Plithogenic Statistical Analysis of Teaching Performance in Student Autonomous Learning

Abstract

In the current educational context, the effectiveness of teaching performance in blended environments has acquired significant relevance. The present research focused on evaluating the relationship between professional teaching competencies and the achievement of student competencies in the blended context. To this end, perceptions of teacher performance and instrumental, interpersonal, and systemic competencies were evaluated using plithogenic statistics. Among the results, they indicated that the student's perception of teaching performance in relation to classroom management and professional development was positive. However, areas of improvement were identified in interpersonal and technical skills. Observations suggest that teacher performance significantly influences the achievement of student competencies. Consequently, it has been concluded that continuing training programs must be developed for future pedagogical interventions and curricular adjustments in blended environments.