ABSTRACT
This chapter discusses a grey relational analysis (GRA) supported fuzzy subtractive clustering approach was used to generate objective number of rules which was based on the clustering of student learning-level assessment tools. Engineering education for future aims to meet several challenges and to develop strategies for systematically promoting the learning level. In engineering education, the most common instructive approaches in the framework of learning are based on students’ competency which includes experiential learning, project-based learning, problem-based learning, and team-based learning. The teaching–learning activities are used for the preservation and dissemination of knowledge, which is for promoting and supplying it to the professionals of future. Students are the central element of the teaching and learning process; instructors’ teaching methodology plays a central role in engineering education. M. Henri et al. claim that to improve student learning achievement, desirable skill sets are determined and broken into sub-competencies that build on each other.
