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Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis

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  • Daniel Doz

    (Faculty of Education, University of Primorska, Cankarjeva, 5-6000 Koper, Slovenia)

  • Darjo Felda

    (Faculty of Education, University of Primorska, Cankarjeva, 5-6000 Koper, Slovenia)

  • Mara Cotič

    (Faculty of Education, University of Primorska, Cankarjeva, 5-6000 Koper, Slovenia)

Abstract

Several factors affect students’ mathematics grades and standardized test results. These include the gender of the students, their socio-economic status, the type of school they attend, and their geographic region. In this work, we analyze which of these factors affect assessments of students based on fuzzy logic, using a sample of 29,371 Italian high school students from the 2018/19 academic year. To combine grades assigned by teachers and the students’ results in the INVALSI standardized tests, a hybrid grade was created using fuzzy logic, since it is the most suitable method for analyzing qualitative data, such as teacher-given grades. These grades are analyzed with a hierarchical linear regression. The results show that (1) boys have higher hybrid grades than girls; (2) students with higher socio-economic status achieve higher grades; (3) students from scientific lyceums have the highest grades, whereas students from vocational schools have the lowest; and (4) students from Northern Italy have higher grades than students from Southern Italy. The findings suggest that legislators should investigate appropriate ways to reach equity in assessment and sustainable learning. Without proper interventions, disparities between students might lead to unfairness in students’ future career and study opportunities.

Suggested Citation

  • Daniel Doz & Darjo Felda & Mara Cotič, 2023. "Demographic Factors Affecting Fuzzy Grading: A Hierarchical Linear Regression Analysis," Mathematics, MDPI, vol. 11(6), pages 1-19, March.
    • Handle: RePEc:gam:jmathe:v:11:y:2023:i:6:p:1488-:d:1100896
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