The Method of Creating Independent Educational Assignments

Based on the Credit-Module System from Chemical Sciences Taught

at the Undergraduate Level

Mamadaliyeva Nodira Isakovna, Ibodullayeva Mavjuda Ibodullayevna,

Sapayeva Gulzor Islambaevna and Rixsiyeva Umida Shavkat Qizi

Tashkent State Pedagogical University named after Nizami, Faculty of Natural Sciences, Tashkent, Uzbekistan

Keywords: Credit-Module System, Independent Educational Assignments, Chemical Sciences Education, Undergraduate

Learning, Student Engagement.

Abstract: This study explores the development and impact of independent educational assignments within the credit-

module system for undergraduate chemical sciences. Utilizing a mixed-methods approach, assignments were

designed and implemented in a cohort of 120 stu.

1 INTRODUCTION

In recent years, the credit-module system has become

a widely adopted framework in higher education

institutions, particularly in the realm of chemical

sciences. This system, characterized by its emphasis

on modular learning and credit accumulation, offers a

flexible and student-centered approach to education.

The credit-module system's adaptability and focus on

learning outcomes align well with the current

educational paradigms that prioritize student

autonomy and self-directed learning. In the context of

chemical sciences, this system allows for the

structuring of educational content into manageable

units, fostering a more personalized and in-depth

understanding of complex chemical concepts.

Independent educational assignments play a crucial

role within this system, serving as a means to

cultivate critical thinking, problem-solving skills, and

a deeper engagement with the subject matter. This

paper explores the methodology for creating effective

independent educational assignments tailored to the

credit-module system, highlighting their importance

in enhancing the learning experiences and outcomes

of undergraduate students in chemical sciences.

2 LITERATURE REVIEW

The credit-module system's effectiveness in

promoting independent learning has been widely

studied. Isakovna (2023) discusses the organization of

independent education within this system,

emphasizing its role in higher education institutions.

According to Isakovna, the credit-module framework

supports the development of self-regulated learning

skills, which are essential for students' academic

success (Isakovna, 2023; Julboyev;, 2023) further

explores this concept by focusing on the methodology

for developing independent learning skills in

inorganic chemistry. He highlights those structured

independent assignments within the credit-module

system significantly enhance students' conceptual

understanding and practical application of chemical

principles (Abduvalievich, 2023).

The practical implementation of these methods is

evident in the work of Pidgornyy and Duda (2019),

who examined the improvement of chemical

education methods for engineering students. Their

study demonstrates that integrating independent

assignments within the credit-module framework

leads to better-prepared graduates equipped with

essential problem-solving and analytical skills

(Pidgornyy; & Duda;, 2019). Additionally, Kieran and

O'Neill (2009) provide insights into peer-assisted

tutoring within a chemical engineering curriculum.

Their findings indicate that such collaborative

approaches, when combined with independent

learning tasks, enhance both tutee and tutor

experiences, thereby enriching the overall educational

process (Kieran & O’Neill, 2009). These studies

collectively underscore the value of independent

744

Isakovna, M. N., Ibodullayevna, I. M., Islambaevna, S. G. and Qizi, R. U. S.

The Method of Creating Independent Educational Assignments Based on the Credit-Module System from Chemical Sciences Taught at the Undergraduate Level.

DOI: 10.5220/0013491600004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 744-747

ISBN: 978-989-758-752-8

Table 1: Pre- and Post-Assessment Test Scores

Group Pre-Assessment Mean Score (out

of 100)

Post-Assessment Mean Score (out

of 100)

Mean Score

Increase

Experimental 65 85 20

Control 66 72 6

educational assignments in the credit module system,

particularly in the context of chemical sciences

education.

3 METHODS

This study employed a mixed-methods approach to

develop and evaluate independent educational

assignments within the credit-module system for

undergraduate chemical sciences courses. Initially, a

comprehensive review of existing literature and

educational resources was conducted to identify best

practices and key components of effective

independent assignments. Based on these findings, a

series of assignments were designed, focusing on

critical thinking, problem-solving, and application of

chemical concepts.

The assignments were then implemented in a

cohort of 120 undergraduate students enrolled in

introductory and intermediate-level chemistry

courses at a university. The cohort was divided into

two groups: the experimental group, which used the

newly developed assignments, and the control group,

which continued with traditional teaching methods.

Both qualitative and quantitative data were collected

over one academic semester to assess the

assignments' impact.

Quantitative data were gathered through pre- and

post-assessment tests, measuring students' knowledge

and application skills in chemistry. Qualitative data

were collected via student surveys, focus group

discussions, and instructor interviews to capture

perceptions and experiences related to the

independent assignments. Data analysis involved

statistical comparisons of test scores and thematic

analysis of qualitative feedback to determine the

assignments' effectiveness and areas for

improvement.

4 RESULTS

The results of this study indicate a significant

improvement in the academic performance and

engagement levels of students who participated in the

independent educational assignments within the

credit-module system. Table 1 presents a comparison

of pre- and post-assessment test scores for both the

experimental and control groups.

The experimental group exhibited a mean score

increase of 20 points, compared to a 6-point increase

in the control group. This significant difference (p <

0.01) suggests that the independent assignments were

effective in enhancing students' understanding and

application of chemical concepts.

Qualitative feedback from student surveys and

focus group discussions further supports these

findings. Students in the experimental group reported

higher levels of engagement and satisfaction with

their learning experience. They appreciated the

opportunity to explore topics in depth and at their own

pace, which they felt improved their critical thinking

and problem-solving skills.

Instructors also noted a positive change in

students' performance and attitude towards learning

in the experimental group. According to the

instructors, students were more proactive in seeking

help, participating in discussions, and applying

theoretical knowledge to practical problems. This

observation aligns with the quantitative data,

indicating that the independent assignments fostered

a more active and engaged learning environment.

Overall, the results demonstrate that

incorporating independent educational assignments

within the credit-module system significantly

enhances the learning outcomes for undergraduate

students in chemical sciences. The assignments not

only improved academic performance but also

increased student engagement and satisfaction,

suggesting a promising approach for modernizing

chemical education.

5 DISCUSSION

The findings of this study highlight the efficacy of

independent educational assignments within the

credit-module system for undergraduate chemical

sciences education. The significant improvement in

the experimental group’s academic performance, as

evidenced by the increased mean scores, underscores

the positive impact of this approach on students’

understanding and application of chemical concepts.

This improvement aligns with existing literature that

The Method of Creating Independent Educational Assignments Based on the Credit-Module System from Chemical Sciences Taught at the

Undergraduate Level

745

Figure 1: Student Survey Feedback.

emphasizes the benefits of self-directed learning in

fostering deeper comprehension and critical thinking

skills (Isakovna, 2023; Julboev, 2023).One of the key

advantages of the credit-module system is its

flexibility, which allows students to engage with the

material at their own pace and according to their

individual learning needs. This study’s results

demonstrate that when students are given the

autonomy to explore topics independently, they are

more likely to develop a thorough understanding of

the subject matter. This is particularly important in

the context of chemical sciences, where complex

concepts often require sustained and focused study.

The structured nature of the independent assignments

provided a clear framework for students, which,

combined with the flexibility of the credit-module

system, created an optimal learning environment.

The qualitative feedback from students in the

experimental group further corroborates these

findings. High levels of engagement, improved

understanding, and increased satisfaction with the

learning experience were recurrent themes in the

feedback. Students appreciated the opportunity to

delve deeper into topics, which enhanced their critical

thinking and problem-solving skills. This resonates

with Julboev’s (2023) assertion that structured

independent assignments significantly bolster

students’ conceptual grasp and practical application

in inorganic chemistry.Instructors also observed

positive changes in the experimental group, noting

increased proactivity and participation among

students (Tafesse & Mphahlele;, 2018). This shift in

student behavior indicates that independent

assignments not only improve academic performance

but also encourage a more engaged and motivated

learning approach. The credit-module system’s

emphasis on modular learning and credit

accumulation aligns well with these observations,

supporting the notion that this framework is well-

suited to modern educational paradigms that

prioritize student autonomy and active learning

(Pidgornyy & Duda, 2019).

6 CONCLUSION

This study demonstrates the significant benefits of

integrating independent educational assignments

within the credit-module system for undergraduate

chemical sciences education. The findings indicate

that such assignments not only enhance students’

academic performance but also increase their

engagement, satisfaction, and critical thinking skills.

The flexibility of the credit-module system, combined

with the structured nature of independent

assignments, creates an effective learning

environment that supports student autonomy and

deep understanding of complex chemical concepts.

Future research should aim to expand the sample

size and explore the applicability of this approach

across different educational levels and scientific

disciplines. Additionally, longitudinal studies could

provide deeper insights into the long-term impacts of

independent educational assignments on students'

academic and professional trajectories. Overall, this

study provides a compelling case for the continued

100

High Engagement Improved

Understanding

Satisfaction with

Learning Experience

Enhanced Critical

Thinking

Student Survey Feedback

Experimental Group (%) Control Group (%)

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

746

integration of independent assignments within the

credit-module system, paving the way for more

effective and engaging chemical sciences education

at the undergraduate level.

ACKNOWLEDGEMENTS

Acknowledgments and extended special gratitude to

the Global Academic Excellence (M) Sdn Bhd, who

granted the Publication Grant Scheme for this project.

REFERENCES

Abduvalievich, J. T. (2023). Methodology Of Development

Of Independent Learning Skills In Forming The

Concepts Of Inorganic Chemistry. International

Scientific Journal “Science and Innovation”., 2(7).

Isakovna, M. N. (2023). The Method Of Organizing

Independent Education In The Credit-Module System

In Higher Education Institutions. European Science

Review.

Julboyev;, T. (2023). Methodology Of Development Of

Independent Learning Skills In Forming The Concepts

Of Inorganic Chemistry. International Journal of

Research and Scientific Innovation, 2(7), 171–175.

Kieran, P. M., & O’Neill, G. (2009). Peer-Assisted

Tutoring in a Chemical Engineering Curriculum: Tutee

and Tutor Experiences. Engineering, Chemistry,

Education. Retrieved from

https://api.semanticscholar.org/CorpusID:108602536

Pidgornyy;, A., & Duda;, T. (2019). Improving Of Methods

In Chemical Education For Modern Engineers At

Ukrainian Research Universities. In Problem space of

modern society: philosophical-communicative and

pedagogical interpretations: collective monograph

(Part 1, p. 198). Poland: BMT Erida Sp. z o.o.

Tafesse, F., & Mphahlele;, M. J. (2018). Development of

Graduates’ Attributes in Chemistry within an Open

Distance Learning (ODL) Environment: Unisa’s

Experience. Africa Education Review, 15(2), 96–111.

The Method of Creating Independent Educational Assignments Based on the Credit-Module System from Chemical Sciences Taught at the

Undergraduate Level

747