METHODOLOGY OF PEDAGOGICAL MONITORING

ABSTRACT

The article describes the results of previously developed theoretical positions carried out in three stages. For the pedagogical experiment, it was necessary to determine a set of research methods that would provide scientific, objective and evidence-based validity of the hypotheses, allowing us to prove an increase in the level of training in the field of computer science through the use of scientific and methodological support.

АННОТАЦИЯ

В статье описываются результаты ранее разработанных теоретических позиций, проведенных в три этапа. Для педагогического эксперимента необходимо было определить набор методов исследования, обеспечивающих научную, объективную и доказательную обоснованность гипотез, позволяющих нам доказать повышение уровня подготовки в области информатики путем применения научно-методического обеспечения.

Keywords: pedagogical monitoring, communicative information, educational activities, pedagogical experiment.

Ключевые слова: педагогический мониторинг, коммуникативная информация, учебная деятельность, педагогический эксперимент.

INTRODUCTION

To achieve the goals of the pedagogical experiment and test assumptions in the 2020-2023 academic year, we used theoretical and practical methods, such as the study and analysis of psychological, pedagogical, educational and methodological normative literature on the research topic; studying the content of an Internet information resource for educational purposes; accumulation, analysis, systematization and generalization of teaching experience, conducting a pedagogical experiment to test the main provisions of the study, questioning, observation, testing, analysis of experiment results using statistical methods.

The monitoring was conducted from 2020 to 2023 in  three  phases  on  the  basis  of  the  International educational corporation of the city of Almaty. The total number of participants in the experiment at all stages was 223 people, of which 202 students and 21 teachers, while 102 students are enrolled in the control  group,  100  people  were  part  of  the experimental groups. For the experiment, we chose the  group  enrolled  in  the  integrated  programs, which are designed for the specialty “Computer technology and software”.

The experimental part was carried out throughout the study in three stages. At the first stage (2020-2021), a confirmatory experiment was conducted. The purpose and objectives of the ascertaining experiment determined its methodology.

In order to determine the initial level of training in computer science, the study was conducted using the assessment method. Based on the results of the preliminary study, it was concluded that it was necessary to conduct a survey to more accurately determine the level of information training of students and teachers participating in the experiment; the results of the survey are presented in Table 1.

Table 1.

Results of the entrance survey of participants in the pedagogical experiment 

Analyzing the data shown  in  the table,  we  can conclude that most of the students in one and in the other group are equally familiar with the basics of computer science and information technology.

At the second stage (2021-2022), a formative experiment was conducted. The goal is to develop and evaluate the effectiveness of using the developed educational and methodological complex based on the implementation of an activity-based approach to teaching science using MS Office applications.

Tasks:

• To  prove  the  nature  of  the  ultimate  objective of  the  experiment  and  the  ways  to  achieve  this goal;
• determine  the  structure  and  content  of  the educational-methodical  complex  for  the implementation  of  the  activity  model  approach required for program and methodical support;
• develop  teaching  materials  and  to  select  the necessary materials;
• in the experimental and control groups, based on the input data testing, survey of trainees, record the  experimental  data  (initial  and  final measurement); interpretation of experimental data.

The absorption coefficient is measured using the following formula:

 =

Where   indicates  the  degree  of  success  of assimilation  by  students  of  educational  material, (A) - the number of correctly executed tasks, (R) - the  total  number  of  proposed  training  tasks. Assimilation rate () can take values from 0 to 1. The learning process is considered complete, i.e. the  student  learned  the  knowledge  to  the  extent sufficient for the subsequent improvement of their knowledge  in  the  course  of  self-study,  if  the degree of assimilation  >0,75.  When  degree of assimilation <0,75,   During observation, the student will make systematic errors and therefore will not be able to correct them independently (Galygina L.V., 2001). 

Indicators of the level of development of the constructive component of information and educational activities to assess the degree of development of skills and methods of action necessary to solve professional problems;

Based on the results, entrance and final testing and practical work on a comparative analysis of the results in the control and experimental groups.

The low level of preparation includes those who were able to correctly answer test questions 0-20. The average level belongs to those who were able to correctly answer 21-25 test questions. The highest level includes those who answered 26-30 questions of the proposed test. By counting the number of students with low, medium and high levels of learning, we get the results in the table below (Table 2):

Table 2.

Results of measurements of the level of training (cognitive component of information and educational activities) on formative stage of the experiment

Experimental data are statistical quantities that need to be described using descriptive statistics. To describe the results, the following indicators can be distinguished, used for visual presentation and visual analysis of the measurement results of the experimental and control groups [3, 214];

Indicators positions describe the position of the experimental data on the number line:

- The maximum  and  minimum sample element (by which we mean the value of the test feature);

- The average (or arithmetic mean) is calculated using the following formula:

,

where  , denotes the sum of the elements  the index i, runs through a sequence of all the values from one to

- The median value of a feature is the number that is in the middle of this set, if ordered in ascending order, that is, a number such that half of the elements of the set are not less than it, and the other half are not greater;

- Mode, the measured characteristic, which has the maximum number of sample units.

During  the  formative  experiment  we  put forward  a  hypothesis:  in  the  experimental  group, the  assimilation  level  of  students  in  the  field  of computer  science  is  higher  than  in  the  control group.  At the conclusion of the formative experiment, to prove the hypothesis based on the data obtained on indicators of the level of knowledge acquisition, a statistical analysis procedure was carried out using statistical functions in Microsoft Excel, the data of which were obtained in Table 3.

Table 3.

 The results of statistical processing of test data

Analysis of statistical data presented in table 3:

- The distribution of k_α values ​​in the experimental and control groups is not normal; for these distributions non-parametric methods are effectively used, not based on the assumption of a specific type and, as a rule, only assumptions about the random nature of the input data from which they are extracted are used [2, 321] ;

- In our case x^2 we apply a non-parametric test, which is used in relation to a sample of at least 20-30 elements. One more condition from this criterion must be met: each interval must contain at least 3-4 sample values.

- Before the experiment, both groups belonged to the same population: the resulting value of the x^2 criterion indicates that there are no differences between the control and experimental samples at the significance level a = 0.05 T_(observed) = 3.04; T_(critic)=6, since T_(observ.)<T_(critic) accepts the null hypothesis.

- Hypothesis <There are differences between the two distributions> - the average values ​​of the assimilation coefficient for the first test are close: 0.698 in the control group and 0.703 in the experimental group; the average values ​​of the assimilation coefficient for the second test are respectively equal to: 0.713 and 0.788 in the control and experimental ones, i.e. the reliability of the differences is confirmed by mathematical statistics.

At the third stage (2022-2023), the final control experiment was carried out.

The  goal  is  a  comprehensive  study  to  confirm the  effectiveness  of  the  developed  scientific  and methodological support of the use of IP in teaching computer  science  in  college  in  the  conditions  of realization of the activity approach to teaching and research hypotheses in general.

Discussion and Results

The low level of preparation includes those who were able to correctly answer test questions 0-14, the average level includes those students who were able to correctly answer test questions 15-17, the highest level includes those who answered 15-20. questions of the proposed test. Table 4 shows the number of students with results.

Table 4.

 The results of measurements of the level of assimilation of the knowledge input test (the cognitive component of information-educational activities)

The obtained experimental data were processed using the statistical functions of MS Excel spreadsheets and are presented in Table 5.

Table 5.

Data of statistical processing of the input test results (The final stage)

The analysis of statistical parameters is presented in Table 5:

The experimental data have an anomalous distribution;

- The average learning coefficient for the first test is 0.76 in the experimental group and 0.743 in the control group;

The analysis of statistical parameters is presented in tables 11, 12.

Since the topics were previously studied within the framework of NGOs (Scientific Projects of the Trainer), the trainees mastered the program quickly. During the allotted time (2 lessons of 40 minutes each) it is necessary to complete practical work. The indicator is calculated as the ratio of correct operations performed to the total number of operations over a certain time. As in the formative experiment, the low level of development includes those who can do less than 55% of the work correctly, the average - 55-75% of the work, and the high - more than 75%.

Thus, as a result, students showed a high level of mastery of the skills and abilities necessary to solve professional problems using IT (information technology).

The results of the formative experiment served as the basis for the final control stage of the experiment. In this regard, an educational and methodological complex in the discipline was developed for all levels of secondary vocational education on the basis of individual entrepreneurs.

The indicators of the effectiveness of the educational and methodological complex for the components of educational activity (cognitive, constructive, communicative, project) obtained during the pedagogical experiment allowed us to draw the following conclusions:

- indicators of the level of assimilation, reflecting the degree of formation of the gnostic (cognitive) component, made it possible to assess the completeness of knowledge and reflected a tendency for the average indicators of participants in the experimental group to increase (from 0.692 to 0.891) compared to the control group (0.674-0.715);

- a qualitative assessment of the level in the communicative component of educational activities was carried out, which is confirmed by the results of a qualitative assessment that determines the level of information exchange when performing group tasks.

CONCLUSION

The following results were obtained as a result of testing:

1. The secondary  vocational education analysis of  the  current  state  of  science  education  allows noting  that  existing  approaches  do  not  implement adequately the possibility of hardware and software and  information  tools  and  systems  for  organizing information  and  training  activities.

2. Informational, technological and subject aspects of the activity approach in teaching computer science based on new software products and information tools are identified and disclosed. The content aspect determines the inclusion of certain methods of work, technologies and core competencies in the mandatory minimum content; the technological aspect involves the formulation of learning goals in the form of actions aimed at obtaining information about the product; the subjective aspect determines the personal qualities and abilities generated by various types of activities.

3. The functional structure of information and training activities, in which subjective, reflective and objective parts are distinguished, interacting with each other, taking into account regulatory requirements for training. The components of information and educational activities are identified and disclosed: gnostic (assimilation of theoretical knowledge) and constructive (formation of practical skills in solving professionally oriented problems), project (design of an educational process focused on creative self-realization of the individual), communicative (completing group tasks, projects and organization information exchange).

4. The block-modular structure contains an educational complex for training in computer programs and information tools in secondary vocational education in the context of the implementation of an activity-based approach.

5. The experimental verification of the level of training  students  in  the  field  of  computer  science with  a  view  of  the  basic  content  of  lines  for  the development  of  constructive,  design,  components of  communicative  information  and  training activities.

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