МАТЕМАТИЧНА СТАТИСТИКА ЯК ІНСТРУМЕНТ ПІДВИЩЕННЯ НАУКОВОЇ ЯКОСТІ ПЕДАГОГІЧНИХ ДОСЛІДЖЕНЬ: Слабко В. М., Нікіфоров Р. О.

The article reveals the importance of mathematical statistics as an effective tool for ensuring the scientific validity and reliability of pedagogical research results. In the context of transformational changes in education, the digitization of scientific processes, and increased requirements for the quality of research work, there is a need for a critical rethinking of the methodological tools of pedagogical science. The author emphasizes that mathematical statistics should be considered not as an optional but as a mandatory component of the methodology of modern pedagogical research. The focus is on the problem of the decline in the level of scientific thinking while formally complying with the requirements for the structure of scientific works. It is noted that an increase in the number of qualification studies in pedagogy is not always accompanied by a qualitative analysis of the results, and therefore reduces both the general scientific and practical value of these studies. Particular attention is paid to the underestimation of the importance of statistical analysis, which is often reduced to a simple calculation of average values, without taking into account the variability, reliability, and significance of the results obtained. The author analyzes classical and modern methods of mathematical and statistical data processing and determines their relevance in the context of pedagogical experiments. The need to develop the research competence of future teachers, which includes mastery of statistical methods of analysis, is outlined. The expediency of including a course in mathematical statistics in the compulsory part of educational and scientific programs for master's and doctoral degree seekers in the field of 01 “Education/Pedagogy” is substantiated. It is concluded that mathematical statistics is not only a technical tool, but also a powerful means of forming scientific integrity, critical thinking, and the ability to conduct an objective analysis of pedagogical phenomena. Its integration into pedagogical education is a guarantee of improving the quality of domestic scientific products and forming a research culture for a new generation of scientists.