STUDENTS’ SELF-EDUCATIONAL COMPETENCE FORMATION: RESULTS OF THE EXPERIMENTAL WORK

High speed of science development quickly makes knowledge acquired by students in high school obsolete and reveals the urgent need for the formation of self- educational competence. In conditions of widespread computerization and active use of the latest modern technical developments in everyday life, the use of interactive computer technology seems the most effective and promising direction to form self-educational competence of university students. We have identified four components of self-educational competence: knowledge; motivation; activity; communication. In accordance with these components we developed criteria, indicators and tools to determine self-educational competence formation of university students through interactive computer technology. The pedagogical experiment took place in 2012-2013 and 2013-2014 academic years on the basis of the Gorno-Altaisk State University. The survey covered 87 students of four faculties, 26 people were in the control group and 61 in the experimental group. To standardize the initial results of diagnostic tests and questionnaires we used percentile. After calculating percentiles for each component of self-educational competence, a table of standardization was composed. Four levels of component formation of self-educational competence were identified: low, below average, above average and high. The purpose of the formative phase of the experiment was the model testing of self-educational competence formation of university students through interactive computer technology. Comparative analysis of the data obtained in the course of ascertaining and forming stages of the experiment clearly demonstrates the dynamic growth of self-educational competence formation levels. The assumption that there are statistically significant differences in the levels of formation of self-educational competence in the control and experimental groups was tested with the use of Fisher’s angular transformation. The obtained value of the empirical coefficient exceeds the corresponding value of the critical coefficient for 1% level, therefore, differences in the groups are significant at 1% level. In other words, the number of transitions to a higher level is substantially higher in the experimental group than in the control group. In terms of statistical hypotheses we can state that the null hypothesis H0 on the similarity is rejected and the hypothesis H1 on differences is accepted to the high level of significance. It can be concluded that students of control and experimental groups have significant differences caused not only by random factors but a certain legitimate reason. The reason was the experimental work performance to implement structural and functional models for self-educational competence formation of university students through interactive computer technology.

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