The use of the semantic differential as a pedagogical tool for the psycho-cognitive self-assessment of the learning of UNAN-Managua students

Abstract

The text presents the results of an investigation about the use of the Semantic Differential self-assessment instrument with students from various UNAN-Managua majors, with the purpose of internalizing the usefulness of this pedagogical tool that would allow the learner to assess the contents taught in the curricular components Written Expression, Reading Comprehension and Oral Expression and Scientific Writing Workshop during the first and second semester of 2024. The study is among the lines of research Education for Development 1.6: Management and quality in education and 1.7: The evaluation of learning. The research has a quantitative and descriptive nature. To collect the information, a questionnaire was created using the Microsoft Forms application from Google, in which sixty students answered twelve selection questions, both dichotomous and polytomous. The results confirm that the use of this self-assessment instrument provides the teacher with the opportunity to detect the weaknesses and strengths that students present during the development of the content in each class session that was taught in the components, as well as to validate the students' perception of the pedagogical mediation received during the semester. Likewise, semantic differential is evidence of the systematization of teaching work and the application of affective-effective self-assessment instruments of a psychopedagogical nature in the classroom.