University Mathematics Classroom Teaching Quality Assessment Based on Core Competencies Using the DEMATEL Approach and Single Valued Neutrosophic Hypersoft Sets

Abstract

 This study proposes a multi-criteria decision-making (MCDM) approach to evaluate the quality 
of University Mathematics Classroom Teaching based on core competencies. The MCDM approach is 
applied within the framework of the neutrosophic set to address vague and uncertain data. Unlike the 
hypersoft set, which handles multiple disjoint attribute-valued sets corresponding to various 
characteristics, the soft set operates with a single set of attributes. This study introduces the concept of 
Single-Valued Neutrosophic Hypersoft Expert Sets (SVNS), which integrate single-valued neutrosophic 
sets and hypersoft expert sets. Eight criteria were employed to construct the pairwise comparison matrix. 
The Decision-Making Trial and Evaluation Laboratory (DEMATEL) method was utilized to analyze the 
interrelationships among the criteria within the SVNS and hypersoft set frameworks. The results indicate 
that Conceptual Understanding utilizes the highest impact among the criteria.  

DOI: 10.5281/zenodo.14711955