Development of a Fuzzy Mamdani Inference System for the Assessment of the Academic Standing/Continuation Requirements in Higher Educational Institutions

Odokuma, Ekenta Elizabeth; Obagbuwa, Ibidun Christiana

doi:10.14445/22312803/ijctt-v46p103

Cited by 5 publications

(1 citation statement)

References 4 publications

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“…They have conducted their study on the students in the British university campus in the Middle East. Odokuma & Obagbuwa (2017) have applied Fuzzy methods on the grounds that they can correctly capture the judgment of teachers through the Fuzzy Mamdani Inference system. Their system is developed to identify the students who have dropped out of higher educational institutions.…”

Section: Related Workmentioning

confidence: 99%

The European Conference on Education 2022: Official Conference Proceedings

2022

ECE Official Conference Proceedings

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Education has been affected by the spread of COVID-19, and schools were closed for almost 2 years in the Czech Republic. During the pandemic, teacher stress has been intensified by distance education as well as by limited access to social support, which might function as a buffer in experiencing stress. The aim of our study was to analyze experience and attitudes of teachers to the online distant teaching during the Covid-19 pandemic and to confront them with the results of their discomfort level. The survey was realized in a group of 492 teachers who exercised their profession during the quarantine. Most teachers reported high level of stress during online teaching due to their effort to offer good performance. Teachers also stated their work involvement required serious and accurate preparation for classes which was time consuming. Results in a standardized inventory showed high level of teacher emotional exhaustion, but did not show higher level in depersonalization and personal accomplishment.

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Section: Related Workmentioning

confidence: 99%