Evaluation of Teaching Practice Performance of Students of Secondary Mathematics Education by Fuzzy Logic

Abstract

This study examines the use of “fuzzy logic approach” in the evaluation process of performance, to evaluate teachers that took the Teaching Practice Course at the Department of Mathematics for Secondary Education. Researchers compare these results obtained with results obtained by conventional method and present positive and negative sides of these methods in terms of evaluation. In this study, the prospective teachers that took the Teaching Practice Course at the Department of Mathematics for Secondary Education, at Hacettepe University, in the spring term 2013–2014 academic year participated in the study. Their performance was evaluated first by the conventional approach and then by using the “fuzzy logic approach.” Then, researchers analyze the data according to the criteria in the teaching practice assessment form, which was already in use, and the results were compared. Final data were tested by Wilcoxon signed-ranks test in SPSS. In conclusion, performance scores obtained by “fuzzy logic” were higher than those obtained by conventional method, and there was a significant difference between scores.