Limitations to learning and participation using the Neutrosophic Analytic Hierarchy Process (NAHP)

This study is related to obstacles to learning and participation and is a quintessential concern in creating inclusive systems and systems based on equity. The principal investigator question is: what are the obstacles to participation and learning, and how can they be assessed? The phenomenon occurs relative to the world today because too many marginalized communities across the globe do not have access to this form of education; socioeconomic access can be limited. Assessing its relevance supports future policy implications and assessments because it increases awareness of communities not easily accessible and struggles with diversity and uncertain patterned systems. Despite the changes made to education over the years, new assessments still take a common weighted average without employing tools to understand the uncertainty surrounding human viewpoints regarding obstacles to learning. This study offers a solution, the Neutrosophic Analytic Hierarchy Process (NAHP). From the assessment of the collection method relative to the NAHP which sought qualitative and quantitative assessment through interviews/questionnaires posed to teachers/students, the results were assessed through the NAHP. The findings concluded that the biggest challenges were lack of opportunity/resources, social alienation, and lack of funding for teacher training. This study contributes theoretically to an applicable framework for assessing obstacles to learning and practically contributes to findings that note the need for continued teacher training and teacher policy for inclusion that can be applicable in diverse classrooms with diverse efforts at participation and learning.