical linear regression |
| title | Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis |
| title_full | Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis |
| title_fullStr | Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis |
| title_full_unstemmed | Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis |
| title_short | Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis |
| title_sort | demographic factors affecting fuzzy grading a hierarchical linear regression analysis |
| topic | fuzzy logic assessment demographic factors hierarchical linear regression |
| url | https://www.mdpi.com/2227-7390/11/6/1488 |
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