Evaluation of Teachers’ Performance at the College of Social Sciences and Humanities, Mindanao State University, Main Campus Using Formal Concept Analysis
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Abstract
This study was designed to evaluate teachers’ performance using Formal Concept Analysis (FCA) as the tool for evaluation and ranking. Teachers’ performance was evaluated under three key areas, namely teaching effectiveness, administrative skills, and research productivity. The questionnaire was administered to forty – five (45) faculty members (13 or 28% males and 32 or 71% females) of the College of Socials Science and Humanities (CSSH), Mindanao State University, Main Campus. The data were analyzed utilizing Formal Concept Analysis (FCA), a mathematical framework, which depicts knowledge derived from the data represented as formal context. While constructing the formal context, faculty members were considered as objects and their responses to the three key performance areas as attributes. Results of the study indicated that the lattice diagram or the graphical representation produced by Formal Concept Analysis (FCA) showed the location or rank of faculty members relative to others. In this study, those faculty members who served as teachers, hold administrative positions at present or in the past, and engaged in writing research rank highest in the graph than those faculty members who did not perform all the three key performance areas. Hence, the results concluded that Formal Concept Analysis (FCA) is a useful alternative graphical method of evaluating and ranking teachers’ performance. The findings further imply that FCA can be used to identify faculty members who deserve tenure and promotion.
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