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

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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)

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.

Suggested Citation

  • María Artemisa Sangermán Jiménez & Pedro Ponce, 2021. "Differentiated Teaching Based on Standardized Metrics Integrating Fuzzy Logic Type 2 Detection Theory: High School Case—PrepaTec, Mexico," Future Internet, MDPI, vol. 13(4), pages 1-19, April.
    • Handle: RePEc:gam:jftint:v:13:y:2021:i:4:p:98-:d:535042
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    References listed on IDEAS

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    1. Cordero, Jose M. & Gil-Izquierdo, María, 2018. "The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link," Journal of Policy Modeling, Elsevier, vol. 40(6), pages 1313-1331.
    2. Perera, Liyanage Devangi H. & Asadullah, M. Niaz, 2019. "Mind the gap: What explains Malaysia’s underperformance in Pisa?," International Journal of Educational Development, Elsevier, vol. 65(C), pages 254-263.
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    Cited by:

    1. María Artemisa Sangermán Jiménez & Pedro Ponce & Esteban Vázquez-Cano, 2021. "YouTube Videos in the Virtual Flipped Classroom Model Using Brain Signals and Facial Expressions," Future Internet, MDPI, vol. 13(9), pages 1-21, August.

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