Abstract
Identifying the deficiencies in the learning acquired in undergraduate students allows the design of new methodological strategies in the teaching-learning process. The objective of this research is to measure the implementation of the initial diagnostic assessment of knowledge in basic sciences and differential and integral calculus as part of the Physicochemistry learning unit, and its impact on the implementation of the teaching-learning process. This research is quantitative, descriptive, correlational, and cross-sectional, with convenience sampling of 313 students. The instrument used consisted of 11 items, with validation by expert judgment and Cronbach's Alpha. Data analysis was performed with descriptive statistics and hypothesis testing with Pearson's correlation. The findings corroborate that diagnostic assessment implementation of prior knowledge has an impact on the teaching-learning process in a university environment.
Published Version
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