Post pandemic: Strategies for the diagnosis of social skills

Abstract

The first educational action that was arranged for the return to face-to-face was the diagnostic evaluation, exclusively to know the level of learning that the students had after the pandemic. The objective of this research was to determine the strategies used by teachers to diagnose students' social skills. The study was framed in the cross-sectional descriptive quantitative approach, a non-probabilistic sample was selected for convenience of 24 teachers from different areas of knowledge, belonging to six private educational institutions in the city of Quito, the technique applied was the survey through a instrument made up of 15 items with a scale from 1 to 5, highlighting less and more use of the diagnostic strategy; this instrument was validated by the expert judgment method and a reliability index of 78 of Cronbach's Alpha was obtained. The results indicated that the diagnostic strategies applied by the teachers to know the social skills were: questions and answers with 33.33%, empathy with 29.1%, informal dialogue with 20.83% and discussion guided by 16.66%. It is concluded that despite the absence of a provision to know with what social skills students come to face-to-face, teachers were able to apply different strategies to know it and thus use this information to establish contextualized teaching methodologies for students.