Dao Thi Thanh Loan

Work place: Faculty of Foundational Sciences, Dak Lak College of Pedagogy, Dak Lak, 63000, Vietnam

E-mail: loanthithanhdao@gmail.com


Research Interests: Soft Computing, Database Techonogy, Machine Learning


Dao Thi Thanh Loan is a lecturer at Faculty of Foundational Sciences, Dak Lak College of Pedagogy, Vietnam. She got her BEng and MSc. in Computer Science from Posts and Telecommunications Institute of Technology, HCMC campus and Hanoi National University of Education, Vietnam, respectively. Her research interests are soft computing, database, and machine learning.

Author Articles
Analyzing Students’ Performance Using Fuzzy Logic and Hierarchical Linear Regression

By Dao Thi Thanh Loan Nguyen Duy Tho Nguyen Huu Nghia Vu Dinh Chien Tran Anh Tuan

DOI: https://doi.org/10.5815/ijmecs.2024.01.01, Pub. Date: 8 Feb. 2024

Due to the COVID-19 situation, all activities, including education, were shifted to online platforms. Consequently, instructors encountered increased challenges in evaluating students. In traditional assessment methods, instructors often face ambiguous cases when evaluating students’ competencies. Recent research has focused on the effectiveness of fuzzy logic in assessing students’ competencies, considering the presence of uncertain factors or multiple variables. Additionally, demographic characteristics, which can potentially influence students’ performance, are not typically utilized as inputs in the fuzzy logic method. Therefore, analyzing students’ performance by incorporating these factors is crucial in suggesting adjustments to teaching and learning strategies. In this study, we employ a combination of fuzzy logic and hierarchical linear regression to analyze students’ performance. The experiment involved 318 students from various programs and showed that the hybrid approach assessed students’ performance with greater nuance and adaptability when compared to a traditional method. Moreover, the findings in this study revealed the following: 1) There are differences in students’ performance between traditional and fuzzy evaluation methods; 2) The learning method is an impact on students’ fuzzy grades; 3) Students studying online do not perform better than those studying onsite. These findings suggest that instructors and educators should explore effective strategies being fair and suitable in assessment and learning.

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