Characterization of Descriptive Statistics Learning Diagnostics in a Higher Education Program
Abstract
The diagnosis of learning descriptive statistics (DSL) in higher education programs is an institutionalized
practice recognized by teachers. This study analyzed the diagnosis as a process that transcends a routine test or
initiation, which only describes students' difficulties and strengths in concepts or skills. Therefore, the objective
was to characterize the DAE in the Occupational Health program at the Institución Universitaria Antonio José
Camacho (UNIAJC). Thus, the question was addressed: what are the characteristics of the DAE in a higher
education program at the UNIAJC? Some characteristics are: conceiving this program as a useful resource for
educational planning, conducting skills and error analysis tests, and institutionalized reports of partial evaluations.
A concurrent study was used under a mixed research methodology, semi-structured interviews were conducted,
and surveys with closed and open-ended questions were applied. Seventy-five percent of the teachers surveyed
who taught the subject in the program had a restricted functional conception of the DAE. Hence, knowing the
essential functions of the DAE (preventive, corrective, and empowering) and their probable impact on educational
diversity could contribute considerably to the teaching-learning process in this subject. Consequently, some
educational resources, an OVA, a series of workshops, and a brochure were proposed to strengthen the DAE and
validated as relevant by a group of specialists.
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