DESIGN AND TOOLS OF A PEDAGOGICAL EXPERIMENT IN AGILE-ORIENTED TRAINING OF FUTURE IT SPECIALISTS

Abstract

The purpose of the article is to substantiate the design and tools of a pedagogical experiment aimed at testing the effectiveness of Agile-oriented training of future IT specialists. The relevance of the study is determined by the need to modernize IT education in accordance with the current logic of software development, which involves teamwork, short planning cycles, flexibility, continuous feedback, and gradual improvement of results. Under such conditions, it is important not only to introduce certain Agile practices into the educational process but also to provide a scientifically grounded verification of their pedagogical effectiveness. The research methodology is based on a combination of theoretical and empirical methods. Analysis, synthesis, generalization, systematization, and comparison of scientific sources made it possible to determine the state of development of the problem, define the logic of the pedagogical experiment, and substantiate its main components. The empirical block included pedagogical observation, questionnaires, analysis of students’ learning outcomes, self-assessment, peer assessment, and expert assessment. Quantitative and qualitative analysis, comparison of the results obtained in the control and experimental groups, and recording the dynamics of changes were envisaged for data processing. The scientific novelty lies in substantiating the design of a pedagogical experiment with due regard to the specifics of professional IT education. The logic of the formative stage was specified as based on the cyclical organization of learning and the gradual complication of the student project within the disciplines of the professional training cycle. The criteria, indicators, and levels of readiness formation of future IT specialists for professional activity under Agile-oriented training conditions were determined. The conclusions emphasize that Agile-oriented training is pedagogically appropriate provided that it is integrated into professional IT education as a holistic approach. The proposed design of the pedagogical experiment and the corresponding tools create a methodological basis for further experimental verification of the effectiveness of this approach.