Pedagogical Modeling and Software-Methodological Support for Developing Students’ Practical Programming Competencies Through Amaliylab

Abstract

This study substantiates a structural-functional pedagogical model and software-methodological support for developing university students’ practical programming competencies using AmaliyLab. The model integrates goal setting, content design, individualized practical tasks, instructional feedback, learning-process monitoring and reflective evaluation. Its pedagogical operation follows a cycle of initial diagnosis, selection of tasks at an appropriate difficulty level, independent programming, assessment of performance, differentiated support and subsequent task adjustment. A quasi-experimental pedagogical study conducted during the 2024–2025 and 2025–2026 academic years at Fergana State University, Gulistan State University and Karshi State University involved 307 students in Programming fundamentals (experimental group, n=153; control group, n=154). At baseline, the three-level competency distributions were comparable (χ²=0.0023; p≈0.9989). The proportion of students achieving medium or high competency increased from 41.18% to 77.78% in the experimental group and from 40.91% to 62.99% in the control group. The final distributions differed significantly (χ²=23.4514, df=2, p≈0.0000081; Cramér’s V≈0.2764). These aggregate findings support the pedagogical promise of the AmaliyLab-supported approach, while not by themselves establishing an isolated causal effect of the software.