The Analysis of Student Performance During Face-to-Face and Distance Learning Under Z-Information

In this paper the comparative analysis of student performance during face-to-face and distance learning under Z-information is developed. Importance of similar researches has increased in the context of pandemic, when the quality of education has decreased due to the enforced transition of the majority of universities to online learning. Moreover the reliability of the students' grades has been affected negatively, which cannot be ignored. For this purpose an instrument for the processing of Z-information is essential. Student performance is associated with four Z-numbers, the first component represents the formalization of grades "unsatisfactory", "satisfactory", "good", "excellent". The formalizations of these grades constitute the valuation of a linguistic variable with the completeness and orthogonal properties, which aggregates the linguistic variables by three regulating criteria. The second component of Z-numbers is the fuzzy value of the reliability of formalized grades. Students' performance manifests itself through the total of four Z-numbers for a term of face-to-face learning and for a term of distance learning. To conduct a comparative analysis of the collected data operations with Z-numbers, distances between them and the distance between the populations of Z-numbers are specified. Anumerical example is given demonstrating the function and effectiveness of this model.