THE IMPACT OF PROBLEM-BASED LEARNING TECHNOLOGIES ON STUDENT OUTCOMES IN MATHEMATICS: A STUDY BASED ON VARIATIONAL STATISTICS

Authors

  • Rashidov Alijon, Eronov Omonboy Teacher of the Academic Lyceum of NavSU

Keywords:

Problem-Based Learning, Variational Statistics, Uzbekistan Education Reform, Pedagogy, Mathematical Modeling, Cognitive Development.

Abstract

The modern educational landscape demands a shift from rote memorization to active cognitive engagement. This research investigates the effectiveness of Problem-Based Learning (PBL) in secondary school mathematics within Uzbekistan’s educational reforms. Utilizing a quasi-experimental design, the study evaluates how "problem situations" affect student achievement. Beyond simple averages, the research employs variational statistics—including mean square deviation and the coefficient of variation—to analyze the stability of knowledge. Results indicate that PBL significantly reduces the variance in student performance, suggesting that this technology is highly effective for heterogeneous classrooms where students have diverse initial ability levels.

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References

Abdurahmonova, N. (2022). Matematika o‘qitishda innovatsion yondashuvlar. Toshkent: "O‘qituvchi".

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Barrow, H. S. (2021). Problem-Based Learning in Secondary Education. Journal of Educational Psychology, 45(2).

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Jumayev, M. E. (2024). Matematika o‘qitish metodikasidan praktikum (Oliy o‘quv yurtlari uchun darslik). Toshkent: Turon-Iqbol.

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Published

2026-03-31

How to Cite

Rashidov Alijon, Eronov Omonboy. (2026). THE IMPACT OF PROBLEM-BASED LEARNING TECHNOLOGIES ON STUDENT OUTCOMES IN MATHEMATICS: A STUDY BASED ON VARIATIONAL STATISTICS. Journal of Applied Science and Social Science, 16(03), 1234–1236. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/3903

Issue

Vol. 16 No. 03 (2026): Journal of Applied Science and Social Science

Section

Articles

License

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