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