RESULTS OF THE FORMATIVE STAGE OF THE PEDAGOGICAL EXPERIMENT ON THE DEVELOPMENT OF INFORMATION AND COMMUNICATION COMPETENCE AMONG LYCEUM STUDENTS IN SPECIALIZED MILITARY EDUCATIONAL INSTITUTIONS

Abstract

Summary. The article presents the results of the formative stage of a pedagogical experiment aimed at verifying the effectiveness of an author's model and methodology for developing information and communication competence among lyceum students in specialized secondary military education institutions. The research was conducted over 2024–2025 in three leading military lyceums in Ukraine, involving 444 tenth-grade students divided into experimental and control groups.

Five criteria were defined to assess ICC formation: value-motivational, intellectual, informational-technological, behavioral-activity-based, and subject-based. Levels of competence were measured using specifically developed diagnostic tools, including questionnaires, tests, and practical skill assessments.

The findings demonstrated a significant positive dynamic in ICC formation among the experimental group participants. Statistically significant increases in the number of cadets achieving sufficient and high levels of ICC were recorded across all criteria compared to the control group. Statistical analysis using Student's t-test confirmed that observed differences were not random, thereby validating the effectiveness of the author's proposed model and methodology. Consequently, the research outcomes strongly support the hypothesis regarding the efficacy of the implemented pedagogical approaches for fostering ICC among lyceum students.