International Journal of Pedagogics
139
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
139-141
10.37547/ijp/Volume05Issue02-36
Comparative analysis of phonetics games and traditional
methods of teaching phonetics for the formation of
cognitive universal learning actions in primary school
Аbdumalik Mutalliyevich Dedaxanov
Lecturer at the Department of Philology, Turan International University, Namangan, Uzbekistan
Received:
14 December 2024;
Accepted:
16 January 2025;
Published:
18 February 2025
Abstract:
This study evaluates the effectiveness of using phonetic games in teaching phonetics compared to
traditional methods in primary schools. The experiment involved 700 students from three regions of Uzbekistan:
Andijan, Fergana, and Namangan. The students were divided into experimental and control groups. The results
showed significant improvements in phonetics knowledge among students taught using phonetic games
compared to those who continued with the traditional curriculum. Phonetic games not only enhanced academic
performance but also improved motivation and engagement.
Keywords:
Phonetic games, phonetics, primary education, motivation, teaching, effectiveness, Uzbekistan,
experimental study.
Introduction:
In the context of learning the Russian
language in primary school, innovative approaches
acquire a special role, among which phonetic games
occupy a significant place. This article is devoted to the
comparative analysis of phonetic games and traditional
methods of teaching phonetics. The aim of the study is
to assess the effectiveness of each approach in the
context of forming cognitive universal learning
activities (CULA), which represents a key task of the
modern educational process.
The problem of choosing teaching methods in primary
school becomes particularly relevant in light of recent
educational reforms, aimed at developing not only
knowledge but also skills and abilities, as well as
fostering independent cognitive activity. Phonetics, as
one of the fundamental disciplines in language
learning, requires a special approach from educators,
which would contribute to the active engagement of
students in the learning process and stimulate their
interest in the subject.
Game-based technologies, including phonetic games,
as many experts believe, can contribute to better
assimilation of the material by creating a motivational
and
interactive
learning
environment.
Such
technologies allow students to actively experiment
with sounds, words, and rhythms, which contributes to
a deep understanding of the material and the
development of critical thinking.
At the same time, traditional methods also have their
advantages, including structured learning, consistency,
and systematic organization, which is essential for
forming a rigorous scientific worldview in young
students.
The methodology of this study includes an analysis of
scientific literature on the topic, observations of the
learning process in primary school, as well as surveys
and interviews with teachers and students.
An important component of the research will be the
analysis of pedagogical cases, which demonstrate
specific situations from practice in the application of
various phonetic teaching methods. The aim of such
analysis is to identify the potential opportunities and
limitations of each method, as well as to determine the
conditions and factors that contribute to or, on the
contrary, hinder the successful formation of CULA in
primary school.
Materials
The study was conducted over the course of an
International Journal of Pedagogics
140
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International Journal of Pedagogics (ISSN: 2771-2281)
academic year in three primary schools, where both
traditional teaching methods and methods based on
the use of phonetic games were applied. For the
analysis, classes were selected where instruction was
conducted entirely in Russian.
As the main materials of the study, the following were
used: Russian language curricula for primary school,
methodological manuals for teachers, as well as
developed and adapted phonetic games aimed at
studying sounds, syllabic structure of words, and stress
placement.
Additional materials included video recordings of
lessons, interviews with teachers, and feedback from
parents, which made it possible to collect
comprehensive data on the dynamics of the learning
process and student engagement.
METHODS
The study was divided into three main phases:
preparatory, main, and analytical.
In the preparatory phase, a collection and analysis of
scientific literature on the application of phonetic
games in the educational process, as well as traditional
methods of teaching phonetics, was conducted.
The main phase included observations of the learning
process, conducting experiments, and data collection.
Observations were conducted regularly, which allowed
tracking changes in the level of knowledge and skills of
students, their motivation, and interest in the subject.
In each class, control and experimental groups were
selected, which made it possible to conduct a
comparative analysis of the effectiveness of different
teaching approaches.
In experimental classes, phonetic games were used as
the primary teaching method. The games included
various types of activities aimed at developing phonetic
awareness, the ability to distinguish and reproduce
sounds, stress placement, and rhythm of the Russian
language, while the control classes continued studying
through the traditional curriculum.
For data collection, the following were used:
questionnaires, interviews with teachers and students,
an analysis of academic achievements based on test
results, and observations of the learning process. All
collected data were systematized and analyzed using
both qualitative and quantitative research methods.
RESULTS
The experimental study was conducted among third-
and fourth-grade students in three different regions:
Andijan, Fergana, and Namangan. A total of about 700
students were included in the experimental group,
which was taught using phonetic games as the main
method of phonetics instruction.
To assess students’ knowledge levels, standardized
tests were used, conducted before and after the
experimental instruction. The results showed a
significant improvement in phonetics knowledge
among students in the experimental group compared
to the control group, which continued learning through
the traditional methodology.
The improvement in phonetics knowledge was
measured on a scale from 0 to 100 points:
The average score before the experiment was 45
points, while after the experiment, the average score
increased to 78 points.
In the control group, the average score improved only
from 43 to 50 points over the same period.
Student surveys showed increased motivation and
interest in learning Russian. About 85% of students in
the experimental group noted that phonetic games
made the learning process more interesting and
comprehensible.
The level of interest in learning the language in the
experimental group increased from 60% to 90%,
whereas in the control group, this indicator remained
approximately the same
—
from 62% before the
experiment to 64% after the experiment.
Students in the experimental group also noted
increased confidence in their knowledge and skills,
which, according to them, contributed to better
assimilation of the material.
Teachers who participated in the experiment
confirmed observations of improvements in both
knowledge and motivation among students. They
noted that discipline levels and concentration during
lessons significantly increased, which also contributed
to more effective learning.
Using a t-test for independent samples, it was
established that the differences between the
experimental and control groups in terms of knowledge
levels and motivation were statistically significant (p <
0.01). This confirms the hypothesis that phonetic
games are more effective than traditional methods in
teaching phonetics at the initial stage of learning.
Conclusions
The results of the experiment showed that the
integration of phonetic games into the phonetics
learning process in primary school significantly
increases not only students' knowledge levels but also
their motivation, interest in the subject, and overall
academic activity.
DISCUSSION
The results of the conducted study emphasize the
International Journal of Pedagogics
141
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International Journal of Pedagogics (ISSN: 2771-2281)
significant advantages of using phonetic games in
phonetics instruction among young students compared
to traditional methods.
The effectiveness of phonetic games, as demonstrated
by the results, is expressed not only in increasing
students' knowledge levels but also in improving their
motivation and engagement in the learning process.
Motivation is a key factor in successful education, and
as the data showed, phonetic games significantly
increase students' interest in the subject. This can be
explained by the fact that the game-based approach
reduces emotional stress, which often accompanies the
learning process, and makes learning more dynamic
and interactive.
CONCLUSION
The results of our study confirm that phonetic games
significantly enhance the effectiveness of phonetics
instruction among primary school students in Andijan,
Fergana, and Namangan. The experimental group,
which used phonetic games, demonstrated significant
improvements in understanding the phonetic
fundamentals of the language, confirmed by both
quantitative assessments of knowledge and qualitative
feedback from teachers and students.
Phonetic games proved particularly beneficial in
creating a dynamic and engaging learning environment,
contributing to better material retention.
Teachers noted improvements in student attention and
participation, as well as reduced learning fatigue,
highlighting the importance of using interactive and
game-based methods in the educational process.
It is recommended that phonetic games be further
developed and adapted in primary school curricula to
make learning more effective and enjoyable for
students.
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