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THE IMPACT OF TEACHING THE “THEORETICAL MECHANICS”
COURSE USING SOFTWARE-BASED EDUCATIONAL TOOLS ON
LEARNING EFFICIENCY
Bekmurodova Manzura Bahodir kizi
PhD student, Bukhara State University
(hdd613301@gmail.com; phone: +998 91 247 62 39)
https://doi.org/10.5281/zenodo.16091827
Annotation:
This study analyzes the learning performance of students
studying in the Physics education field at higher education institutions regarding
the subject “Theoretical Mechanics.” It presents a comparative mathematical-
statistical analysis of learning outcomes when using software-based educational
tools during the teaching process versus outcomes from traditional teaching
methods.
Keywords:
Python programming language, software-based educational
tool, learning efficiency, theoretical mechanics.
Аннотация:
В данном исследовании анализируется учебная
успеваемость студентов, обучающихся по направлению «Физика» в
учреждениях высшего образования по дисциплине «Теоретическая
механика». Представлен сравнительный математико-статистический
анализ результатов обучения при использовании программных
образовательных инструментов в процессе преподавания по сравнению с
результатами, полученными при традиционных методах обучения.
Ключевые слова:
язык программирования Python, программный
образовательный инструмент, эффективность обучения, теоретическая
механика.
Each student of a higher education institution aims to acquire knowledge,
skills, and competencies that will benefit their personal, professional, and social
life. The main objective of education is to prepare students to learn new
materials, facilitate the perception of knowledge, strengthen practical skills,
review and generalize the knowledge and skills, identify and address weak
areas, and enable the application of acquired knowledge in real-life situations
and behavioral patterns.
During the learning process, by forming the basic competencies related to
the subject of “Theoretical Mechanics,” which is one of the theoretical courses in
Physics, students develop interest in the study of mechanical motion, coordinate
systems, phenomena occurring according to the laws of conservation of energy
in nature, planetary motion physics, and the nature of space and time. As a
result, students gain sufficient skills to form the foundation for scientific
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research and physical experimentation.The process of providing in-depth
knowledge of the subject “Theoretical Mechanics” is a two-way interaction that
incorporates both the teacher’s instructional activities and the student’s
engagement during the lesson.
In this context, it is relevant to analyze the possibilities, advantages, and
outcomes of using a software-based educational tool named “Theoretical
Mechanics Teaching Program.” From this point of view, it is necessary to
compare the results of lessons conducted with this software tool and those
carried out using traditional teaching methods. When using software-based
educational tools during lectures and practical sessions of the theoretical
mechanics course, it has been determined that students better comprehend
complex topics. This is made possible by the availability of relevant videos,
presentations, graphics, complex diagrams, topic-based problems with their
solutions, and graphs corresponding to those solutions—all integrated into the
software tool. These materials allow students to study both during the lesson
and independently, gaining sufficient knowledge, skills, competencies, and core
proficiencies related to the subject.
In higher education institutions, alongside delivering theoretical
knowledge, the use of software-based educational tools in teaching theoretical
mechanics proves to be an effective and reliable method for expanding students’
understanding of the subject, enhancing their problem-solving and analytical
skills, comprehending the underlying essence of physical phenomena, and fully
developing their subject-related core competencies. In order to verify the
accuracy and effectiveness of this methodology, a pedagogical experimental trial
was organized. This trial aimed to define the content and implementation stages
of using software-based educational tools in teaching theoretical mechanics
within the Physics education curriculum at higher education institutions. The
experimental trial to improve the effectiveness of teaching and develop
students’ subject-specific competencies using software-based learning materials
was conducted in the following stages:
1. Analysis of results obtained during the experimental trial conducted at
selected higher education institutions. The generalized results of the
experimental trial were compared between the experimental and control
groups. These results were then processed using mathematical-statistical
analysis methods.
2. Based on the final outcomes of the experimental trial, scientific and
methodological recommendations were developed aimed at increasing the
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effectiveness of teaching and improving students’ core competencies. These
recommendations are based on using learning materials and tools from the
“Theoretical Mechanics Teaching Program” developed using the Python
programming language as a software-based educational tool.
In the study, mathematical statistics-a method used to evaluate the
effectiveness of the teaching process-was applied to process and analyze the
results of the experiment. During the re-analysis of the results, as specified in
mathematical-statistical methods, the effectiveness of the educational process
was assessed by determining the difference between the initial and final
indicators of students in the experimental and control groups. This evaluation
was based on the methodology developed for improving core competencies in
the subject of theoretical mechanics among students of physics education at
higher education institutions through the use of software-based educational
tools.
For this purpose, according to Karl Pearson’s criterion, the comparative
analysis of the final performance of the experimental and control group students
was conducted across the first, second, third, and final stages of the study. A total
of 649 students from Bukhara State University, Termez State University, and
Karshi State University participated in this research. The experimental group
consisted of 326 students, while the control group included 323 students [1].
Based on the data provided in Table 1, the academic performance
indicators of students from the three higher education institutions in the subject
of “Theoretical Mechanics” were analyzed using mathematical-statistical
methods as follows:
Initial Results of the Students:
𝜒
𝑒𝑚𝑝
2
= 326 ⋅ 323
∙ [
(
15
326
−
16
323
)
2
15 + 16
+
(
157
326
−
153
323
)
2
157 + 153
+
(
138
326
−
142
323
)
2
138 + 142
+
(
16
326
−
12
323
)
2
16 + 12
]
≈ 0.7;
𝑥 =
1
326
⋅ [2 ⋅ 15 + 3 ⋅ 157 + 4 ⋅ 138 + 5 ⋅ 16] ≈ 3,47;
𝑦 =
1
323
⋅ [2 ⋅ 16 + 3 ⋅ 153 + 4 ⋅ 142 + 5 ⋅ 12] ≈ 3,47;
𝜂 =
3,47
3,47
≈ 1,00.
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Overall results of experimental trials conducted in three higher
education institutions
Table 1
Name of HEI
Indicators
Experimental groups
Control groups
Number of
students at
the start of
experimen
t
%
Number of
students at
the end of
experimen
t
%
Number of
students at
the start of
experimen
t
%
Number of
students at
the end of
experimen
t
%
In terms of
three higher
education
institutions
Excellent
16
5
43
13
12
4
20
6
Good
138
42
227
70
142
44
150
46
Satisfactory
157
48
56
17
153
47
147
46
Unsatisfactor
y
15
5
0
0
16
5
6
2
Total:
326
100
326
100
323
1
00
323
1
00
The obtained empirical value is less than the critical value,
0,7 < 7,81
which
indicates that
𝐻
1
hypothesis can be accepted at the beginning of the experiment.
In other words, there was no significant difference in the knowledge levels of
students in the experimental and control groups prior to the experimental trial.
Final results of the students in the experimental
phase:
𝜒
𝑒𝑚𝑝
2
= 326 ⋅ 323
⋅ [
(
0
326
−
6
323
)
2
0 + 6
+
(
56
326
−
147
323
)
2
56 + 147
+
(
227
326
−
150
323
)
2
227 + 150
+
(
43
326
−
20
323
)
2
43 + 20
]
≈ 70,8;
𝑥 =
1
326
⋅ [2 ⋅ 0 + 3 ⋅ 56 + 4 ⋅ 227 + 5 ⋅ 43] ≈ 3,96;
𝑦 =
1
323
⋅ [2 ⋅ 6 + 3 ⋅ 147 + 4 ⋅ 150 + 5 ⋅ 20] ≈ 3,56;
𝜂 =
3,96
3,56
≈ 1,11
The obtained empirical value is greater than the critical value,
70,8 >
7,81
which means that the proposed methodology is effective, and therefore, the
alternative
𝐻
1
hypothesis can be accepted. That is, after the experimental trial, a
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significant difference was observed in the knowledge levels of students in the
experimental and control groups. The results from the three regional higher
education institutions demonstrated that the performance indicators of the
experimental group
11% (1,11 − 1,00 = 0,11)
were higher than those of the
control group.
Figure 1. Diagram of academic performance indicators across three
higher education institutions
As a result of the experimental trials, it was observed that the knowledge
level of students in the experimental group was higher than that of students in
the control group. This proves that the use of the software-based educational
tool—designed to improve the methodology for developing students' core
competencies—yielded positive and effective results, as confirmed by the
outcomes of the experiment.
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