• “Pedagogik mahorat” Ilmiy-nazariy va metodik jurnal 2022, № 1
  • Computer based questionnaire in the big project There are some changes in the second questionnaire which is aimed to be taken in the big project
  • Conclusion.
  • 2022, №1 “Pedagogik mahorat” Ilmiy-nazariy va metodik jurnal




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    pedagogik mahorat 2022 1

     
    Diagram 5 Diagram 6 
     
    Diagram 7 Diagram 8 
    Diagrams 5, 6, 7, and 8 compare the differences between Part IV, Part V, Part VI and Part VII in Test 
    1 and Test 2 which tested the students’ reading skills with other skills such as listening, speaking and 
    writing.
    To compare the Diagram 5 with the Diagram 6, students from Control group’ scores obtained from 
    Part IV (Reading and Listening) was the lowest, 17% in the beginning of the semester, while this changed to 
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    “Pedagogik mahorat” Ilmiy-nazariy va metodik jurnal 2022, № 1 
    74 
    22% at the end of the semester. There was a rise in Part V (Reading and Speaking) 22% in the beginning of 
    the semester and 28% at the end of the semester. The highest score for Part VI remained in both tests, with 
    36% in the beginning of the semester and 30% at the end of the semester. However, at the end of the 
    semester the lowest score obtained was Part VII (Reading comprehension) 20% which was 25% in Test 1. 
    The Diagram 7 and the Diagram 8 compare the Experimental group’s scores obtained in tests of 
    Reading and Listening, Reading-speaking Reading-writing, and reading comprehension in the beginning of 
    the semester and at the end of the semester. In the Test 1 the highest score was for Part VI 34%, which 
    became 2% less in the Test 2. However, scores obtained from Part V increased considerably from 12% in the 
    beginning of the semester to 32% at the end of the semester, with 20% rise. The score for Part VII in the 
    beginning of the semester was 23% and at the end of the semester became less to 14%. This decline can be 
    seen in the Part IV too. Students score obtained were 31% in the beginning of the semester and 22% at the 
    end of the semester. 
    Computer based questionnaire in the big project 
    There are some changes in the second questionnaire which is aimed to be taken in the big project
    The first big change is making it computer variant where students can fulfill it through their gadgets. It can 
    bring many conveniences for calculating and analyzing data obtained. And it also prevents carrying paper 
    work of students to everywhere as a proof. Another changes added in were some alteration in content of the 
    questionnaire. In previous paper there was not a gender question. We added it to check which gender of the 
    students generally studies better. Questions about the participants’ mother such as information about 
    qualifications and annual incomes are also added to see the impact of this on their children’s education.
    Conclusion. To sum up, the role of questionnaires in the research work is enormous, since they help 
    many researchers to continue their work and get some desired results. There are two types of them
    qualitative and quantitative. Choosing the types of questionnaire depends on researcher and their aims. In my 
    work I have chosen both of them to get bigger picture of the students’ knowledge. The questionnaire was 
    taken at the beginning and at the end of the semester with the first year students of Samarkand state 
    university in 2020-2021 academic years. With the help of the questionnaire I was able to design my manual 
    better to teach the students English reading skills. Computer based questionnaire is aimed to be taken in the 
    big project in 2021-2022 academic years with the students from different institutions. 

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    2022, №1 “Pedagogik mahorat” Ilmiy-nazariy va metodik jurnal

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