This article examines the development of students’ practical programming competencies through AmaliyLab, an adaptive software-supported pedagogical approach developed within research on improving software for students’ practical activities. Unlike uniform practical instruction, the proposed approach links initial diagnostics, differentiated tasks, performance monitoring, graduated feedback, reflection and subsequent task selection. The research draws on a quasi-experimental study associated with Programming fundamentals during the 2024–2025 and 2025–2026 academic years at Fergana State University, Gulistan State University and Karshi State University. The aggregated dataset comprises 307 students, including 153 in experimental and 154 in control groups. The combined proportion of students classified at high or medium competency levels increased from 41.18% to 77.78% in the experimental groups and from 40.91% to 62.99% in the control groups. Pearson’s chi-square test revealed no baseline difference in the three-level distributions (χ² = 0.0023, df = 2, p ≈ 0.99887) and a statistically significant difference at the final assessment (χ² = 23.4514, df = 2, p ≈ 0.0000081; Cramér’s V ≈ 0.2764). These findings support a favorable association between the AmaliyLab-supported teaching approach and competency-level outcomes, while the aggregated and quasi-experimental nature of the data limits causal attribution.
Developing Students’ Practical Programming Competencies Through Amaliylab: An Adaptive Digital Learning Approach and Multi-Institutional Evaluation
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