Identification of Geometry Learning Indicators and Selection of the Best Teaching Method in Geometry Using a Combined Delphi-Fuzzy and FBWM-FTOPSIS Technique
Abstract
The aim of this research is to identify geometry learning indicators and determine the best teaching method using a combined Delphi-fuzzy and FBWM-FTOPSIS technique. The population of this study includes high schools in Hormozgan province. Data collection utilized three types of questionnaires: a fuzzy Delphi questionnaire for indicator identification, fuzzy best-worst method (FBWM) questionnaires for weighting the indicators, and fuzzy TOPSIS questionnaire for prioritizing the indicators.
Initially, through literature review and expert opinions gathered from the questionnaires, primary and secondary factors influencing geometry learning were identified. Ultimately, 146 factors related to teacher, student, and space/facilities indicators were identified, with 110 factors accepted for further analysis. Subsequently, using the FBWM technique, final weights for the primary indicators were calculated, followed by determining the best teaching method in geometry using the fuzzy TOPSIS technique.
Teaching methods evaluated and ranked included cooperative group learning, computer-based instruction, exploratory learning, and other conventional methods. The results indicated that cooperative group learning emerged as the best method for teaching geometry, showing significant effectiveness and meaningful correlation with geometric concepts. These findings suggest that implementing interactive and collaborative methods can enhance student learning and deepen their understanding of geometric concepts.
Initially, through literature review and expert opinions gathered from the questionnaires, primary and secondary factors influencing geometry learning were identified. Ultimately, 146 factors related to teacher, student, and space/facilities indicators were identified, with 110 factors accepted for further analysis. Subsequently, using the FBWM technique, final weights for the primary indicators were calculated, followed by determining the best teaching method in geometry using the fuzzy TOPSIS technique.
Teaching methods evaluated and ranked included cooperative group learning, computer-based instruction, exploratory learning, and other conventional methods. The results indicated that cooperative group learning emerged as the best method for teaching geometry, showing significant effectiveness and meaningful correlation with geometric concepts. These findings suggest that implementing interactive and collaborative methods can enhance student learning and deepen their understanding of geometric concepts.
Keywords
Geometry, Teaching Method, Fuzzy Delphi Technique, FBWM, FTOPSIS
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