Plithogenic Statistical Analysis of Teaching Performance in Student Autonomous Learning

Authors

Felipe Aguirre Chávez, Marcelino Champagnat UniversityFollow
Rolando Oscco Solorzano, Enrique Guzmán y Valle National University of EducationFollow
Freddy Alejandro Soto Zedano, National University of San MarcosFollow
María Eva Oscco Solorzano, Enrique Guzmán y Valle National University of EducationFollow
Richard Santiago Quivio Cuno, Enrique Guzmán y Valle National University of EducationFollow
Delio Merma Saico, National University San Antonio Abad of CuscoFollow

Abstract

In the current educational context, the effectiveness of teaching performance in blended environments has acquired significant relevance. The present research focused on evaluating the relationship between professional teaching competencies and the achievement of student competencies in the blended context. To this end, perceptions of teacher performance and instrumental, interpersonal, and systemic competencies were evaluated using plithogenic statistics. Among the results, they indicated that the student's perception of teaching performance in relation to classroom management and professional development was positive. However, areas of improvement were identified in interpersonal and technical skills. Observations suggest that teacher performance significantly influences the achievement of student competencies. Consequently, it has been concluded that continuing training programs must be developed for future pedagogical interventions and curricular adjustments in blended environments.

Recommended Citation

Aguirre Chávez, Felipe; Rolando Oscco Solorzano; Freddy Alejandro Soto Zedano; María Eva Oscco Solorzano; Richard Santiago Quivio Cuno; and Delio Merma Saico. "Plithogenic Statistical Analysis of Teaching Performance in Student Autonomous Learning." Neutrosophic Sets and Systems 71, 1 (2024). https://digitalrepository.unm.edu/nss_journal/vol71/iss1/14