PREPARING PRE-SERVICE PRIMARY TEACHERS TO FOSTER LOGICAL REASONING IN UZBEKISTAN'S TARBIYA CLASSES: A QUASI-EXPERIMENTAL PILOT STUDY

This study examines a pedagogical model for preparing pre-service primary teachers to design reasoning-rich lessons in Uzbekistan's integrated Tarbiya ("Upbringing") subject. A two-group pretest-posttest quasi-experimental pilot involved 60 third-year Primary Education students at Andijan State Pedagogical Institute. Thirty participants followed the conventional Tarbiya methodology syllabus, whereas 30 studied through a modular approach centred on moral-logical dilemmas, Socratic and dialogic questioning, graphic organisers, cause-and-effect reasoning, evidence-based justification, and structured reflection. Methodological preparation was represented by a study-specific 100-point composite score covering lesson-plan construction, pedagogical-logical thinking, and practical teaching proficiency. The experimental-group mean increased from 62.1 to 85.4 points, an absolute gain of 23.3 points and a 37.5% increase relative to baseline. The control-group mean increased from 61.5 to 67.8 points, a gain of 6.3 points and a 10.2% relative increase. The between-group difference in gains was 17.0 points. Available study documentation did not include participant-level scores or variance statistics, so inferential statistics, confidence intervals, and standardised effect sizes are not reported. The findings are interpreted descriptively and support further evaluation of reasoning-oriented Tarbiya teacher preparation. Pupil logical-reasoning outcomes were not directly measured.

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