A q-Rung Orthopair Fuzzy Set Extension of the DEMATEL and Its Application in the Education Sector

Abstract

Te need to address the impediments to teaching numeracy in early childhood education necessitates a comprehensive approach, as an evident lack of exploration of impediments and their intertwined relationships exists in the domain literature. Tus, this work advances such agenda by utilizing the decision-making trial and evaluation laboratory (DEMATEL) approach with q-rung orthopair fuzzy sets (q-ROFSs), referred to as q-ROF-DEMATEL. Unlike other fuzzy set extensions, q-ROFS ofers a larger decision space, providing the capability to handle information with greater ambiguity. Te proposed q-ROF-DEMATEL is applied to identify the critical factors impeding efective instruction of numeracy skills to early childhood learners. Te fndings suggest that the prominent impediments include inadequate teaching time, lack of teaching knowledge, and underestimation of learners’ knowledge. Moreover, among the identifed impediments, the lack of teaching knowledge emerges as the key impediment, while language barriers, inadequate teaching time, and lack of educational resources are identifed as minor key impediments. Tese fndings could guide decision makers in academic institutions to allocate resources efectively, pool human resources strategically, and develop appropriate strategies to augment teaching numeracy. Investing in professional development opportunities, incorporating visual representations and culturally relevant materials, and seeking community partnerships for resources are some recommended initiatives to address these challenges. Insights for future work were outlined.