Differentiated Teaching Based on Standardized Metrics Integrating Fuzzy Logic Type 2 Detection Theory: High School Case—PrepaTec, Mexico

María Artemisa Sangermán Jiménez and Pedro Ponce
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María Artemisa Sangermán Jiménez: Tecnologico de Monterrey, Department of Spanish and Literature, HS, Tecnologico de Monterrey, 222 Calle Del Puente, Tlalpan, CDMX 14380, Mexico
Pedro Ponce: Tecnologico de Monterrey, TecLabs, Vicerrectoría de Investigación y Transferencia de Tecnología, Tecnologico de Monterrey, 222 Calle Del Puente, Tlalpan, CDMX 14380, Mexico

Future Internet, 2021, vol. 13, issue 4, 1-19

Abstract: Universities and high schools constantly research and develop educational methods to improve the student learning process. This paper presents a novel educational methodology for students to obtain better learning results in Spanish grammar through an intervention that fuses differentiated instructions, standardized evaluation, and a Fuzzy Logic Type 2 system. This successful case study in a Mexico City high school reports improved Spanish grammar outcomes after the intervention. Before then, 79% of the students did not obtain satisfactory scores in a national Spanish evaluation. This educational methodology uses a flexible intervention plan that could be replicated or tailored for various educational scenarios and topics using the same framework.

Keywords: educational innovation; higher education; differentiated instruction; standardized assessment; educational improvement (search for similar items in EconPapers)
JEL-codes: O3 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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