Fuzzy Assessment of the “5 E’s” Instructional Treatment for Teaching Mathematics to Engineering Students

Abstract

The “5 E’s” instructional treatment, which is based on the principles of social constructivism, is currently a very popular method for teaching, especially in school education. A hybrid model is developed in the present paper for assessing the effectiveness of the “5 E’s” application for teaching mathematics to engineering students of the University of Peloponnese, Greece. The model uses grey numbers and neutrosophic sets for evaluating the mean student performance, whereas the quality performance is assessed by calculating the Grade Point Average index.