BOOSTING STUDENT INVOLVEMENT WITH ACTIVE LEARNING TECHNIQUES IN HIGHER EDUCATION

Аннотация

Ushbu maqola faol o‘rganish strategiyalarining talabalar ishtiroki va akademik samaradorligiga ta’sirini tahlil qiladi. Ushbu maqola faol o‘rganishning ta’sirini chuqurroq o‘rganish uchun miqdoriy so‘rov va sifatli so‘rovlarni birlashtirgan inkorporativ metodologiyadan foydalanilgan. Kashfiyotlar talabalarning faolligi va rag‘batlantirishning sezilarli darajada kengayishini, shuningdek, dars faoliyatiga jalb qilish va o‘quv natijalarini kuchaytirishni ko‘rsatadi. Kerakli ma’lumotlar shuni ta’kidlaydiki, talabalar samarali o‘qitish usullarining interfaol xususiyatini, masalan, guruh muhokamalari va hamkorlikdagi loyihalarni qadrlashadi, garchi vaqtni boshqarish bilan bog‘liq ba’zi to‘siqlar va passivdan faol o‘rganishga o‘tish qayd etilgan. Ushbu tadqiqot faol ta’limning ijobiy ta’sirini muhokama qiladi va https://scientific-jl.org/obr Выпуск журнала №-71 183 Часть–2_ июня–2025 ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ 2181- 3187 shuningdek, o‘qituvchilar ushbu usullarni amaliyotga tatbiq etishda duch kelishi mumkin bo‘lgan qiyinchiliklarni hal qiladi. Kalit so‘zlar: faol o‘rganish, talabalarning faolligi , oliy ta’lim , o‘qitish usullari, hamkorlikda o‘rganish, talabalar faoliyati. Introduction. Higher education institutions are increasingly addressing the deficiencies of students in passive learning environments and critical thinking abilities, resulting in the proliferation of student-centered pedagogical approaches. Conventional classrooms generally restrict students to passive listening and note-taking, which do not sufficiently interest them or promote profound learning. Conversely, active learning strategies—such as conversations, problem-solving, and collaborative projects that engage students actively in the learning process—have garnered significant attention as successful alternatives [Prince, 2004].This article examines the influence of various tactics on student engagement, seeking to comprehend their cognitive (knowledge acquisition) and effective (emotional and motivational) dimensions of learning. Methods. Recent research underscores the advantages of active learning; yet, its implementation varies across many disciplines and educational contexts. Although numerous instructors have included active learning into their pedagogy,uncertainties persist concerning the most efficacious techniques to augment student engagement. This research examined the efficacy of active learning strategies in higher education courses and their direct influence on student engagement and academic performance. This research employed a mixed-methods strategy, combining quantitative surveys with qualitative interviews to thoroughly evaluate student participation. The research, conducted at a large public institution with over 5000 undergraduates, involved 600 students from various disciplines, including foreign language literature, and philology faculty, all participating in classes that employed active learning strategies throughout the semester. Active learning methodologies were incorporated into the syllabus for one semester. The strategies encompassed: Students were organized into small groups to deliberate on essential concepts and implement them in practical situations. Students collaborated on assignments necessitating investigation, analysis, andpresentation of https://scientific-jl.org/obr Выпуск журнала №-71 184 Часть–2_ июня–2025 ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ 2181- 3187 their findings to the class. Students were prompted to elucidate topics to their friends, so enhancing comprehension through instruction. Students were assigned real-world challenges to address collaboratively, fostering critical thinking and teamwork. Surveys administered before and after the course assessed variations in student participation, motivation, and academic performance. The questionnaires comprised Likert-scale inquiries regarding class participation, enthusiasm for learning, and perceived skill enhancement. Semi- structured interviews were performed with 30 students and 4 faculty members to provide insights into their perceptions of active learning practices. The interviews examined students’ levels of participation, the efficacy of the activities, and theproblems they faced. The collected data demonstrated substantial evidence of the beneficial impacts of active learning on student engagement. A substantial rise in student involvement occurred following the use of active learning techniques. The average student involvement score increased from 3 to 4 on a 5-point scale following the intervention. Participation motivation in classroom discussions rose by 20%, with 80% of students indicating enhanced engagement compared to conventional lecture forms. Students additionally indicated an enhancement in academic achievement. Students engaged in active learning activities shown a 15% enhancement in their final grades, relative to students in control groups who did not partake in such methods. Students indicated a