Fuzzy Rule Based Collaborative Peer Learning Methodology for Gradual Learning Engineering Students

In a centralized education system, end-semester university examinations conduct for all affiliating institutes together under a common umbrella of a state university. However, every institute conducts internal examinations on its own to assess students’ performance from time to time. The student scoring low marks can be termed a gradual learner requiring extra attention. Institutes and departments develop different policies for helping such gradual learners. Subject teachers also give their best and restless efforts to such students so that they can score at least passing marks in end-semester university examinations. But, these students hesitate to interact with their subject teacher beyond regular classes due to their introverted and shy attitudes. Compared with teachers, students feel comfortable interacting with classmates and so, the average or good marks scoring students can help such gradual learners. This paper explains a case study done for gradual learning engineering students. The collaborative teaching pedagogy is used in which gradual learning category students can discuss their subject doubts with their peer students. The highlights of this proposed approach are; (i) to achieve zero carryover paper in the subject, (ii) to develop confidence in gradual learning category students, (iii) to prepare the students as a leader who can work with their team members, and (iv) to understand and bridge the gap in teaching pedagogy for several students’ clusters based on their learning capabilities, (v) validation of the result using the fuzzy rule-based model.