Quantifying Teaching Quality in University Chemistry Using Bipolar Neutrosophic Decision-Making Framework

Abstract

There is no doubt that the teaching of university Chemistry plays a critical role in enriching the 
students’ knowledge with analytical and problem-solving skills that are necessary for achieving 
academic and professional progress in many fields. However, the process of evaluating the 
quality of Chemistry teaching remains a challenging task because it usually relies on subjective 
judgments, diversity of criteria, and variability in human perception, leading to inherent 
uncertainty. Bipolar Neutrosophic Sets (NS) provide appropriate representation for uncertainty 
setting ls with three levels of membership, each with positive and negative degrees. Inspired by 
that, this study contributes to the body of knowledge by proposing a Neutrosophic approach that 
can assess the quality of teaching of university psychics considering different factors and teaching 
scenarios. The weight of the Bipolar Neutrosophic number associated with each teaching criterion 
is determined using the IDOCRIW. Then, we introduce a multi-criteria decision-making (MCDM) 
that integrates a Minkowski-based TOPSIS method working on Bipolar NS. Proof-of-concept 
analysis is conducted to solve numerical case studies analyzing different teaching alternatives, 
and the results demonstrate the ability of our method to appropriately make the correct decision 
that maximizes providing valuable insights about the teaching scenario that can maximize the 
student benefit from the Chemistry course. 

DOI: 10.5281/zenodo.14707299