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PEDAGOGICAL CONDITIONS FOR IDENTIFYING AND PURPOSEFULLY
DEVELOPING THE INTELLECTUAL ABILITIES OF STUDENTS
Feruza Oljayevna Orinova
Kokand University Under the supervision of, PhD,
Associate Professor, Professor, “Department of Education”
Boymirzayeva Shahnozakhon Olimjon kizi
Kokand University
Teacher of the "Education Department"
Phone number:+998949845953
Orcid:
https://orcid.org/0009-00017868-7602
E-mail:
boymirzayevashahnoza98@gmail.com
Abstract:
This article reveals the role of pedagogical conditions in the process of identifying,
assessing and purposefully developing intellectual abilities of students. The study analyzes
methods for identifying intellectual potential, ways of organizing the educational process taking
into account the individual characteristics of students. Also, through practical experiments,
pedagogical methods that have a positive effect on intellectual development were identified. The
results of the article suggest effective approaches to the formation of intellectual abilities in
preschool and general secondary educational institutions.
Keywords:
intellectual abilities, student, pedagogical conditions, development, individual
approach, educational methodology
INTRODUCTION
Today, approaches aimed at identifying and developing the personal abilities of students are
gaining relevance in the education system. In particular, intellectual abilities are one of the
important factors determining the child's mental potential, logical thinking, the ability to
independently find solutions to problem situations, and the level of creativity. Intellectual
development serves as the basis for the educational success and future social activity of each
student.
Therefore, identifying intellectual abilities at an early stage, assessing them, and developing
them in a targeted manner are one of the important pedagogical tasks. The role of teachers and
educators in this process is invaluable, and the conditions they create stimulate children's interest
in learning, form self-awareness, independent thinking, and decision-making skills.
This article analyzes the main methods used to identify students' intellectual abilities, the
pedagogical conditions that serve their development, and the results obtained on the basis of
practical experience. It also discusses effective approaches in this area and the positive results
achieved through the collaborative work of teachers and psychologists.
LITERATURE REVIEW
The issues of identifying and developing intellectual abilities of students have been widely
studied in the fields of pedagogy and psychology. Research on this topic has been conducted
mainly in two main areas: the first is methods for diagnosing intellectual abilities, and the second
is approaches to their effective development in pedagogical conditions.
In the psychological and pedagogical literature, the concept of intellectual abilities is largely
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associated with general mental potential, and standard tests such as the Raven test (Raven, 1938)
are widely used to determine the level of mental development (Jensen, 1998; Sternberg, 2003).
Also, in the study of intellectual abilities, Vygotsky's theory of "proximal development"
(Vygotsky, 1978) is of great importance, which analyzes the difference between independent and
assisted tasks of the student and, on this basis, allows us to determine the possibilities for
development.
As for pedagogical approaches, individualized approaches (Tomlinson, 2014), interactive
teaching methods, and creative thinking techniques have been shown to be effective in
developing intellectual abilities[1]. Modern research is looking for new opportunities for
developing intellectual abilities using technologies (e.g., e-learning programs) (Selwyn, 2016)[2].
In the field of national pedagogy, Uzbek scientists have also paid attention to this issue and
developed methodologies for identifying and developing intellectual abilities in the educational
process (Islomov, 2015; Nazarov, 2018). Their research emphasizes the importance of taking
into account individual differences in educational institutions, creating pedagogical conditions,
and using innovative approaches.
METHODOLOGY
This study used an integrated approach to identify intellectual abilities of students and study
pedagogical conditions in the process of their targeted development.
Research methods
Diagnostic tests: Raven's progressive matrix test and Torrens creative thinking test were used to
identify intellectual abilities. These tests assessed the level of logical thinking, problem-solving
and creativity of students.
Observation and interview: Data were collected on children's academic performance, motivation
and social activity through interviews with teachers and parents.
Pedagogical experiment: Educational and methodological complexes designed on the basis of an
individual approach were introduced to the experimental group. Interactive teaching methods -
group discussions, role-playing games, creative exercises - were used during the sessions.
Questionnaires: Questionnaires were distributed among teachers and parents on the conditions
for supporting intellectual development and their importance.
Statistical analysis: The collected data were analyzed using SPSS software. Correlation and
comparative analyses were performed between test results, questionnaire responses, and
pedagogical experience indicators.
DISCUSSION AND RESULTS
The following main conclusions were drawn from the analysis of the data obtained during the
study:
Results of determining intellectual abilities: According to the initial results of the Raven
progressive matrix test, there was no significant difference between the intellectual indicators of
students in the experimental and control groups. However, after the creation of pedagogical
conditions, the test results of students in the experimental group increased by an average of 15%,
while the control group remained unchanged.
Creative thinking and problem-solving skills: The results of the Torrens creative thinking test
showed that significant positive changes were observed in the level of innovative approaches to
problem situations by students in the experimental group.
Opinions of teachers and parents: The data obtained based on the results of the questionnaire and
interviews confirmed that pedagogical conditions have a positive effect on the motivation of
students and the learning process. Parents expressed their support for an individual approach and
encouragement in the educational process of their children.
The effectiveness of the pedagogical experiment: The use of an individual approach and
interactive methods helped students develop their skills in freely expressing their thoughts,
independent thinking and teamwork.
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Discussion
The results obtained show that it is very important to create pedagogical conditions for
identifying and purposefully developing intellectual abilities. Pedagogical conditions allow for
the use of appropriate teaching methods, taking into account the individual characteristics of
students, and also make the learning process interesting and effective.
As a result of pedagogical work with the experimental group, significant positive changes were
observed in the growth of intellectual abilities, especially in creative thinking and problem-
solving skills. This, in turn, increases students' interest in education and motivates them for
further development.
The conditions, incentives and an individual approach created in cooperation with teachers and
parents serve to effectively organize the pedagogical process. At the same time, interactive
methods - role-playing games, group discussions, creative activities - help expand the thinking
skills of students.
CONCLUSIONS AND SUGGESTIONS
The results of this study showed that modern diagnostic tools (for example, Raven's progressive
matrix test and creative thinking tests) are effective in determining the intellectual abilities of
students, with the help of which individual characteristics can be identified. Targeted
development is carried out by creating pedagogical conditions.
Within the framework of pedagogical conditions, an individual approach, interactive teaching
methods, effective cooperation with teachers and parents significantly support the development
of intellectual abilities. This not only increases the level of knowledge of students, but also
improves their independent thinking, creativity and problem-solving skills.
The results show that intellectual development is an integral part of the educational process, and
creating pedagogical conditions in educational institutions taking into account individual
differences is an urgent pedagogical task.
Recommendations
Introduction of diagnostic tools: It is recommended to systematically use standard and modern
tests to determine intellectual abilities in educational institutions.
Strengthening the individual approach: Teachers should pay attention to personalizing the
learning process, taking into account the individual characteristics of students.
Use of interactive methods: Interactive teaching methods aimed at developing creative thinking
and problem-solving skills should be widely introduced in the pedagogical process.
Develop parent-teacher cooperation: It is important to organize regular communication and
cooperation with parents to support the intellectual development of students.
Improve the skills of teachers: It is necessary to organize special training and advanced training
courses for teachers to improve their pedagogical approaches to intellectual development.
LIST OF REFERENCES USED
1.Tomlinson, C.A. (2014). The Differentiated Classroom: Responding to the Needs of All
Learners. ASCD.
2.Selwyn, N. (2016). Education and Technology: Key Issues and Debates. Bloomsbury
Academic.
3.Abdurashidov, A., & Turdaliyeva, N. (2023). Development of manual work in pre-school
education. Science and innovation, 2(B2), 282-286.
4.qizi Turdaliyeva, N. A. (2024). Theoretical foundations of the development of creative abilities
of preschool children. Golden brain, 2(7), 48-52.
5.Soliyev Ilhomjon Sobirjonovich, & Boymirzayeva Shakhnoza Olimjon kizi. (2023). Systemic
Organization of Professional Competence, Creativity and Innovative Activity of A Future
Kindergartener. Journal of Pedagogical Inventions and Practices, 19, 108–112. Retrieved from
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6.Soliyev, I., & Boymirzayeva, S. (2023). Methodological foundations and pedagogical
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7.qizi Boymirzayeva, S. O. (2024). Developing the creativity of a future educator in a preschool
educational organization. Golden brain, 2(7), 41-47.
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INTELLECTUAL ABILITIES OF CHILDREN AND THEIR TARGETED DEVELOPMENT.
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THE USE OF GAME TECHNOLOGIES IN THE PRESCHOOL EDUCATION SYSTEM.
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