Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain

Md Shohel Babu

doi:doi:10.11648/j.ajam.20231104.12

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Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain

Md Shohel Babu

Published in American Journal of Applied Mathematics (Volume 11, Issue 4)

Received: 3 September 2023 Accepted: 19 September 2023 Published: 12 October 2023

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Abstract

In the realm of education, traditional methods of evaluating students often fall short when it comes to assessing their true abilities and potential. Merely acquiring knowledge is insufficient in fulfilling the objectives of learning; it is imperative that students apply their skills and abilities effectively. The Bloom's Taxonomy, a renowned classification system, places a greater emphasis on the development of skills over the mere absorption of content. This research delves into the assessment of students, taking into account both their skills and the conventional CGPA (Cumulative Grade Point Average) system. This study introduces a novel approach by incorporating bipolar fuzzy soft numbers to establish a comprehensive ranking system. Bipolar fuzzy soft numbers provide a versatile and nuanced framework for evaluating students, considering not only their achievements but also their strengths and weaknesses. The research employs the bipolar fuzzy soft weighted arithmetic averaging operator to aggregate these multifaceted evaluations, resulting in a holistic ranking of students. The final phase of the study involves a comparative analysis of the rank list based on the conventional CGPA system and the one derived from the assessment of skills parameters. This comparison will shed light on the effectiveness of the traditional grading system versus a more skill-oriented approach, providing valuable insights for educators and institutions seeking to enhance their evaluation methods and better nurture their students' talents.

Published in	American Journal of Applied Mathematics (Volume 11, Issue 4)
DOI	10.11648/j.ajam.20231104.12
Page(s)	71-76
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Fuzzy Set, OBE Learning Domain, Bipolar Fuzzy Set, Bipolar Fuzzy Soft Number, Fuzzy Soft Matrix

References

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[4]	Lee, Keon Myung. "Bipolar-valued fuzzy sets and their operations." In Proc. Int. Conf. on Intelligent Technologies, Bangkok, Thailand, 2000, pp. 307-312.
[5]	Saima Mustafa, Neelofar Safdar, Murrium Bibi, A. F. Sayed, Muhammad Ghaffar Khan, Zabidin Salleh, "A Study of Bipolar Fuzzy Soft Sets and Its Application in Decision-Making Problems", Mathematical Problems in Engineering, vol. 2021, Article ID 5742288, 12 pages, 2021.
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[7]	Y. Yang, X. Peng, H. Chen, and L. Zeng, “A decision-making approach based on bipolar multi-fuzzy soft set theory,” Journal of Intelligent and Fuzzy Systems, vol. 27, no. 4, pp. 1861–1872, 2014.
[8]	Jana, Chiranjibe, Madhumangal Pal and Jian-qiang Wang. “(1805-4498) A robust aggregation operators for multi-criteria decision-making method with bipolar fuzzy soft environment.” Iranian Journal of Fuzzy Systems 16 (2019): 1-16.
[9]	Pinaki Majumdar, S. K. Samanta, A Generalised Fuzzy Soft Set Based Student Ranking System, Int. J. Advance. Soft Comput. Appl., Vol. 3, No. 3, November 2011 ISSN 2074-8523.
[10]	Saima Mustafa, Neelofar Safdar, Murrium Bibi, A. F. Sayed, Muhammad Ghaffar Khan, and Zabidin Salleh, A Study of Bipolar Fuzzy Soft Sets and Its Application in Decision-Making Problems, Hindawi Mathematical Problems in Engineering Volume 2021, Article ID 5742288, 12 pages.
[11]	Mandal, W. A. (2021). Bipolar Pythagorean Fuzzy Sets and Their Application in Multi-attribute Decision Making Problems. Annals of Data Science. Springer-Verlag GmbH Germany, part of Springer Nature 2021, doi: 10.1007/s40745-020-00315-8.
[12]	Rao, N J. (2020). Outcome-based Education: An Outline. Higher Education for the Future. 7. 234763111988641. 10.1177/2347631119886418.
[13]	Al-Qudah, Y. and Hassan, N. 2017. Bipolar fuzzy soft expert set and its application in decision making. International Journal of Applied Decision Sciences 10 (2): 175-19.
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[16]	Ag Damit, Mohd Amiruddin & Omar, Muhd & Mohd Puad, Mohd Hazwan. (2021). Issues and Challenges of Outcome-based Education (OBE) Implementation among Malaysian Vocational College Teachers. Journal of Business and Social Sciences Research. 11. 197-211. 10.6007/IJARBSS/v11-i3/8624.
[17]	Md. Shohel Babu, Dr. Abeda Sultana, Md. Abdul Alim, Continuous Functions as the Generators of T-norms, IOSR Journal of Mathematics (IOSR-JM) e-ISSN: 2278-5728, p-ISSN: 2319-765X. Volume 11, Issue 2 Ver. I (Mar - Apr. 2015), PP 35-38.
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APA Style

Md Shohel Babu. (2023). Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain. American Journal of Applied Mathematics, 11(4), 71-76. https://doi.org/10.11648/j.ajam.20231104.12

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ACS Style

Md Shohel Babu. Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain. Am. J. Appl. Math. 2023, 11(4), 71-76. doi: 10.11648/j.ajam.20231104.12

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AMA Style

Md Shohel Babu. Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain. Am J Appl Math. 2023;11(4):71-76. doi: 10.11648/j.ajam.20231104.12

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@article{10.11648/j.ajam.20231104.12,
  author = {Md Shohel Babu},
  title = {Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain},
  journal = {American Journal of Applied Mathematics},
  volume = {11},
  number = {4},
  pages = {71-76},
  doi = {10.11648/j.ajam.20231104.12},
  url = {https://doi.org/10.11648/j.ajam.20231104.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajam.20231104.12},
  abstract = {In the realm of education, traditional methods of evaluating students often fall short when it comes to assessing their true abilities and potential. Merely acquiring knowledge is insufficient in fulfilling the objectives of learning; it is imperative that students apply their skills and abilities effectively. The Bloom's Taxonomy, a renowned classification system, places a greater emphasis on the development of skills over the mere absorption of content. This research delves into the assessment of students, taking into account both their skills and the conventional CGPA (Cumulative Grade Point Average) system. This study introduces a novel approach by incorporating bipolar fuzzy soft numbers to establish a comprehensive ranking system. Bipolar fuzzy soft numbers provide a versatile and nuanced framework for evaluating students, considering not only their achievements but also their strengths and weaknesses. The research employs the bipolar fuzzy soft weighted arithmetic averaging operator to aggregate these multifaceted evaluations, resulting in a holistic ranking of students. The final phase of the study involves a comparative analysis of the rank list based on the conventional CGPA system and the one derived from the assessment of skills parameters. This comparison will shed light on the effectiveness of the traditional grading system versus a more skill-oriented approach, providing valuable insights for educators and institutions seeking to enhance their evaluation methods and better nurture their students' talents.},
 year = {2023}
}

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TY  - JOUR
T1  - Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain
AU  - Md Shohel Babu
Y1  - 2023/10/12
PY  - 2023
N1  - https://doi.org/10.11648/j.ajam.20231104.12
DO  - 10.11648/j.ajam.20231104.12
T2  - American Journal of Applied Mathematics
JF  - American Journal of Applied Mathematics
JO  - American Journal of Applied Mathematics
SP  - 71
EP  - 76
PB  - Science Publishing Group
SN  - 2330-006X
UR  - https://doi.org/10.11648/j.ajam.20231104.12
AB  - In the realm of education, traditional methods of evaluating students often fall short when it comes to assessing their true abilities and potential. Merely acquiring knowledge is insufficient in fulfilling the objectives of learning; it is imperative that students apply their skills and abilities effectively. The Bloom's Taxonomy, a renowned classification system, places a greater emphasis on the development of skills over the mere absorption of content. This research delves into the assessment of students, taking into account both their skills and the conventional CGPA (Cumulative Grade Point Average) system. This study introduces a novel approach by incorporating bipolar fuzzy soft numbers to establish a comprehensive ranking system. Bipolar fuzzy soft numbers provide a versatile and nuanced framework for evaluating students, considering not only their achievements but also their strengths and weaknesses. The research employs the bipolar fuzzy soft weighted arithmetic averaging operator to aggregate these multifaceted evaluations, resulting in a holistic ranking of students. The final phase of the study involves a comparative analysis of the rank list based on the conventional CGPA system and the one derived from the assessment of skills parameters. This comparison will shed light on the effectiveness of the traditional grading system versus a more skill-oriented approach, providing valuable insights for educators and institutions seeking to enhance their evaluation methods and better nurture their students' talents.
VL  - 11
IS  - 4
ER  -

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Author Information

Md Shohel Babu

Department of Computer Science and Engineering, Southeast University, Dhaka, Bangladesh

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Plain Text BibTeX RIS

APA Style

Md Shohel Babu. (2023). Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain. American Journal of Applied Mathematics, 11(4), 71-76. https://doi.org/10.11648/j.ajam.20231104.12

Copy | Download

ACS Style

Md Shohel Babu. Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain. Am. J. Appl. Math. 2023, 11(4), 71-76. doi: 10.11648/j.ajam.20231104.12

Copy | Download

AMA Style

Md Shohel Babu. Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain. Am J Appl Math. 2023;11(4):71-76. doi: 10.11648/j.ajam.20231104.12

Copy | Download

@article{10.11648/j.ajam.20231104.12,
  author = {Md Shohel Babu},
  title = {Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain},
  journal = {American Journal of Applied Mathematics},
  volume = {11},
  number = {4},
  pages = {71-76},
  doi = {10.11648/j.ajam.20231104.12},
  url = {https://doi.org/10.11648/j.ajam.20231104.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajam.20231104.12},
  abstract = {In the realm of education, traditional methods of evaluating students often fall short when it comes to assessing their true abilities and potential. Merely acquiring knowledge is insufficient in fulfilling the objectives of learning; it is imperative that students apply their skills and abilities effectively. The Bloom's Taxonomy, a renowned classification system, places a greater emphasis on the development of skills over the mere absorption of content. This research delves into the assessment of students, taking into account both their skills and the conventional CGPA (Cumulative Grade Point Average) system. This study introduces a novel approach by incorporating bipolar fuzzy soft numbers to establish a comprehensive ranking system. Bipolar fuzzy soft numbers provide a versatile and nuanced framework for evaluating students, considering not only their achievements but also their strengths and weaknesses. The research employs the bipolar fuzzy soft weighted arithmetic averaging operator to aggregate these multifaceted evaluations, resulting in a holistic ranking of students. The final phase of the study involves a comparative analysis of the rank list based on the conventional CGPA system and the one derived from the assessment of skills parameters. This comparison will shed light on the effectiveness of the traditional grading system versus a more skill-oriented approach, providing valuable insights for educators and institutions seeking to enhance their evaluation methods and better nurture their students' talents.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Student’s CGPA Versus Skill Comparison in Bipolar Fuzzy Soft Domain
AU  - Md Shohel Babu
Y1  - 2023/10/12
PY  - 2023
N1  - https://doi.org/10.11648/j.ajam.20231104.12
DO  - 10.11648/j.ajam.20231104.12
T2  - American Journal of Applied Mathematics
JF  - American Journal of Applied Mathematics
JO  - American Journal of Applied Mathematics
SP  - 71
EP  - 76
PB  - Science Publishing Group
SN  - 2330-006X
UR  - https://doi.org/10.11648/j.ajam.20231104.12
AB  - In the realm of education, traditional methods of evaluating students often fall short when it comes to assessing their true abilities and potential. Merely acquiring knowledge is insufficient in fulfilling the objectives of learning; it is imperative that students apply their skills and abilities effectively. The Bloom's Taxonomy, a renowned classification system, places a greater emphasis on the development of skills over the mere absorption of content. This research delves into the assessment of students, taking into account both their skills and the conventional CGPA (Cumulative Grade Point Average) system. This study introduces a novel approach by incorporating bipolar fuzzy soft numbers to establish a comprehensive ranking system. Bipolar fuzzy soft numbers provide a versatile and nuanced framework for evaluating students, considering not only their achievements but also their strengths and weaknesses. The research employs the bipolar fuzzy soft weighted arithmetic averaging operator to aggregate these multifaceted evaluations, resulting in a holistic ranking of students. The final phase of the study involves a comparative analysis of the rank list based on the conventional CGPA system and the one derived from the assessment of skills parameters. This comparison will shed light on the effectiveness of the traditional grading system versus a more skill-oriented approach, providing valuable insights for educators and institutions seeking to enhance their evaluation methods and better nurture their students' talents.
VL  - 11
IS  - 4
ER  -

Copy | Download