THE IMPACT OF PROBLEM-BASED LEARNING TECHNOLOGIES ON STUDENT OUTCOMES IN MATHEMATICS: A STUDY BASED ON VARIATIONAL STATISTICS

The modern educational landscape demands a shift from rote memorization to active cognitive engagement. This research investigates the effectiveness of Problem-Based Learning (PBL) in secondary school mathematics within Uzbekistan’s educational reforms. Utilizing a quasi-experimental design, the study evaluates how "problem situations" affect student achievement. Beyond simple averages, the research employs variational statistics—including mean square deviation and the coefficient of variation—to analyze the stability of knowledge. Results indicate that PBL significantly reduces the variance in student performance, suggesting that this technology is highly effective for heterogeneous classrooms where students have diverse initial ability levels.