Experimental testing of the pedagogical modelling of the professional military orientation of the secondary education institutions of a military profile students

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National Defence University of Ukraine named after Ivan Cherniakhovskyi

Institute of the Troops (Forces) Support and Information Technologies

Special physical training and sports laboratory

Chair of physical education, of the problems of operational, technical and logistic support

Experimental testing of the pedagogical modelling of the professional military orientation of the secondary education institutions of a military profile student

Yahupov V.V., D. of Ped. Sc., Professor

Yerhidzei K.V., H. of Sc. Research, Professor

Annotation

The article describes the methodology and stages of conducting the experiment. It defines and attains the main objectives for the pedagogical modelling of the lyceum students' professional military orientation, namely the development and justification for a complex programme of the professional military orientation process effectivization based on its pedagogical modelling in lyceums; identification of the possibilities for correcting academic programmes enabling introduction of changes with the purpose of the realisation of a set of pedagogical conditions (influences and interactions) envisioned by the survey and aimed at the effectivization of the military lyceum students' professional military orientation; conducting of the pedagogical experiment; analysis and generalisation of the results attained, the evaluation of the effectiveness of the activities for the military lyceums students' professional military orientation. In order to conduct the experiment, a system of criteria and indicators was devised for diagnosing its results, according to which the assessment was made as to the effectiveness of pedagogical conditions influence on the students' professional military orientation: value- motivational, cognitive, behavioural-actional and subjective criteria.

The article describes the results of the experiment showing that the most effective pedagogical conditions for developing a motivation for professional military orientation are as follows: demonstration of the importance of the students' professional military orientation formed while mastering general educational and general military activities; activation of the students' learning and gnostic activity; formation of the students' interest in military activities; cultivation of students' confidence in the social significance of the military profession. It was discovered that the most rational method for the control of the experiment data validity is the study and analysis of the graduates' further professional military activity. The major indicators assessed in this case were the lyceum graduate's enrolment to higher military education institutions of the Armed Forces of Ukraine and their successful mastering of the programme while studying there.

Key words: professional military orientation, military lyceum, lyceum student, student, pedagogical conditions, motivation, learning and gnostic activity, experiment, results.

Анотація

Експериментальна перевірка педагогічного моделювання військово-професійної орієнтації ліцеїстів закладів спеціалізованої середньої освіти військового профілю

У статті описано методику проведення експерименту; описано етапи виконання дослідження. Визначенні та вирішувались основні завдання для педагогічного моделювання військово-професійної' орієнтації ліцеїстів, а саме розроблення й обґрунтування комплексної програми з підвищення ефективності процесу військово-професійної орієнтації на основі її педагогічного моделювання в ліцеях; з'ясування можливостей коригування навчальних програм для внесення до них змін із метою реалізації передбаченого дослідженням комплексу педагогічних умов (впливів і взаємодій), спрямованих на підвищення результативності військово- професійної орієнтації у вихованців військових ліцеїв; проведення педагогічного експерименту; аналіз і узагальнення отриманих результатів, визначення результативності заходів щодо військово-професійної орієнтації вихованців військових ліцеїв.

Для проведення експериментальної роботи була розроблена система критеріїв та показників діагностування її результатів, за якими оцінювалась результативність впливу педагогічних умов на військово-професійну орієнтацію ліцеїстів: ціннісно-мотиваційний критерій, когнітивний, поведінково-діяльнісний та суб'єктний. У статті описані результати експериментальної роботи, які показали, що найбільш ефективними педагогічними умовами розвитку мотивації до моделювання військово-професійної орієнтації є: демонстрація важливості формування військово-професійної орієнтації ліцеїстів під час опанування змісту загальноосвітньої та загальновійськової діяльності; активізація навчально-пізнавальної діяльності ліцеїстів; формування в ліцеїстів інтересу до військової діяльності; виховання в ліцеїстів переконаності щодо соціальної значущості військової професії. Виявлено найбільш раціональний спосіб, що дозволяє вирішити проблему перевірки рівня достовірності експериментальних даних, це вивчення й аналіз подальшої військово-професійної діяльності випускників. Основними показниками, що оцінювалися в даному разі, були вступ випускників ліцеїв до вищих військових навчальних закладів Збройних сил України й успішне опанування навчальної програми у процесі підготовки у вищих військових навчальних закладах.

Ключові слова: військово-професійна орієнтація, військовий ліцей, ліцеїст, вихованець, педагогічні умови, мотивація, навчально-пізнавальна діяльність, експеримент, результати.

Problem statement

One of the important directions in reforming the Armed Forces of Ukraine is the development of a continuous military education system, including the provision of structural continuity from pre-professional education to higher military education. In contemporary conditions of literal absence of basic military training in secondary schools, significant decrease in the number of youth military-patriotic camps, national-patriotic organisations for children, secondary education institutions of a military profile are an important source of professional military orientation for the young people who could further define their life and professional perspectives as subjects of professional military activity.

Recent research and publication analysis. The analysis and results of psychological and pedagogical sources demonstrate that various aspects of the issue of the youth's professional military orientation towards serving in the Armed Forces of Ukraine do not gain enough attention in academic researches by scholars and educational institution administrators. The problem of the young men's professional orientation towards military professions is dealt with in the works by V. Artemenko, H. Besarabchuk, A. Borysovs- kiy, V. Kovalskiy, M. Neschadym [1], L. Chernyshov, V. Chudnoy, V. Yahupov. Its content must include the following major tasks:

1. Modelling of motivation for future professional military activity.

2. Modelling of a citizen with a consciousness of Ukrainian people.

3. Developing a sense of loyalty and devotion to the people of Ukraine and the Oath of Allegiance.

4. Developing a sense of necessity to adhere to the demands of statutes, decrees and military discipline.

5. Modelling of a soldier's will, psychological perseverance, sense of dignity and readiness for the professional military activity etc [2, p. 159-160].

Their realisation directly influences the quality of the lyceum students' professional military orientation, promotes the modelling of motivation for future military service as well as gives a specific sense to their directedness towards the military profession. Various psychological aspects of personality directedness are studied by O. Kovaliov, O. Leontiev, K. Platonov, V. Yahupov [3] and other scholars who define it as an element of personality motivational sphere.

From pedagogical perspective, the problem of personality directedness is studied by A. Aleksiuk, M. Tymchyk [4], L. Chupriy, and its professional orientation aspect - by V. Alfimova, I. Berestetska, V. Bobrov, H. Khmelnitskaya etc.

The analysis and generalisation of the results of the academic research by V. Alfimova, M. Bosenko, V. Borysova, H. Volyk, H. Khmelnitskaya and others show that a more purposeful psychological and pedagogical training of youth for military service as an officer takes place in military lyceums.

The aim of the article is an experimental testing of the pedagogical modelling of the professional military orientation (PMO) of the specialized military education institution students.

Presentation of basic material

The goal of the experiment was to test the effectiveness of pedagogical conditions for lyceum students' PMO. In order to achieve the goal established, the following objectives were defined and attained:

- to devise and substantiate a complex programme for effectivization of the PMO process based on its pedagogical modelling in lyceums;

- to define the possibilities for adjusting academic programmes with the purpose of implementing the complex of pedagogical conditions (influences and interactions) envisioned by the research and aimed at the effectivization of the military lyceum students' PMO;

- to conduct the pedagogical experiment;

- to analyse and generalise the results attained, to define the effectiveness of the activities for the military lyceums students' PMO.

The working hypothesis of the experiment lies in the assumption that achieving effectiveness of the lyceum students' PMO is possible via implementing respective pedagogical conditions, including its pedagogical modelling, military-patriotic education of lyceum students as a basis for the formation of motives and values of the future professional military activity as well as instilling in students the educational activity culture.

The pedagogical experimented conducted for testing the wording of the working hypothesis included two main stages: ascertaining and educational.

The ascertaining experiment was conducted with the purpose of pedagogical diagnosis of the lyceum students' PMO which objectively reflects the level of its formedness.

The educational experiment was conducted from 2017 through 2019. The objective of this stage was to form a complex of pedagogical measures which allow, with reasonable effectiveness, to influence the modelling of the students' PMO, to study the dynamics of changes in the scales of its analysed components. 150 lyceum students were chosen and divided into control groups (CG) and experimental groups (EG) for the educational experiment. The basis for the experiment was formed by Luhansk regional lyceum with intensive military and physical training “Cadet Corps named in honour of the Young Guard heroes”, Kamianets-Podilskyi lyceum with intensive military and physical training and Volodymyr Bez- korovainyi Naval lyceum.

In order to conduct the experiment, we devised a system of criteria and indicators for diagnosing its results according to which the effectiveness of the influence of the pedagogical conditions on the students' PMO is assessed. They are value-motivational, cognitive, behavioural-actional and subjective criteria.

The theoretical analysis of the problem under study, the experiment data and the students' experience of general military training suggest that one of the things that promote the students' PMO is the development of motivation for it.

The motives of the PMO modelling have a certain set of content-related and dynamic characteristics. Content-related characteristics mainly concern the internal peculiarities of professional military activity. Dynamic characteristics are not directly related to the internal peculiarities of professional military activity but rather depend on students' individual (including psychophysiological) peculiarities. It appears reasonable to consider the development of the students' motivation for the PMO formation to be a change in its content-related and dynamic characteristics in the process of establishment, reinforcement, stabilisation of motives and their subsequent qualitative improvement. Motivation development results in varying degrees of its formedness in young people at different stages of education.

Such is the mechanism for motivation forming, the knowledge of which allowed for the arrangement in the course of the experiment of purposeful work on the development of students' motivation for the formation of their professional military orientation. The work involved the execution of a set of pedagogical influence activities aimed at the consciousness, feelings and will of lyceum students and was intended to actualise those motives which insured the young men's active work on modelling their professional military activity.

The foundation of this work is constituted by the principal idea of the motivation formation mechanism,

- the lyceum students' comprehension of their own importance in professional military orientation modelling. The experiment results have showed that the most effective pedagogical conditions of motivation development are as follows:

- demonstration of the importance of the students' professional military orientation forming while mastering general educational and military activities;

- activisation of the students' learning and cognitive activity;

- formation of the students' interest to military activities;

- cultivation of the students' confidence in the social significance of the military profession.

The analysis of the experiment data indicates that the desire to be a well-rounded military expert is the strongest motive which encourages lyceum students to form professional military orientation. This is also attested by the opinion poll results in which 28% of the EC lyceum students ranked the given motive first among all others (professional and cognitive ones).

As the result of the activities conducted in accordance with the educational experiment programme, consistent motivation was cultivated in 37% of the EG lyceum students while the percentage of the CG students who reached the same level of motivation amounts to 18%.

Since the process of professional military orientation modelling in students is polymotivated, epistemic motivation must be increased alongside the general military one. This was most promoted by the activisation of the lyceum students' learning and cognitive activities, in the process of which they acquired and developed such epistemic motives as the interest to solving various general military and general educational tasks, the desire to verify the level of their thinking, aspiration for self-development etc.

The most efficient methods and means for intensifying the students' learning and cognitive activities are: improving the content of the subjects studied; complex problem solving; asking problematic questions; demonstrating the lyceum students various methods of cognitive and mental activity; encouraging them to self-assess their level of thinking and providing assistance in self-development; providing lyceum students with individual tasks; preparing essays on future military professional activities, etc.

The purposeful analysis of the content, organisation and methodology of conducting different kinds of training sessions on different disciplines as well as interviews with all categories of the experiment participants allows to establish that the epistemic motivation of lyceum students is influenced by individual peculiarities of their thinking, collective opinion, attitudes, the classroom dynamics, the teacher's behaviour etc. Experiment data makes it possible to conclude that the intensity of learning and cognitive activity depends on the following factors:

1. Combination of collective and individual forms of the students' educational activity.

2. Establishment of a creative classroom atmosphere.

3. In addition to the creative atmosphere, it is necessary to maintain the students' collective positive emotional dynamics.

4. Timely encouragement of the students' initiative or creative manifestation is an essential factor of the emergence and development of cognitive motives in the process of studying.

The activation of the lyceum students' learning and cognitive activity, as discovered in the research, provides for simultaneous solving of two crucial tasks: first, to increase the students' epistemic motivation in respect to the mastery of general military and general educational thinking; second, to ensure deep knowledge acquisition and the development of general military skills necessary for successful addressing of the tasks set.

In order to research the dynamics of motivation development of the EG and CG at different stages of the experiment the measuring of lyceum students' motivation for the modelling of professional military orientation was conducted. This allows to make conclusions as to the effect motivation has on the modelling of the lyceum students' professional military orientation (see Table 1, fig. 1).

The acquired data demonstrate that in the EG, within which the intentional work on developing the motivation for the modelling of professional military orientation was made, the results of its levels are higher than in the CG. At the final stage the proportion of students with high motivation level amounts to 42,9% in the EG against 30,6% in the CG.

The development of the lyceum students' motivation for the modelling of professional military orientation was influenced by external and internal factors. The main external factors, as discovered in the research, are: the consistent management the of educational process and general military training, which includes immediate communication with higher military education institutions of the Armed Forces of Ukraine; positive examples of professional military activity set by the management and teaching staff of military lyceums; professional traditions, opinions among lyceum students, their attitudes toward future military activity etc.

The most significant internal motivational factors included: the desire for mastery of general military knowledge, the understanding of importance of general military training for future service, the objectivity of the lyceum student's self-evaluation of the formed- ness level of general military knowledge and skills.

Therefore, according to the conclusions of the experiment, the development of lyceum students' motivation for the modelling of the professional military orientation is one of the ways of the effectivization of their general military training.

For the purpose of qualitative and quantitative comparative assessment, the grading scale of indicators of the lyceum students' PMO levels was implemented during the experiment. The scale was represented with points from 2 to 5 whereby:

- 5 points: students have a well-formed steady system of values and motivations; they recognize goals and tasks of their activity;

- 4 points: students generally have formed the system of values and motivations; they generally recognize goals and tasks of their activity;

- 3 points: the system of values and motivations, the idea of goals and tasks of the future military activity are at the stage of formation; knowledge and skills are below the necessary level;

- 2 points: motives, needs, values and goals are beyond the necessary PMO sphere, the obtained knowledge functions predominantly at the level of memorizing, skills are not formed.

The assessment in accordance with the corresponding criteria was represented in the form of an overall grade consolidated on the basis the of assessment of particular scales.

After data processing, we outlined the formedness levels of the lyceum students' general educational competence or key fundamentals of primary general military competence taking into consideration the ranking results, which was divided into high, medium, critical and unsatisfactory levels.

Fig. 1. Proportion of lyceum students with high motivation level (in %)

psychological pedagogical professional military motivation

The main results acquired in the course of the experiment are presented in table 2. While analysing the dynamics of the PMO formation in lyceum students who reached its highest level (see Table 2, A) with each subsequent assessment one observes a sustained growth in the number of the EG students who attained a positive result. This gives grounds to the suppositions that further analysis of the PMO formation dynamics is reasonable. In addition, this conclusion is sustained by the fact that the initial PMO levels of the EG and CG students were reasonably identical and did not have any statistically significant difference. The results of the first assessment confirm the positive conclusion as to the implementation of the respective pedagogical conditions. The percentage ratio of the students according to the high, medium, critical, or low PMO formation level is approximately the same in the EG and CG which allowed for the consideration of the acquired results with certainty as to their objectivity and aptitude for suppositions concerning the research hypothesis.

Table 1

The lyceum students' motivation for the modelling of professional military orientation in EG and CG

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