Using Neutrosophic Statistical Methods in Research on the Negative Effects of Obstacles to Learning on Teaching Excellence

Abstract

This article explores a core challenge: how learning impediments adversely impact the quality of teaching, framing as its central question the analysis of the negative effects these barriers generate on educational excellence. To this end, the difficulties faced by students and teachers, ranging from cognitive limitations to unfavorable environments, are examined in detail, using Plithogenic statistics as a basis. Although previous research on the topic exists, it often lacks an integrative approach that considers the ambiguity and multiple dimensions of educational data. This work addresses this gap by employing an innovative method that captures the inherent complexity of learning obstacles. Through the analysis of Plithogenic statistics, which combine elements of certainty, uncertainty, and contradiction, patterns and trends are explored that reveal the true scope of these problems in the educational field. The relevance of this study lies in its timeliness: in a world where education faces growing challenges, such as inequality and digitalization, understanding these obstacles is essential for designing effective solutions. The main findings show that barriers to learning not only reduce academic performance but also erode the overall quality of teaching, affecting teachers and students alike. Furthermore, the use of Plithogenic statistics allows for the identification of key factors that traditional approaches overlook. In terms of contribution, this research brings a novel theoretical perspective to the field of pedagogy while also offering practical applications, such as strategies to mitigate negative effects in the classroom. Thus, the study not only enriches the understanding of educational dynamics but also provides concrete tools to improve teaching in real-life contexts, promoting more inclusive and effective education.