STUDENTS’ LEARNING PERFORMANCE EVALUATION USING FUZZY LOGIC

Abstract

In Malaysia, students' performance at school, foundation, and university levels is traditionally assessed using a classical evaluation method, which aggregates scores from various assessments, such as assignments and exams, and assigns grades based on predefined thresholds (e.g., A, A-, B+, B). This study introduces fuzzy logic as an alternative approach to evaluating students' performance at the foundation level, focusing on 49 students from the Preparatory Centre for Science and Technology (PPST), University Malaysia Sabah (UMS). Input data includes scores from assignments, midterm exams, and final exams, which are used to compare the classical grading system with a fuzzy logic-based approach. While the classical method uses fixed grade cutoffs, it may not fully capture the subtleties of students’ abilities or learning progress. In contrast, fuzzy logic incorporates degrees of truth, enabling a more nuanced assessment. This study aims to analyze the differences between the classical and fuzzy logic methods, highlighting the potential benefits or limitations of adopting fuzzy logic in educational assessments.