THE EFFECTIVENESS OF USING PROBLEM-BASED LEARNING TECHNOLOGY IN TEACHING CHEMISTRY IN HIGHER EDUCATION.

INTRODUCTION: this article examines the pedagogical effectiveness of applying problem-based learning technology in the process of teaching chemistry in higher education institutions. Under the conditions of modern higher education, the need for developing students' ability to apply theoretical knowledge in practical situations, to think independently and to conduct research activity is increasing, yet traditional lecture-seminar methods do not fully address this task. The purpose of the study is to determine the influence of organizing chemistry classes on the basis of problem situations, cognitive conflict and search-oriented tasks on students' quality of knowledge, interest in the subject and practical skills. The methodology includes a pedagogical experiment (ascertaining, formative and control stages), test tasks, observation and questionnaires, with results processed using mathematical-statistical methods (Student's t-test). The study was conducted at two higher education institutions with the participation of 186 students. The results showed that in the experimental group, where problem-based learning technology was applied, the level of knowledge acquisition, the ability to draw independent conclusions and practical activity during laboratory classes were considerably higher compared with the control group. The article concludes with methodological recommendations for organizing chemistry teaching on the basis of problem-based learning in higher education practice. AIM: the objective of the study is to experimentally evaluate the impact of problem-based learning technology (utilizing problem situations, cognitive conflict, and search-oriented tasks) on students' academic achievement, cognitive engagement, subject interest, and practical skills in higher education chemistry courses, and to formulate actionable methodological recommendations. MATERIALS AND METHODS: the study was conducted during the 2025–2026 academic year across TUIT and NamSTU, involving 186 students (93 in the experimental group and 93 in the control group) through a three-stage pedagogical experiment (ascertaining, formative, and control stages). Data collection tools included diagnostic and achievement tests, laboratory observation rubrics, motivation surveys, and expert evaluations; statistical significance was verified using Student's t-test (p<0.05) via SPSS software. DISCUSSION AND RESULTS: at the control stage, the experimental group taught via problem-based learning demonstrated a statistically significant higher mean test score (81.6 points) compared to the control group (68.3 points) taught via traditional methods (t=6.42; p<0.01). Students in the experimental group exhibited markedly higher practical activity during laboratory sessions (4.3 vs. 3.4 out of 5) and subject interest (4.5 vs. 3.6), moving beyond simple empirical observation toward formulating independent, evidence-backed scientific conclusions and engaging in critical hypothesis testing. CONCLUSION: the experimental findings confirm that integrating problem-based learning into university chemistry education yields high pedagogical effectiveness, significantly enhancing learning outcomes, research-oriented cognition, and practical engagement. Based on the developed recommendations, this technology should be introduced systematically by utilizing pedagogical scaffolding and establishing strong linkages between theoretical problem situations and practical laboratory tasks.

KIRISH: ushbu maqolada oliy ta’lim muassasalarida kimyo fanini o‘qitish jarayonida muammoli ta’lim texnologiyasini qo‘llashning pedagogik samaradorligi tadqiq etilgan. Zamonaviy oliy ta’lim sharoitida talabalarning nazariy bilimlarni amaliy vaziyatlarda qo‘llay olish, mustaqil fikrlash va tadqiqotchilik ko‘nikmalarini rivojlantirish zaruriyati ortib bormoqda, biroq an’anaviy ma’ruza-seminar shakliga asoslangan o‘qitish usullari bu vazifani to‘liq bajara olmayapti. Tadqiqot maqsadi kimyo fanidan mashg‘ulotlarni muammoli vaziyatlar, kognitiv konflikt va izlanishga yo‘naltirilgan topshiriqlar asosida tashkil etishning talabalar bilim sifati, fanga qiziqishi va amaliy ko‘nikmalariga ta’sirini aniqlashdan iborat. Tadqiqot metodologiyasi sifatida pedagogik eksperiment (konstatlovchi, shakllantiruvchi va nazorat bosqichlari), test topshiriqlari, kuzatuv va so‘rovnoma usullaridan foydalanilgan, natijalar matematik-statistik usullar (Styudent t-mezoni) yordamida tahlil qilingan. Tadqiqot ikkita oliy ta’lim muassasasida, jami 186 nafar talaba ishtirokida amalga oshirilgan. Natijalar shuni ko‘rsatdiki, muammoli ta’lim texnologiyasi qo‘llanilgan tajriba guruhida talabalarning o‘zlashtirish darajasi, mustaqil xulosa chiqarish qobiliyati va amaliy mashg‘ulotlaridagi amaliy faolligi nazorat guruhiga nisbatan sezilarli darajada yuqori bo‘lgan. Maqola yakunida oliy ta’lim amaliyotida kimyo fanini muammoli ta’lim asosida tashkil etish bo‘yicha metodik tavsiyalar berilgan. MAQSAD: tadqiqotning maqsadi oliy ta’lim muassasalarida kimyo fanini o‘qitish jarayonida muammoli ta’lim texnologiyasini (muammoli vaziyatlar, kognitiv konflikt va izlanishga yo‘naltirilgan topshiriqlar) qo‘llashning talabalar bilim sifati, kognitiv faolligi, fanga qiziqishi hamda amaliy ko‘nikmalariga ta’sirini tajriba-sinov vositasida aniqlash va metodik tavsiyalar ishlab chiqishdan iborat. MATERIALLAR VA METODLAR: tadqiqot 2025–2026-o‘quv yilida TATU hamda NamDTUda kimyo kursini o‘rganayotgan 186 nafar talaba (93 nafar tajriba va 93 nafar nazorat guruhi) ishtirokida pedagogik eksperiment (konstatlovchi, shakllantiruvchi va nazorat bosqichlari) shaklida o‘tkazildi. Ma’lumotlarni yig‘ishda pedagogik testlar, laboratoriya mashg‘ulotlaridagi amaliy faollikni baholash kuzatuv varaqasi, motivatsiya so‘rovnomalari hamda ekspert baholash usullaridan foydalanildi, natijalarning statistik ishonchliligi esa Styudent t-mezoni (p<0.05) yordamida SPSS dasturida qayta ishlandi. MUHOKAMA VA NATIJALAR: tajriba-sinov bosqichi yakunida muammoli ta’lim texnologiyasi qo‘llanilgan tajriba guruhida o‘zlashtirishning o‘rtacha ko‘rsatkichlari (81.6 ball) an’anaviy usulda o‘qitilgan nazorat guruhiga (68.3 ball) nisbatan statistik jihatdan sezilarli darajada yuqori ekanligi isbotlandi (t=6.42; p<0.01). Tajriba guruhi talabalarida laboratoriya mashg‘ulotlaridagi amaliy faollik (4.3 ball / 3.4 ball) va fanga bo‘lgan qiziqish darajasi (4.5 ball / 3.6 ball) yuqori bo‘lib, ular tajriba natijalarini shunchaki qayd etish bilan cheklanmay, miqdoriy dalillar hamda kimyoviy tenglamalar yordamida mustaqil xulosalar chiqarish, guruhli muhokamalarda farazlarni mantiqiy asoslash ko‘nikmalarini namoyon etdilar. XULOSA: kimyo fanini o‘qitishda muammoli ta’lim texnologiyasini qo‘llash talabalarning o‘zlashtirish sifatini oshirish, ilmiy-tadqiqotchilik fikrlashini shakllantirish hamda amaliy mashg‘ulotlardagi faolligini kuchaytirishda yuqori pedagogik samaradorlikka ega ekanligi eksperimental tasdiqlandi. Ishlab chiqilgan metodik tavsiyalarga ko‘ra, muammoli topshiriqlarni bosqichma-bosqich murakkablashtirish (skaffolding prinsipi) va amaliy-laboratoriya mashg‘ulotlari bilan uzviy bog‘lash orqali ushbu texnologiyani ta’lim jarayoniga bosqichma-bosqich joriy etish maqsadga muvofiqdir.