Strategies for the Development of Students' Independent Learning Based on Individual Approaches

Nilufar Parda Qizi Omonova

doi:10.61227/s3vcsa91

Authors

Nilufar Parda Qizi Omonova Chirchik State Pedagogical University

DOI:

https://doi.org/10.61227/s3vcsa91

Keywords:

classes, individual approach, innovative education, personal development, psychological characteristics

Abstract

Developing and testing innovative strategies for teaching students based on an individual approach. This study aims to develop and examine an individualized independent learning strategy implemented across 74 students in grades 4, 7, and 9 at a school in Uzbekistan. The transition from teacher-centered to learner-centered education has highlighted the urgent need for individualized approaches that accommodate diverse student abilities, psychological states, and learning levels. Ensuring the activity of all students during the lesson and increasing their knowledge. Organization of face-to-face communication between the teacher and the student, as well as online communication. This study employed a quasi-experimental approach using observation, psychological interviews, questionnaires, and differentiated task assignments as data collection instruments. Data were analyzed through descriptive analysis of pre- and post-assessment results comparing student performance across low, medium, and high proficiency categories over four months. To ensure that the psychologist is in constant contact, since the ability, level of knowledge, and psychological state of each student are different. The research shows that difficulties are mainly related to the students' shortcomings and individual characteristics. In order to create an individualized learning environment, a personal portfolio was developed as a result of diagnostic work conducted by the class teacher, psychologist, subject teachers, and the school team for each student. In this innovative education model, students sit together with their classmates, but they complete assignments individually. The most important aspect is the engagement of all students in the learning process. Students work on tasks that match their knowledge level, allowing them to learn the subject more deeply. Teachers and students can communicate online outside of class. The findings indicate significant improvement in student engagement and academic performance across all three grade levels, with 4th grade students reaching 61% proficiency by the final month. The study concludes that individualized task design, combined with psychologist-teacher-parent collaboration, effectively supports independent learning in general education settings.

References

D.O. Khimmataliev, D. Sultanova, N.P. Omonova. (2023). Development of students' creative competencies based on individual approach in educational cluster conditions. Science and innovation international scientific journal, 8.2, 678–684.

D.O. Khimmataliev, N.P. Omonova, G.P. Jumanova, G.B. Mamatkulova. (2023). Development of creative communicative skills of future educators as a pedagogical problem. Science and innovation international scientific journal, 8.2, 547–551.

D.O. Khimmataliyev, M. Sh. Islamova, D.D. Baratov. (2024). Content and pedagogical conditions of development of research skills of future engineers based on innovation approach. Forum for Linguistic Studies, 6(2), 162–169.

Dina, A.T. and Ciornei, S.I., 2013. The advantages and disadvantages of devices in a university language classroom. Bulletin of the Institute of Foreign Language Education Kurume University, 23(1), pp. 1–13.

Douglas, S.N., S.E. Chapin, and J.F. Nolan. 2016. Special Education Teachers' Experiences Supporting and Supervising Paraeducators. Teacher Education and Special Education, 39: 60–74. doi:10.1177/0888406415616443.

Mukhmedov, G.I., Usarov, J.E., Khimmataliev, D.O., et al. (2024). Creative competence of future chemistry students relating to environment. Journal of Engineering Science and Technology, 6, 65–72.

Himmataliev, D., & Fayzullaeva, M. (2023). Organization and development of the educational process of educational centers in cluster conditions on the base of digital technologies as a pedagogical problem. Science and innovation, 2(B1), 261–264.

Khimmataliyev, D.O., Burieva, K.E. (2024). Dynamics and Diagnosis of Independent Thinking Processes of Students. Journal of Education for Sustainability and Diversity, 3(1), 238–252.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x

Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4–16. https://doi.org/10.3102/0013189X013006004

Bray, B., & McClaskey, K. (2015). Make learning personal: The what, who, wow, where, and why. Thousand Oaks, CA: Corwin Press.

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press.

Lan, W. Y. (1996). The effects of self-monitoring on students’ course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation. Journal of Experimental Education, 64(2), 101–115. https://doi.org/10.1080/00220973.1996.9943798

Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.

Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD.

Mukhammadjonov, I., & Toshmatov, Z. (2021). Educational reforms and quality assurance in Uzbekistan: Challenges and prospects. International Journal of Educational Development, 85, 102–111. https://doi.org/10.1016/j.ijedudev.2021.102447

Piaget, J. (1952). The origins of intelligence in children. New York, NY: International Universities Press.

Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence (2nd ed.). Mansfield Center, CT: Creative Learning Press.

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3–4), 207–231. https://doi.org/10.1080/00461520.1991.9653133

Shukhratovna, K. N., & Urinova, M. (2022). Student-centered learning approaches in post-Soviet educational contexts: Evidence from Uzbekistan. Central Asian Journal of Education, 7(1), 45–62.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.

Usarov, J. E. (2019). Using teaching methods for development of students’ independence in Uzbek schools. International Journal of Instruction, 12(3), 1–16. https://doi.org/10.29333/iji.2019.1231a

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge.