**5. Results**

For analysis of savings and credit perceptions, we used the following: the PMGOWA operator, the PMGIOWA operator, the PMGOWMA operator and the PMGIOWMA operator (see Table 8).


With the results obtained, it is possible to graph and observe the change in perceptions about credit and savings. Figure 1 shows the relationship between perceptions for each method. Figure 2 shows the perceptions for each group regarding credit and savings for each method used. Figure 3 shows the perceptions grouped into savings and credit.

**Figure 1.** Perception relationships of savings and credit for each method.

**Figure 2.** Perceptions of savings and credit by each method.

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Credit 1: PMGIOWA; Credit 2: PMGOWA; Credit 3: PMGIOWMA; Credit 4: PMGOWMA 

**Figure 3.** Perception of savings and credit by group.

Based on the different graphs presented in Figure 1, it is possible to see that, with the PMGOWA operator, the relationship between credit and savings can change drastically from (0.4634, 0.4624) to (0.6247, 0.4630), but if a more complex operator is used, such as the PMGIOWMA operator the changes are not that important and are between (0.4973, 0.4945) and (0.4979, 0.4959). Finally, as a conclusion and considering all the results obtained by the operators, the relationships between the perceptions are 0.4500–0.500 and 0.4500–0.5000; higher results than these are seldom seen.

Based on Figure 2, it is possible to see that the results are very similar between the groups, with exception of savings with the PMGOWA, where perception changed from 0.4634 to 0.6247, with Group 1 giving a higher value to savings.

Figure 3 shows the different results for saving and credit by group. As seen before, the results for saving in Group 1, specifically Savings 1 (PMGOWA operator), had a higher value than the other operators.

Finally, based on all the information provided by Figures 1–3, the main result is that the education of the people who responded to the survey, the importance of savings and credits and the relationship between them were shown to have similar levels. This information can be useful, because sometimes decision-makers believe that this perception can change based on the educational level, but with the information and the operators used in this research, it is possible to affirm that in the case of Boyacá, Colombia, this was not the case.

Since the moving average allows us to calculate averages over time, it is often used in financial problems such as pricing, sales, and others. The main idea of using the moving average in this research was that it can demonstrate the change in perception that it can indicate in a decision problem and that it can show a trend in the collected data, where *t* is the number of times that an answer can be repeated. Due to this characteristic and in combination with the induced variables and the Pythagorean membership grade, it offers a more complex method that considers the changes in perception in an uncertain system. Hence, the selected case considers that credit and savings can be influenced by people's schooling and their own reasoning, which changes over time. Additionally, it shows that the Cartesian relationship of two variables can be considered as independent variables and used to aggregate variables in the same system, which offers a representative value of the degree of perception and the relationships of perceptions. By analyzing the degree of perception, we seek to highlight the benefit of limited reasoning and the subjectivity of individuals.
