In Uzbekistan, various reforms are being implemented in the field of education. Just as every country pays special attention to education, Uzbekistan is no exception. Our President, Shavkat Mirziyoyev Miromonovich, is creating favorable conditions, opportunities, and facilities for the development of education.
The education system in Uzbekistan is compulsory and continuous. The main components of the education system are as follows:
Preschool education: Preparing children for school
General secondary and secondary specialized education: A compulsory stage, after which students may proceed to professional education
Higher education: Universities and institutes
Postgraduate education: Master’s and doctoral studies
Retraining and professional development: Continuous professional growth
Extracurricular education: Clubs and courses
General secondary education (Grades I–XI) consists of the following stages:
Primary education (Grades I–IV);
Basic secondary education (Grades V–IX);
Upper secondary education (Grades X–XI).
Children are admitted to the first grade of general secondary education institutions in the year they reach the age of seven.
It is worth noting that over the past five years, 47 new higher education institutions have been established in our country, including branches of foreign universities, increasing the total number of higher education institutions to 125.
In particular, one of the most important documents adopted in the education system is the new edition of the Law “On Education.” According to this law, the fundamental principles of education, as well as the system, types, and forms of education, have been clearly defined.
The changes in the education sector not only bring joy but also strongly motivate us, young teachers, to dedicate all our potential to serving our country and providing high-quality education to the younger generation.
My name is Aziza Joʻrayeva. I was born on March 26, 2000, in Uzbekistan. I graduated from Kokand University in 2023 with a degree in Primary Education. I was a recipient of the iBook.uz scholarship in 2022. In 2022, I was included in the Almanac of Uzbekistan’s Top 100 Student Leaders.
MUSTAQIL TA’LIM METODLARINING O’QUV MOTIVATSIYASIGA TA’SIRI
To’ychiyeva Madinaxon Sherquzi qizi O’zbekiston davlat jahon tillari universiteti talabasi
ANNOTATSIYA Mazkur ilmiy maqolada mustaqil ta’lim metodlarining talabalarning o‘quv motivatsiyasiga ta’siri empirik va nazariy jihatdan tahlil qilinadi.Tadqiqot oliy ta’lim muassasasi talabalari ishtirokida olib borilib, tajriba va nazorat guruhlari asosida amalga oshirildi. Tadqiqot davomida mustaqil ta’lim metodlarining qo‘llanilishi talabalarda ichki motivatsiyani kuchaytirishi, o‘quv faoliyatiga bo‘lgan qiziqishni oshirishi hamda o‘z-o‘zini boshqarish ko‘nikmalarini rivojlantirishi aniqlandi. Olingan natijalar zamonaviy ta’lim tizimida mustaqil ta’lim metodlarini joriy etish zarurligini ilmiy asoslab beradi.
ABSTRACT This scientific article analyzes the impact of independent learning methods on students’ learning motivation from both theoretical and empirical perspectives. The study examines the effectiveness of student-centered learning approaches based on independent learning principles in higher education. The research was conducted among university students using experimental and control groups. The findings indicate that independent learning methods significantly enhance students’ intrinsic motivation, increase their interest in learning, and improve self-regulated learning skills. The results of this study provide a scientific basis for the systematic implementation of independent learning methods in modern education systems.
KALIT SO’ZLAR Mustaqil talim, o’quv motivatsiyasiga, ichki motivatsiya, ta’lim samaradorligi, talaba faolligi.
KIRISH Bugungi globallashuv va raqamlashtirish sharoitida ta’lim tizimi oldiga yuqori malakali, mustaqil fikrlay oladigan, o‘z bilimini doimiy ravishda rivojlantirib borishga qodir shaxsni shakllantirish vazifasi qo‘yilmoqda. Ushbu jarayonda an’anaviy o‘qitish usullari bilan bir qatorda, alabaning faolligiga asoslangan mustaqil ta’lim metodlari alohida ahamiyat kasb etmoqda.
Mustaqil ta’lim talabaning bilim olish jarayonida tashabbuskorlik ko‘rsatishi, axborotni mustaqil izlab topishi, tahlil qilishi va xulosa chiqarishiga asoslanadi. Bu jarayon o‘z navbatida talabaning o‘quv motivatsiyasini shakllantirishda muhim omil hisoblanadi. O‘quv motivatsiyasi esa ta’lim jarayonining samaradorligini belgilovchi asosiy psixologik-pedagogik omillardan biridir. Shu nuqtai nazardan, mustaqil ta’lim metodlarining o‘quv motivatsiyasiga ta’sirini o‘rganish dolzarb ilmiy muammo bo‘lib, ushbu tadqiqotning asosiy maqsadi ham aynan ushbu masalani tahlil qilishdan iborat.
INTRODUCTION In the context of globalization and rapid technological development, modern education systems face the challenge of preparing individuals who are capable of independent thinking, continuous self-development, and effective decision-making. Higher education institutions are increasingly shifting from teacher-centered instructional models toward student-centered approaches that emphasize learners’ autonomy and responsibility in the learning process.
Independent learning methods play a crucial role in this transformation. These methods encourage students to take initiative, engage in self-directed knowledge acquisition, and actively participate in their educational development. As a result, independent learning contributes significantly to the formation of learning motivation, which is one of the key determinants of academic success.
Learning motivation is defined as a combination of internal and external factors that stimulate students’ desire to acquire knowledge and achieve academic goals. Research in educational psychology has shown that intrinsically motivated students demonstrate higher levels of engagement, persistence, and academic achievement. The main purpose of this research is to examine the impact of independent learning methods on students’ learning motivation and to identify their pedagogical effectiveness in higher education.
METODLAR Tadqiqot pedagogik tajriba-sinov usulida olib borildi. Unda oliy ta’lim muassasasining 1–2-bosqichida tahsil olayotgan 60 nafar talaba ishtirok etdi. Talabalar tasodifiy tanlash asosida tajriba guruhi va nazorat guruhiga ajratildi.
Tajriba guruhida quyidagi mustaqil ta’lim metodlari qo‘llanildi: loyiha asosida o‘qitish; muammoli vaziyatlar asosida topshiriqlar; mustaqil izlanish va taqdimotlar; elektron ta’lim resurslaridan foydalanish; reflektiv tahlil.
Nazorat guruhida esa asosan an’anaviy ma’ruza va tushuntirish metodlari saqlab qolindi. O‘quv motivatsiyasi darajasi tadqiqot boshida va oxirida maxsus so‘rovnoma orqali aniqlanib, statistik jihatdan solishtirildi.
METHODS This study employed a mixed-method research design combining both quantitative and qualitative approaches. The research was conducted among 60 undergraduate students enrolled in a higher education institution. Participants were randomly divided into two groups: an experimental group and a control group.
The experimental group was taught using independent learning methods, including: project-based learning; problem-based learning tasks; independent research assignments; use of digital and electronic learning resources; reflective analysis and self-assessment activities.
The control group continued learning through traditional teaching methods such as lectures and teacher-led instruction. Learning motivation levels were measured at the beginning and end of the study using a structured motivation questionnaire adapted for academic contexts. The collected data were analyzed using comparative and descriptive statistical methods to evaluate changes in students’ motivation levels.
NATIJALAR Tadqiqot natijalari shuni ko‘rsatdiki, tajriba guruhida o‘quv motivatsiyasi darajasi sezilarli darajada oshgan. Talabalarning aksariyati mustaqil topshiriqlar ularning bilimga bo‘lgan qiziqishini kuchaytirganini ta’kidladilar.
So‘rovnoma natijalariga ko‘ra:tajriba guruhida ichki motivatsiya ko‘rsatkichlari yuqori bo‘ldi;talabalar o‘z bilimini mustaqil boshqarishga o‘rgandi;o‘quv faoliyatiga nisbatan mas’uliyat hissi kuchaydi. Nazorat guruhida esa motivatsiya ko‘rsatkichlarida sezilarli o‘zgarish kuzatilmadi.
RESULTS The results of the study revealed a significant increase in learning motivation among students in the experimental group. Students who participated in independent learning activities demonstrated higher levels of intrinsic motivation, greater responsibility for their learning outcomes, and stronger engagement in academic tasks.
Survey results indicated that: students developed a stronger interest in learning activities; self-regulated learning skills improved noticeably; students became more confident in making independent academic decisions.
In contrast, the control group showed no significant improvement in motivation levels. These findings confirm the effectiveness of independent learning methods in enhancing students’ motivation.
MUHOKAMA Olingan natijalar mustaqil ta’lim metodlarining o‘quv motivatsiyasini oshirishdagi muhim rolini ko‘rsatadi. Mustaqil ta’lim talabaning shaxsiy ehtiyojlari, qiziqishlari va imkoniyatlarini inobatga olgan holda tashkil etilishi sababli, u ichki motivatsiyani shakllantirishga xizmat qiladi.
Mazkur natijalar Deci va Ryan tomonidan ishlab chiqilgan ichki motivatsiya nazariyasi bilan uyg‘unlikda ekanligini ko‘rsatadi. Shuningdek, Zimmerman tomonidan ilgari surilgan o‘z-o‘zini boshqaruvchi ta’lim konsepsiyasi ham tadqiqot natijalari bilan tasdiqlandi.
DISCUSSION The findings of this study support the hypothesis that independent learning methods positively influence students’ learning motivation. By granting learners greater autonomy and responsibility, independent learning fosters intrinsic motivation and promotes deeper engagement in the learning process.
The results align with the Self-Determination Theory proposed by Deci and Ryan, which emphasizes autonomy as a core component of intrinsic motivation. Additionally, the outcomes correspond with Zimmerman’s theory of self-regulated learning, highlighting the importance of learner control and reflective practices.
Independent learning methods not only enhance motivation but also contribute to the development of critical thinking, problem-solving abilities, and lifelong learning skills. Therefore, these methods should be considered essential components of modern pedagogical practice.
XULOSA Xulosa qilib aytganda, mustaqil ta’lim metodlari zamonaviy ta’lim tizimida o‘quv motivatsiyasini oshirishning samarali vositasi hisoblanadi. Tadqiqot natijalari shuni ko‘rsatdiki, mustaqil ta’limga asoslangan yondashuv talabalarning bilim olishga bo‘lgan ichki ehtiyojini kuchaytiradi, ularning faolligi va mas’uliyatini oshiradi.
Mustaqil ta’lim metodlari orqali tashkil etilgan ta’lim jarayoni talabaning shaxsiy va kasbiy rivojlanishiga xizmat qiladi. Shu sababli oliy ta’lim muassasalarida mustaqil ta’lim metodlarini tizimli va bosqichma-bosqich joriy etish tavsiya etiladi.
Kelgusida olib boriladigan tadqiqotlar mustaqil ta’lim metodlarining turli fanlar va ta’lim bosqichlarida qo‘llanilishi, shuningdek, ularning uzoq muddatli pedagogik ta’sirini o‘rganishga qaratilishi lozim.
CONCLUSION In conclusion, independent learning methods represent an effective pedagogical approach for increasing students’ learning motivation in higher education. The study demonstrates that the systematic implementation of independent learning strategies enhances intrinsic motivation, encourages active participation, and strengthens students’ self-regulation skills.
Independent learning transforms students from passive recipients of knowledge into active participants in the educational process. This shift has significant implications for improving educational quality and preparing students for professional and lifelong learning challenges.
Future research should focus on examining the long-term effects of independent learning methods across different academic disciplines and educational levels. Further studies may also explore the integration of digital technologies with independent learning to maximize motivational outcomes.
FOYDALANILGAN ADABIYOTLAR
1. Azizxodjayeva N. Pedagogik texnologiyalar va pedagogik mahorat. – Toshkent, 2018. 2.Zunnunov A. Pedagogika nazariyasi va amaliyoti. – Toshkent: O‘qituvchi, 2020. 3.Deci E., Ryan R. Intrinsic Motivation and Self-Determination in Education. – New York, 2000.
4.Zimmerman B. Self-Regulated Learning and Academic Motivation. – Journal of Educational Psychology, 2002. 5.The Effect of Learning Independence and Motivation on Students’ Learning Outcomes when Implementing Distance Learning. Masofaviy ta’limda mustaqillik va motivatsiyaning o‘quv natijalariga ta’siri bo‘yicha ilmiy maqola.journal.unismuh.ac.id
6.Development of Students’ Independent Learning Activity: Analysis in the Context of the Cognitive‑Motivative Approach Mustaqil o‘qish faoliyatini kognitiv‑motivatsion yondashuv kontekstida tahlil qiladigan maqola.
THE IMPACT OF SOCIAL NETWORKS ON STUDENTS’ DAILY LIVES
Erkinova Shahrizoda Lazizovna Student of Samarkand State Institute of Foreign Languages. shahrizodaerkinova26@gmail.com
Annotation: This article analyzes the impact of social networks on students’ lives in the modern era of globalization and digital technologies. Today, social media platforms are becoming an important and integral part of university students’ lives. The article examines both the positive and negative effects of social networks on students’ daily lives, academic activities, and mental and physical health. Many scholars, including Sampasa-Kanyinga and Lewis, Woods and Scott, and Jamil, have studied the extent to which social networks affect students’ lives. It is also highlighted that social networks can play a positive role in supporting the learning process.
Keywords: Social networks, students, academic activity, psychological state, FOMO, education.
Introduction: In the 21st century, social networks have become not only a means of communication for young people, including students, but also a broad platform for obtaining information and entertainment. Students’ daily routines, preparation for classes, social relationships, and even sleep patterns are increasingly dependent on their use of social networks. The significant increase in time spent on social networks has both positive and negative effects on students’ lifestyles. Therefore, this issue is a relevant research topic not only for educational institutions but also for society as a whole.
Social media tools provide many conveniences for university students and positively influence their academic performance. They enable collaborative group work and projects, as well as the prompt sharing of necessary literature, lecture notes, and other information. In addition, they allow online conferences, online professional development, and audio communication.
For example, in many universities, especially in fields such as engineering or IT, students use various applications to exchange ideas and receive quick feedback from instructors, which would take much more time in offline settings. In this respect, the Internet has surpassed television, radio, and other media in attractiveness.
Several scholars have also emphasized the impact of the Internet. In particular, Sampasa-Kanyinga and Lewis studied the relationship between social media use and psychological distress. They found that using social networks for more than two hours a day is associated with higher levels of psychological pressure. Banjanin et al. examined the relationship between excessive social media use and depression but found no statistically significant relationship between the two variables.
Frison and Eggermont studied different patterns of Facebook use, perceived social support on social networks, and mood among male and female students. They found a positive relationship between both passive and active Facebook use and depression, with perceived social support acting as a mediating factor. Gender was also identified as a moderating variable.
Vernon et al. examined changes in negative emotional investment in social networks and their relationship with depression and externalizing behaviors.
Their study showed that excessive attention to social networks increased depression among adolescent students, which was associated with sleep disturbances. Barry et al. explored the relationship between adolescents’ social media use and psychological adjustment, finding a moderate positive association between social media activity, depression, and anxiety. A study conducted in China by Li et al. showed that insomnia played a mediating role in the relationship between social media addiction and depression among middle school students.
In the same year, Yan et al. studied the relationship between time spent on social networks and anxiety among middle school students, finding that more than two hours of use was significantly associated with higher anxiety levels. However, despite its many benefits, the Internet also has negative consequences, often affecting mental health by increasing depression, anxiety, and feelings of loneliness.
In particular, the concept known as FOMO (fear of missing out) describes the strong anxiety experienced when individuals feel excluded while observing others’ successes. In short, excessive Internet use can contribute to various mental health issues.
Conclusion: In conclusion, social networks today have a significant impact on the upbringing and daily lives of young people. Therefore, developing a culture of conscious and purposeful use of social networks—aligned with personal values and goals—is a key factor in ensuring students lead successful and healthy daily lives.
References:
Alimov V. S. Social Networks and Their Role in the Socio-Cultural Life of the Country // Bulletin of the National University of Uzbekistan. – T., 2015. www.in-academy.uz
Blau, I., Weiser, O., & Eshet-Alkalai, Y. (2017). Bhandarkar, A. M., Pandey, A. K., Nayak, R., Pujary, K., & Kumar, A. (2021). Bernacki, M. L., Vosicka, L., & Utz, J. C. (2020).
He never stopped working for his family He thought about the happiness of his children He always lived happily and with a smile My dear, gentle, kind lord
He always held my shoulder and kissed me He always prayed for me When I cried, he wiped my tears from my face My lord, he also gave me joy
He never bowed his head when trouble came He looked for an opportunity in every task He always supported his loved ones My dear, sweet-spoken, generous lord
