Management and Future Technologies | Volume 2, Issue 2 | № 006

Management and Future Technologies journal.umft.uz Authors ADVANCING EDUCATIONAL METHODS THROUGH ICT INTEGRATION Yusupova Shohida Department of Information Technology, Urgench Branch of Tashkent University of Information Technologies named after Muhammad al-Khwarizmi, Urgench, Uzbekistan, gratifikus@gmail.com Matyoqubov Ogabek Department of Information Technology, Urgench Branch of Tashkent University of Information Technologies named after Muhammad al-Khwarizmi, Urgench, Uzbekistan ogabekbahrombekogli@gmail.com Correspondence: ogabekbahrombekogli@gmail.com Copyright: © 2025 by the authors. Ushbu maqola Creative Commons Attribution (CC BY) litsenziyasi shartlari asosida tarqatiladigan ochiq foydalanish maqolasi hisoblanadi (https://creativecommons.org/ licenses/by/4.0/). A June 2025 Volume 2, Issue 2 bstract: The article discusses the problems and prospects of organizing distance learning in higher educational institutions of Uzbekistan in the context of the COVID-19 pandemic. Particular attention is paid to the integration of information and communication technologies and mobile technologies into the educational process, which has significantly transformed teaching methods. The study is based on the experience of introducing electronic test materials into the educational process of the Urgench branch of the Tashkent University of Information Technologies. The use of interactive educational tests made it possible to activate independent cognitive activity of students, as well as to increase the efficiency of knowledge control and organization of independent work. The methods of developing tests using the LaTeX package and its acrotex library are described, which ensures the creation of various types of tests that can take into account the individual characteristics of each student. The authors emphasize the importance of using electronic test materials for monitoring and training, and also analyze the impact of modern technologies on the development of students’ professional skills. The presented results demonstrate successful experience in integrating distance technologies and emphasize their potential for further use in education. Keywords: education systems, distance education, mobile technologies, cloud technologies, knowledge control, test, LaTEX, moodle. 201

Volume 2, Issue 2 June 2025 Management and Future Technologies journal.umft.uz Introduction 202 At the beginning of 2020, Uzbekistan, along with the rest of the world, faced an unexpected external factor that brought about a qualitatively new stage in the development of the state, society, economy and education. World medicine turned out to be unprepared to fight the new virus, and therefore the only more or less effective means of preventing the rapid development of the epidemic was the maximum restriction of contacts between people, their self-isolation. In this situation, the adequate response of the country's education system was the transfer of educational organizations to a remote form of organizing the educational process. As a result, for the first time in its history, the country's higher education system found itself in a fundamentally new situation when all educational activities, including education management at all levels, were transferred to a remote format, involving the organization of training using distance learning technologies. Unlike all previous modernizations and reforms, this situation is characterized, firstly, by the coverage of the entire education system of the country at all levels of its functioning; secondly, by the unexpectedness, the absence of any special preliminary preparation for such a transition; thirdly, the simultaneous transfer to a qualitatively different format of training. In this context, it should be noted that in developed countries, the organization of distance learning using information and computer communications has a long history. Accumulated experience indicates two main directions of these processes: online education, which involves distance learning of formal higher education via the Internet; open education, which means the creation of open educational resources for informal education and possible use in formal education. The Resolution of the President of the Republic of Uzbekistan dated September 26, 2017 No. PP-3289 "On measures to further improve the system of training, retraining and advanced training of public teachers" provides for the development of an educational and methodological base for advanced training courses, improving the organization of training courses in both online and offline formats. Particular attention is paid to the introduction of innovative scientific achievements, modern pedagogical and information and communication technologies, as well as distance learning and the expansion of independent learning in the education system. In connection with the above-mentioned resolution, numerous distance courses have been created in Uzbekistan. However, the procedures of external quality assurance common in the world, such as professional and public accreditation, examination of educational programs, institutional examination and public accreditation, are still rarely used in Uzbekistan. Nevertheless, there is a tendency to increase the number of audits and certifications of management systems of organizations in the field of education. Therefore, the strategic choice of the majority of Uzbek participants in the educational process is based on systematic

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 internal work on quality management aimed at continuous improvement of education [1]. The rapid development of mobile and cloud technologies, especially popular among the generation of "digital natives", has actualized a large number of scientific studies that convincingly prove that the integration of mobile technologies into the educational process can significantly transform it. For example, it is noted that the introduction of mobile technologies contributes to the targeted consideration of the individual characteristics of each student and, accordingly, the organization of autonomous learning. In addition, they provide students with freedom, that is, the ability to work outside the classroom at any convenient time, make it possible to quickly diagnose problems in the learning process, create a mobile interactive learning environment and provide instant feedback, lead to the emergence of new forms of presentation of educational materials, help create new formats of interactive tasks based on the use of augmented reality and geolocation applications [2]. In the context of reduced hours for classroom work, teachers in higher education institutions must organize their teaching activities in such a way as to motivate students to study such disciplines as mathematics and develop professional skills. The problem of finding optimal didactic possibilities of modern information technologies is becoming relevant. Analysis of Sources Many researchers, such as N.G. Maloshonok, J.S. Sahlin, A. Tsertsidis and M.S. Islam, who study issues related to online education, note a positive relationship between students' involvement in achieving educational goals and interacting with teachers and classmates and teachers' use of the Internet and multimedia technologies. Online education is a new type of activity at this stage of development, and therefore it is of interest to both teachers and students, thereby stimulating changes and expansion of the practice of its use. The attitude towards this educational project is quite contradictory. On the one hand, there is an optimistic point of view, considering this learning mechanism as productive and meeting the needs of the modern era. A number of studies are associated with forecasts about the prospects for the development of MOOC pedagogy, based on an analytical study of existing learning outcomes [3]. On the other hand, experts also express pessimistic sentiments, expressing distrust of this method of teaching in general [4] and pointing to the lack of development of general pedagogical principles for the mass implementation of this technology [5]. Among the disadvantages of e-learning, the most important are the problem of selforganization of students and the rigidity of the material taught. Disadvantages also include ignoring the individual characteristics of the student, limitations in obtaining practical skills, dependence on technical means, low quality of the material taught and control over the level of knowledge acquired [6]. 203

Volume 2, Issue 2 204 June 2025 Management and Future Technologies journal.umft.uz The emergence of additional cognitive load. Cognitive load is understood as the amount of mental memory required by the user to achieve the goal. According to I.G. Zakharova, working with interconnected web pages involves performing a parallel series of actions: first, the student has to assimilate the material read; second, keep in mind the logical chain of judgments when moving from one hyperlink to another. As a result, the context of the problem being solved is expanded [7]. To improve the efficiency of students' academic performance, it is necessary to shift the center of gravity of the educational process towards greater independence of students, to develop effective technologies for teaching students’ rational methods of independent activity. In their studies, scientists argue about the impact of training using modern information and communication technologies on the development of students' independent work skills and higher learning outcomes, that didactic tools in combination with ICT-based tools contribute to achieving better results. It is believed that elements of interactivity, in particular educational tests, can be presented as an effective didactic method of remote work for university students. Knowledge control is also one of the important elements of organizing students' remote work. In the context of an electronic educational environment, the issues of the effectiveness of using testing as knowledge control are becoming extremely relevant, many researchers are engaged in the issues of constructing control tests and their reliability. The issues of organizing automatic assessment of students' work are also relevant. Testing as a type of control of students' educational and cognitive activity is considered in many didactic works. In modern didactics, a test acts as a convenient and reliable tool for diagnosing and monitoring the educational process. Issues of testing technologies related to substantive and methodological filling. There are different opinions among teachers about the use of testing in studying a discipline: from a complete refusal to elevating it to the rank of a pedagogical panacea. As a rule, underestimation of testing is based only on insufficient awareness of teachers [8]. Scientists believe that the development of interactive test materials solves several important problems: promotes the activation of independent cognitive activity of students, while ensuring their mobility, provides systematic control over independent work of students, expands the competencies of the teacher in the field of ICT technologies, increases the level of developed electronic educational and methodological complexes, at the same time frees up the teacher's time, which is important in the context of the intensification of the work of a higher education teacher [2]. The aim of the study is to improve the efficiency of organizing students' distance learning in the

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 process of studying the disciplines Calculus 1, 2, included in the training programs implemented in a technical university, mainly by the Urgench branch of the Tashkent University of Information Technology named after Muhammad al-Khwarizmi, and through the use of electronic test materials of an educational and control nature in the educational process, containing elements of interactivity. Materials and Methods of Research Main research methods: analysis of scientific literature on the problems of developing testing technology in education, the problem of managing students' distance learning and the possibilities of using modern information and communication technologies in education; analysis and generalization of regulatory documents related to the educational process at the university; analysis of practice and experience in the field of studying mathematics in technical universities; analysis of the choice of environment for the implementation of test materials. Discussion and Results The essence of the complete mastery system used in distance education is expressed in the following stages of work: Formulation of diagnostic learning objectives. Development of complete mastery standards. Development of standards and tests to check the degree of mastery of educational material. Differentiation and individualization of students based on existing (before the start of work on the complete mastery system) indicators. Varying the time of training and learning. A noticeable increase in the share of time for independent work. Development of new educational materials based on the modular principle. Development of assignments for self-monitoring for all modules studied. Development of tests for pedagogical control of readiness for each module and for the entire course. Organization of independent work of students, during which the teacher collaborates with 205

Volume 2, Issue 2 206 June 2025 Management and Future Technologies journal.umft.uz students to resolve educational difficulties that arise from time to time in individual students. Correction of knowledge based on the results of self-monitoring. Testing [2]. To create tests, the authors chose the acrotex library, which is part of the LaTeX package. Let's list the reasons why we chose acrotex. With the acrotex package, it is possible to organize quite a few types of tests, the creation of which in MOODLE is quite labor-intensive, sometimes impossible. The authors described the technology for creating such materials in their works [9]. It should be noted that an important advantage of the acrotex package is the ability to check the correctness of the solution and display the number of points scored. After that, the student can save the file with the solutions and send it via LMS MOODLE to the teacher to familiarize themselves with the results of his work. Since the file has the .pdf format, there is no way to "fake" the answer. The LaTeX package is free; LaTeX is the de facto standard for entering mathematical expressions not only in printed works, but also in web publications, such as in LMS Moodle; LaTeX allows you to easily enter complex mathematical expressions (fractions, matrices, tensors, etc.); when using acrotex, entering an answer (even a numeric one) provides more options for the user. For example, you can enter not only numbers with a decimal point, such as 0.333, but also ordinary fractions, such as 11/13, and even special expressions, such as pi/2, sqrt(2), etc. in the input field. The mathematical functions in the answer, for example, sin(pi/4), ln(3/2), 7^2+12^4, etc. the answer can be symbolic, such as 5*x^3-15*x+12, ln(sin(2x)+cos(3x)) etc. the input of tasks is more convenient than constructing a test window in visual environments. It is much faster to type simple text, which is a LaTeX file, than to manually place individual graphic primitives on the screen, and LaTeX itself will neatly place everything on the page [9]. Educational test materials as didactic tools that promote better assimilation and memorization of educational material. The compiled tests have the property of variability due to the inclusion of tasks of different levels of complexity, which ensures differentiation of the learning process and allows you to build an individual learning trajectory for each student. The general structure of the test materials contains: 1. Theoretical material presented in the form of an interactive electronic lecture. 2. Examples of key problems with a fully substantiated solution. 3. Questions for self-assessment. 4. Educational interactive tests 5. Educational and control tests for independent completion by the student

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 (http://moodle.ubtuit.uz/mod/quiz/attempt.php?attempt=115105&cmid=40173). Let us describe the technology of creating test materials using the example of the topic "Integral calculus of a function of one variable". The topic covers the following issues: antiderivative; indefinite integral; method of replacing a variable and the method of integration by parts; definite integral; applications of definite integrals to geometry and mechanics. The experimental platform for the study was http://moodle.ubtuit.uz/ "Urgench branch of the Tashkent University of Information Technologies named after Muhammad al-Khwarizmi", on the basis of which these materials were tested by the authors in the practice of teaching full-time and parttime students. The review of the topic begins with the study of theoretical material - lectures. Reports contain definitions, basic theoretical provisions and evidence of the main facts. Then the student is offered detailed examples of typical problems and test questions for self-assessment. After studying the theory of the topic and test questions, the student must solve the test. The tests compiled by the authors and used in their work are conventionally divided into training and control. Training tests are aimed at practicing the main concepts, basic skills of action, algorithms for the subject under consideration. The tasks included in the training test have different levels of difficulty. The test consists of theoretical tasks, tasks aimed at memorizing the main features of formulas or concepts, basic tasks on the topic, tasks requiring the restoration of missing movements or establishing the correct sequence of actions. Solving the training test is aimed at identifying gaps in the assimilation of the educational material. Having solved the problem and entered the answer in the required form, the student immediately sees the result of his actions in points. If an incorrect answer was entered, the test provides the ability to view the errors and get acquainted with the detailed correct solution. Another goal of the training test is to familiarize the student with the process and the assessment system. The training test is presented in three versions of different levels of difficulty. He solution of a training test is to identify gaps in the assimilation of the educational material. Having solved the problem and entered the answer in the required form, the student immediately sees the result of his actions in points. If the wrong answer is entered, the test allows you to view the errors and find the correct solution. Another goal of training tests is to familiarize the student with the process and the assessment system. The training test is presented in three versions at different levels. The next step in studying the topic is solving a control test. Such a test also performs an educational function, so it can be called a training and control test. Testing does not include checking errors and finding the correct solution. When completing control tasks, the student immediately sees the test results in points, but does not see where exactly he made a mistake. The authors offer two 207

Volume 2, Issue 2 208 June 2025 Management and Future Technologies journal.umft.uz options for using control tests in the learning process. The first is control tests as a tool and method for organizing independent homework; the second is as a test in a classroom [10]. Control tests are compiled in many versions for each topic, each of which is presented in three levels of difficulty. The student has the opportunity to choose the level of difficulty of the test, having previously independently assessed the level of his readiness. We will indicate the types of tasks that we used when creating tests and give examples of these tasks. 1. Closed form of test tasks. Such test buildings do not imply entering your own answer. The test taker must choose the correct answer or several answers from the proposed ones. This type of tasks also includes tasks to establish a correspondence or the correct sequence of actions. The authors used the following tasks when constructing the test: with a choice of the only correct (or incorrect) answer from those offered, with an alternative choice, with a choice of several correct (or incorrect) answers, to establish a match, with a choice of the most correct answer, tasks requiring the restoration of the correct sequence of actions (the answer in such problems is the correct set of numbers or letters indicating the next answer or action) or tasks in the process of solving which it is necessary to restore the missing elements. 2. Open form of test tasks. This type of task implies that the test taker enters his answer in a symbolic version. The following were used: tasks requiring a numerical answer; tasks requiring an answer in the form of a symbolic expression; tasks requiring the addition of an answer in free form with restrictions on the answer (numerical, symbolic). The test materials and the tests themselves are designed as a file in .pdf format. Here is an example: Calculate the indefinite integral: Writing � sin�√𝑥𝑥 � �� � √� this √𝑥𝑥 𝑑𝑑𝑑𝑑 task in

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 LaTEX:\(\int\dfrac{\sin\left(\sqrt{x}+a\right)\mathrm{e}^\sqrt{x}}{\sqrt{x}} \) Question "Drag into text" This test is a set of empty cells for missing text or sentences in the form or words of the test. The test participant determines the correct set and sequence of words in the sentence, selects the necessary words from the proposed options and drags them with the mouse into the empty cells. In this case, you can add unnecessary options that complicate the task. The authors use these types of questions in this article [11]. Brief instructions. Go to the main page of the course you need (click on the course name in the list of available courses). On the course page, in the upper right corner, click the gear icon "Action Menu" and on the page that opens, select the tab "Question Bank" -> "Questions". From the drop-down list with the names of the Question Bank categories, select the category to which the question you are creating will belong. Click the "Create a new question..." button. In the window that opens, select the question type "Drag and drop into text". Click the "Add" button. In the "Question Title" field, type the initial part of the task wording to make it easier to find in the general Question Bank. In the "Question Text" field, write the question text like: "[[1]] [[2]] [[3]] [[4]] [[5]]" or "Text [[1]] text [[2]] text [[3]] etc.", then in the "Choice Options" section, enter the correct words for the labels marked with numbers 1, 2, 3, 4, 5, etc. Add extra options if necessary. Set a score for correct completion of the task or leave the default score. Be sure to enable answer shuffling (check the box). If necessary, add comments in the "General Feedback on the Question" field or set penalty percentages and hints for each new attempt to complete the task. After clicking the "Save Changes and Continue Editing" button, you will be able to preview the created question. Save the created question – the “Save” button at the bottom of the page. Use the magnifying glass icon to view the added task and make adjustments if necessary. In order to use the embedded JavaScript, you need to run Adobe Acrobat locally. To do this, you must first save the .pdf file to disk, and then run Adobe Acrobat. Trying to run Adobe Acrobat on the server is useless, since third-party macros are prohibited in browsers for security reasons. The acrotex package is connected with the command: \usepackage[xetex,unicode=true]{exerquiz} 209

Volume 2, Issue 2 210 June 2025 Management and Future Technologies journal.umft.uz The next step is to connect the dljslib package to use JavaScript. \usepackage[setSupport,ImplMulti,limitArith,indefIntegral]{dljslib} To activate the task, you need to click the “start” button; to see the result, click the “stop” button. After this, the “Answer” field will display the result in the form “Correct: X of Y” (see Fig. 1 and 2). Figure 1. An example of a training task with symbolic input and the ability to view the solution before entering the answer. Figure 2. An example of a training task with symbolic input and the ability to view the solution after entering the answer and pressing the “Stop” button. Conclusion The authors attempted to create materials that form a holistic system of knowledge, skills and abilities on a given topic. The materials were tested on the site http://moodle.ubtuit.uz/ "Urgench branch of the Tashkent University of Information Technology named after Muhammad alKhwarizmi". A lot of preparatory work was done to select theoretical and problem material. Test materials are designed to partially compensate for the lack of classroom communication between the teacher and the student, and therefore the authors place special emphasis on the problem material. The tasks in the tests are selected in such a way that without serious study of the material, the student cannot complete the task. The created electronic resource contains elements of interactivity. The electronic resource differs from existing online services primarily in that its purpose is not only control, but above all training, which involves deep and conscious study of the material in the smallest details. Its peculiarity is that with the help of the existing tests, various learning skills and algorithms are not only checked, but also practiced. The mathematics course at a technical university is quite extensive. Providing students with a variety of educational multivariate materials on each topic at least within one semester requires a lot of time and labor. At present, the authors have developments

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 only on individual topics. Therefore, the authors believe that at present, the main methods of research and diagnostics of the effectiveness of the materials being introduced are questionnaires, surveys, and conversations with both students and mathematics teachers. As shown by a survey conducted among students and teachers, about 86% claim that the use of such test materials helps the student to study the subject and achieve the required educational level. More than 92% of respondents noted that the use of the proposed materials stimulates regular student study, since the completion of educational test assignments was organized in deadline mode. Among the advantages of this resource, teachers noted the possibility of an individual approach to learning, the ability to track the progress of the educational process, as well as quickly and objectively control this process. Also, as a plus, it was noted that the resource does not depend on the availability and speed of the Internet connection. Based on the positive experience of testing the developments presented in the article, the authors intend to continue working on the creation of electronic learning resources, including thematic interactive test materials. 211

Volume 2, Issue 2 212 June 2025 Management and Future Technologies journal.umft.uz References 1. S. B. Yusupova and S. Z. U. Davletboyev, “Organization of Monitoring in the Example of LMS Moodle”, IEEE XVI International Scientific and Technical Conference Actual Problems of Electronic Instrument Engineering (APEIE), Novosibirsk, Russian Federation, 2023, pp. 1550-1556, doi: 10.1109/APEIE59731.2023.10347622. 2. V. S. Avanesov. “Application of tasks in test form in new educational technologies”, School technologies. – 2007. – No. 3. – pp. 146-163. 3. M. Ebben & J. S. Murphy. “Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship”, Learning, Media and Technology, 2014, 39(3), 328–345. https://doi.org/10.1080/17 439884.2013.878352 4. J. Baggaley. “MOOC rampant”, Distance Education, 2013. Vol. 34. No. 3. P. 368–378 [Electronic resource]. URL: http://dx.doi.org/10.1080/01587919.2013.835768. 5. M. Clarà & E. Barberà. “Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology”, Distance Education, 2013, 34(1), 129–136. https://doi.org/10.1080/015879 19.2013.770428 6. M.V. Klimenskikh, N.A. Korepina, A.S. Sheka, O.S. Windecker. “Peculiarities of perception of distance learning by university students and teachers”, Modern problems of science and education. - 2018. No. 1. - P. 41. URL: http://science-education.ru/ru/article/view?id=27421 7. E. A. Akolzina. “The use of electronic educational resources in the learning process: advantages, disadvantages”, Gaudeamus, 2013, No. 2 (22). URL: https://cyberleninka.ru/article/n/ispolzovanieelektronnyh-obrazovatelnyh-resursov-v-protsesse-obucheniya-dostoinstva-nedostatki (access date: 12/10/2023). 8. Sh. B. Yusupova, F. A. Masharipova. “Application of the type of test tasks “tasks with the choice of one most correct answer”, ILM SARCHASHMALARI. 3.2021. 181-185 b. 9. T. A. Bondarenko, G. A. Kameneva, A. L. Anisimov. “The use of information and communication technologies as a condition for organizing independent work of a student”, Problems of modern pedagogical education, 2019, No. 62-1. URL: https://cyberleninka.ru/article/n/ispolzovanieinformatsionno-kommunikativnyh-tehnologiy-kak-uslovie-organizatsii-samostoyatelnoy-rabotystudenta (date of access: 05/28/2023). 10. A. L. Anisimov, T. A. Bondarenko, G. A. Kameneva. “Development of modern test materials for organizing students’ independent work in studying higher mathematics using the LaTeX package”, Perspectives of Science and Education. – 2019. – No. 2 (38). 11. https://edu.susu.ru/edususudocs/ru/help-for-teachers/testing/test-questions-types/createquestion-drag-and-drop-into-text/sozdanie-voprosa-na-peretaskivanie-v-text.pdf.

Management and Future Technologies journal.umft.uz Authors XIZMAT KO‘RSATISH USULLARINING TIZIM SAMARADORLIGIGA TA’SIRINI ANIQLASH Abdullayev Eldor Toshkent davlat transport universiteti; eldorabdullayev0223@gmail.com Copyright: © 2025 by the authors. Ushbu maqola Creative Commons Attribution (CC BY) litsenziyasi shartlari asosida tarqatiladigan ochiq foydalanish maqolasi hisoblanadi (https://creativecommons.org/ licenses/by/4.0/). A June 2025 Volume 2, Issue 2 nnotatsiya: Ushbu maqolada xizmat ko‘rsatish usullarining tizim samaradorligiga bo‘lgan ta’siri o‘rganiladi. Tadqiqot doirasida asosan ikki xil xizmat tartibi – birinchi kelganga birinchi xizmat (FIFO) va ustuvorlik asosidagi xizmat ko‘rsatishning so‘rovlar intensivligi oshganda tizimga qanday ta’sir qilishi tahlil qilinadi. Tadqiqot natijalariga ko‘ra, FIFO usuli navbatdagi so‘rovlarni oqilona tartibga solib, nisbatan barqaror kutish vaqtlarini kafolatlasada, intensivlik yuqori bo‘lgan vaqtlarda so‘rovlarni rad etish darajasi oshadi. Ustuvorlik orqali xizmat ko‘rsatish tizimlarida esa muhim so‘rovlarga xizmat ko‘rsatish tezroq amalga oshiriladi, ammo past ustuvorlikdagi so‘rovlarning kutish vaqti keskin uzayishi xavfi yuzaga keladi. Shuningdek, tadqiqotlar natijalarida, xizmat ko‘rsatish usullarining afzalliklari va kamchiliklari, shuningdek, har bir usuldagi kutish vaqtlarining oshishi bilan bog‘liq muammolar yoritiladi. Kalit so‘zlar: Xizmat ko‘rsatish usuli, FIFO, Ustuvorli xizmat ko‘rsatish, kutish vaqti, so‘rovlarga rad etish va xizmat ko‘rsatish 213

Volume 2, Issue 2 June 2025 Management and Future Technologies journal.umft.uz Kirish 214 Xizmat ko‘rsatish tizimlari zamonaviy iqtisodiyotning muhim bo‘ginlaridan biri hisoblanadi. Ularning samaradorligi transport, aloqa va xizmat ko‘rsatish sohalarida alohida ahamiyatga ega. Bugungi kunda xizmat ko‘rsatish tizimlaridagi rivojlanishlar bilan birga tizimlarda so‘rovlar intensivligi oshib bormoqda, bu esa xizmat ko‘rsatishni kutish vaqtining uzayishi va so‘rovlarning rad etilishiga olib kelmoqda. Odatda xizmat ko‘rsatish jarayonlarida FIFO yoki ustuvorlik asosidagi xizmat ko‘rsatish usullari keng qo‘llaniladi. FIFO usuli bilan xizmat ko‘rsatishda so‘rovlarni kelish tartibida qabul qilish xizmat ko‘rsatish tizimidagi yuqori yuklama vaqtlarida resurslarning band bo‘lib, navbatlarning uzunlashishiga olib keladi. Ustuvorlik asosidagi xizmat ko‘rsatish usullarida esa muayyan foydalanuvchilarga yokiso‘rovlarga tezroq xizmat ko‘rsatishni kafolatlanganligi sababli keng qo‘llanish amalga oshirilmoqda. Biroq yuklamaning keskin ortishi barcha xizmat ko‘rsatish usullarida ham so‘rovlar tirbandligi muammosini kelib chiqishiga va so‘rovlarni rad etilishining ortishiga olib kelmoqda. Mazkur maqolada xizmat ko‘rsatish usullarining tizim samaradorligiga ta’siri tahlil qilinib ularning afzallik va kamchiliklari hamda kutish vaqtining ortishi bilan bog‘liq muammolar tahlil qilinadi. Tadqiqot metodologiyasi Xizmat ko‘rsatish tizimlari, FIFO va ustuvorlik asosidagi xizmat ko‘rsatish usullari haqida mavjud ilmiy adabiyotlar tahlil qilindi. Bu manbalar xizmat ko‘rsatish jarayonlaridagi kutish vaqtlari, shuningdek, so‘rovlarga rad etish holatlari haqida ma'lumotlar taqdim etdi. FIFO va ustuvorlik asosidagi xizmat ko‘rsatish usullarini matematik model sifatida ifodalash. Ushbu modellar yordamida kutish vaqtlarini va xizmat ko‘rsatish ko‘rsatkichlarini hisoblash imkoniyati yaratildi. Olingan natijalar statistik usullar orqali tahlil qilindi. Bunda, so‘rovlar intensivligi ortganida kutish vaqtlarining o‘zgarishi va so‘rovlarga rad etish holatlari o‘rganildi. Xizmat ko‘rsatish jarayonlaridagi o‘zgarishlarni vizual tarzda ko‘rsatish uchun grafiklar tayyorlandi. Bu grafiklar yordamida har bir usulning afzalliklari va kamchiliklarini osonlik bilan aniqlash mumkin bo‘ldi. Ushbu materiallar va metodlar tadqiqot jarayonida xizmat ko‘rsatish usullarining samaradorligini baholash va ularning tizimga ta’sirini aniqlashda muhim ahamiyatga ega bo‘ldi. Tahlil va natijalar muhokamasi So‘rovlarga masofadan xizmat ko‘rsatish tizimlarida so‘rovlarga aksariyat hollarda ularning tizimga kelish tartibida ya’ni FIFO usulida xizmat ko‘rsatish amalga oshiriladi. Ushbu usulda xizmat ko‘rsatish tizimga kelayotgan so‘rovlar intensivligi ortgan taqdirda, ularning xizmat ko‘rsatishni kutish vaqtlarini ortishiga olib keladi. Chunki, tizimdagi xizmat ko‘rsatish vositalarining uzoq vaqt ma’lum so‘rovlar bilan band bo‘lishi, kutish joylaridagi so‘rovlarni xizmat ko‘rsatishga qabul

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 qilinishini kechiktiradi. 215 12000 Kutish vaqti (ms) 10000 FIFO usulida o'rtacha kutish vaqti 8000 6000 4000 2000 0 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 λ 1-rasm. FIFO orqali xizmat ko‘rsatishda so‘rovlarni xizmat ko‘rsatishni kutish vaqtlari Ushbu 1-rasmdagi grafikdan ko‘rish mumkinki, so‘rovlarning tizimga kelish intensivligi ortgan sari so‘rovlarning xizmat ko‘rsatishga qabul qilishni kutish vaqtlari tobora ortib boradi. Bu esa tizimning kutish qurilmalarini ham band holda qolishiga sabab bo‘ladi. Bu o‘z navbatida tizimga yuborilayotgan so‘rovlarning tizim to‘liq band ekanligi sababli rad etilishiga olib keladi (2-rasm). 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Tizim qabul Kutishdan keyin Jami tizimga Tizim to'liq rad etilgan kelgan so'rovlar bandligi sababli qilgan so'rovlar so'rovlar rad etilgan so'rovlar Xizmat ko'rsatilgan so'rovlar 2-rasm. So‘rovlar intensivligi yuqori vaqtlarda FIFO usulida xizmat ko‘rsatilganda tizimning so‘rovlarga xizmat ko‘rsatish va rad etish ko‘rsatkichlari 2-rasmdan ko‘rish mumkinki, barcha so‘rovlarga tizimga kelish tartibida doimiy ravishda xizmat ko‘rsatish tizimga kelayotgan so‘rovlar intensivligi yuqori bo‘lganda so‘rovlarning katta qismi tizimga qabul qilinmasligiga olib keladi. Shu bilan birga, qabul qilingan so‘rovlarning kutish vaqtlari ortishi va xizmat ko‘rsatish qurilmalarini uzoq vaqt so‘rovlar bilan uzluksiz band bo‘lishi tizimdagi

Volume 2, Issue 2 Management and Future Technologies journal.umft.uz so‘rovlarning ham katta qismiga xizmat ko‘rsatilmasdan rad etilishiga sabab bo‘ladi. Shu sababli, so‘rovlarga FIFO usulidan boshqa xizmat ko‘rsatish usullari yuqori intensivlik bilan ishlovchi turli tizimlarda keng qo‘llaniladi. Xususan, ustuvorlik asosida so‘rovlarga xizmat ko‘rsatish usullari shular jumlasidandir. Ustuvorlikka asoslangan xizmat ko‘rsatish usullari o‘zining foydalanuvchilarga tizimdagi har qanday yuklanish vaqtlarida samarali xizmat ko‘rsatish kafolatini berishi, ustuvorlikka ega foylanuvchilar uchun xizmat ko‘rsatish vaqtlarini ham qisqa bo‘lishini ta’minlashi bilan mashxur hisoblanadi. [0 - 7 ] tadqiqotlarda keltirilgan usullar ham so‘rovlarga xizmat ko‘rsatish uchun aynan ustuvorlikka asoslangan xizmat ko‘rsatishni taqdim etadi. Ushbu tadqiqot ishlarida keltirilgan usullarda xizmat ko‘rsatishdagi ustuvorliklar bir-biridan ustuvorlik belgisi, xizmat ko‘rsatishni amalga oshirish tartibini orqali farqlanadi. Lekin, keltirilgan tadqiqotlarning barchasida ustuvorlikning doimiy ekanligi va xizmat ko‘rsatishning ham doimiy ravishda ustuvorlikka asosan amalga oshirilishi tadqiqot ishlarini bir guruhga birlashtiradi. Ushbu usullarning tahlillari shuni ko‘rsatadiki, ustuvorlik asosida xizmat ko‘rsatish yuqorida ta’kidlanganidek, ustuvorlikka ega foydalanuvchilar uchun qisqa xizmat ko‘rsatish vaqtlarini va xizmat ko‘rsatishning yuqori samaradorligini taqdim etadi. Lekin, ustuvorlikka ega bo‘lmagan foydalanuvchilar uchun uzoq kutish vaqtlarini va xizmat ko‘rsatishning kafolatlanmaganligi muammosini keltirib chiqaradi (3-4-5-rasmlar). 25000 Kutish vaqti (ms) 216 June 2025 ustuvorsiz foydalanuvchilar 20000 ustuvorli tizimdagi o'rtacha kutish vaqti 15000 ustuvorli foydalanuvchilar 10000 5000 0 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 λ 3-rasm. Ustuvorlik orqali xizmat ko‘rsatishda so‘rovlarni xizmat ko‘rsatishni kutish vaqtlari.

Management and Future Technologies 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% journal.umft.uz June 2025 Volume 2, Issue 2 217 Jami tizimga kelgan so'rovlar Tizim to'liq bandligi sababli rad etilgan so'rovlar Tizim qabul qilgan so'rovlar Kutishdan keyin rad etilgan so'rovlar Xizmat ko'rsatilgan so'rovlar 4-rasm. So‘rovlar intensivligi yuqori vaqtlarda ustuvorlik usulida xizmat ko‘rsatilganda tizimning so‘rovlarga xizmat ko‘rsatish va rad etish ko‘rsatkichlari. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Tizimga qabul qilingan so'rovlar Ustuvorlikka ega so'rovlarga xizmat ko'rsatish Ustuvorlikka ega bo'lmagan so'rovlarga xizmat ko'rsatish 5-rasm. Ustuvorlik usulida xizmat ko‘rsatilganda ustuvorlikka ega va ega bo‘lmagan so‘rovlarga xizmat ko‘rsatish ko‘rsatkichlari. Grafiklardan ko‘rish mumkinki, so‘rovlar intensivligining ortishi FIFO usulidan farqli ravishda ustuvorli va ustuvorlikka ega bo‘lmagan foydalanuvchilar uchun turlicha kutish vaqtlarini keltirib chiqaradi. Biroq intensivlik oritishi bilan barcha so‘rovlarining xizmat ko‘rsatishni kutish vaqtlari ortib boradi. Bunda ustuvorlikka ega so‘rovlar uchun kutish vaqtlari qisqaroq, ustuvorlikka ega bo‘lmagan so‘rovlar uchun, ustuvorlikka ega so‘rovlarga nisbatan bir necha barobar ko‘p bo‘lishini ko‘rsatdi. Shuningdek, ustuvorlikka ega va ega bo‘lmagan so‘rovlar uchun xizmat ko‘rsatish ko‘rsatkichi ham turlicha bo‘ladi. Chunki, aksariyat ustuvorlik orqali xizmat ko‘rsatish usullarida

Volume 2, Issue 2 218 June 2025 Management and Future Technologies journal.umft.uz ustuvorlikka ega so‘rovlar kutish joylaridagi so‘rovlarni qayta tartiblash yoki maxsus ma’lumotlar tuzilmalaridan foydalanish orqali doimiy ravishda navbat boshiga joylashtiriladi (6-rasm). Bu esa navbatdan xizmat ko‘rsatishga doimiy ravishda birinchi bo‘lib ustuvorlikka ega so‘rovlarni qabul qilinishini anglatadi. 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 6-rasm. Ustuvorlik usullarida so‘rovlar navbatini tartiblash jarayoni Tizimdagi yuqori intensivlik vaqtlarida xizmat ko‘rsatish vositalari va kutish joylarining to‘liq band bo‘lish holati ushbu usullarda ham kuzatiladi. Shu sababli, ba’zi ustuvorlik usullari orqali so‘rovlarga xizmat ko‘rsatishda ustuvorlikka ega so‘rovlarni yo‘qotishni qisqartirish maqsadida kutish joylaridagi ustuvorsiz so‘rovlarni kutishdan chiqarish va uning o‘rniga ustuvorli so‘rovni joylashtirish mexanizmi qo‘llaniladi [2] (7-rasm). 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 𝑠𝑠𝑖𝑖𝑖𝑖 7-rasm. Kutish joylaridagi ustuvorsiz so‘rovlarni ustuvorli so‘rovlar bilan almashtirish jarayoni Biroq barcha turdagi xizmat ko‘rsatish usullarining o‘ziga xos afzallik va kamchiliklari mavjud. Tahlillarimiz shuni ko‘rsatdiki, ustuvorlik orqali xizmat ko‘rsatishda kutish joyida ustuvorlikka ega bo‘lmagan so‘rovlarning to‘planib qolishi tizimda kelayotgan yangi so‘rovlarni qabul qilinishini qisqartiradi (8-rasm). Shu bilan birga, ustuvorlikka egaligi yoki ega bo‘lmaganligiga bog‘liq turli kutish vaqtlari ham tizimdagi so‘rovlarning o‘rtacha kutish vaqtlarini FIFO usuliga qaraganda yuqoriroq bo‘lishiga olib keladi (9-rasm).

Management and Future Technologies journal.umft.uz June 2025 Volume 2, Issue 2 100% 219 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Jami tizimga kelgan so'rovlar To'liq bandlik sababli rad etilgan so'rovlar (FIFO) To'liq bandlik sababli rad etilgan so'rovlar (Ustuvorlik) 8-rasm.Ustuvorli va FIFO orqali xizmat ko‘rsatish usullarida tizim to‘liq band bo‘lishi sababli so‘rovlarning rad etilish ko‘rsatkichi. Kutish vaqti (ms) 25000 ustuvorsiz foydalanuvchilar ustuvorli tizimdagi o'rtacha kutish vaqti ustuvorli foydalanuvchilar 20000 15000 FIFO usulida o'rtacha kutish vaqti 10000 5000 0 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 λ 9-rasm. Ustuvorli va FIFO orqali xizmat ko‘rsatishda so‘rovlarni xizmat ko‘rsatishni kutish vaqtlari tahlili Xulosa Xulosa sifatida aytish mumkinki, FIFO usulida intensivlik ortishi bilan o‘rtacha kutish vaqtlarini va rad etish sezilarli darajada oshadi, bu esa tizimning umumiy samaradorligini pasaytiradi. Ustuvorlikka asoslangan usullarda ustuvor foydalanuvchilar so‘rovlari uchun xizmat vaqtlarini qisqartiradi, ammo ustuvorlikka ega bo‘lmagan so‘rovlar uzoq kutishga va xizmat ko‘rsatish

Volume 2, Issue 2 220 June 2025 Management and Future Technologies journal.umft.uz kafolatsizligi bilan yuzlashadi. Ba’zi ustuvorlik mexanizmlarda (so‘rovlarni almashtirish, qayta tartiblash) kutish joylaridagi ustuvorsiz so‘rovlarni filtrlash va ustuvor so‘rovlarga joy bo‘shatish orqali xatoliklar kamaytiriladi. Biroq har bir usulning afzallik va kamchiliklari mavjud bo‘lib, so‘rovlarning intensivligi ortishi har bir tizimda ham kutish vaqtlarining ortishiga va samaradorlikning pasayishiga olib keladi. Hamda ushbu bir xil tartibga asoslangan xizmat ko‘rsatish usullari tizimdagi so‘rovlar tirbandligi muammosini yechish uchun samarali hisoblanmaydi.