Computer graphics is a discipline that combines practical skills and theoretical knowledge. The effectiveness of its teaching depends not only on a well-designed course content but also to a significant extent on the pedagogical and organizational conditions of its delivery. Due to the rapid growth of the digital media industry, the demand for specialists in computer graphics is increasing. The issue of providing optimal teaching conditions, including through optimizing the learning environment, is one of the most important for educators. To identify the strengths and weaknesses of the current course, this study developed a questionnaire that allows for a comprehensive assessment of students' attitudes toward key aspects of the educational process.

This study used a questionnaire developed by the authors, consisting of five blocks. The blocks cover the following aspects: Material and Technical Support; Teaching Content and Methods; Information and Teaching Materials; Teaching Process Organization and Support; Overall Integration and Effectiveness. Each block includes a list of statements characterizing student satisfaction with the quality of educational services provided (Table 1).

Table 1

Survey Questionnaire

Each item was rated on a Likert scale, where a score of «1» corresponds to «Strongly disagree / Conditions absent» and a score of «5» corresponds to «Strongly agree / Conditions excellent»

The survey involved 25 students enrolled in the course. Statistical data analysis was performed using MS Excel. The significance level was set at 5 %.

Statistical processing of the results was conducted using standard methodology [1, 2]. The overall average score given by students was 3,72, the mode was 4, and the median was 4, indicating a predominance of positive evaluation of the course conditions.

A comparison of results by blocks is presented in Table 2.

Table 2

Detailed Comparison of Each Block

Analysis of the results shows the following: Block 1 «Material and Technical Support» received the lowest average score among the five blocks — 3,52, indicating a relative weakness in this area. In particular, lower ratings were received for items such as «The computer lab is equipped with modern and powerful computers that can run professional graphics software packages smoothly» (1.1) and «The used software is the latest version» (1.2), highlighting significant shortcomings in hardware, software and software resources. Moreover, the item «Technical support staff (lab assistants, system administrators) can promptly resolve any issues that arise» (1.4) also requires further improvement. Deficiencies in material and technical resources directly affect student learning outcomes when working with professional graphics software.

Block 2 «Teaching Content and Methods» received a relatively high average score — 3,82, indicating good student recognition of the course design and integration of theory with practice. In particular, the statement receiving the highest number of points in this block was: «Learning tasks are practice-oriented and simulate real-world problems» (2.4). This demonstrates the effectiveness of the course in terms of its relevance and applicability in real conditions. The diverse teaching methods used by instructors, such as interactive demonstrations and video-based learning, effectively enhance student interest and engagement.

Block 3 «Information and Teaching Materials " received an average score of 3,71, indicating stable metrics and general compliance of basic teaching materials and resources with learning needs, although access to additional resources can still be improved. Within Block 3, the statement «High-quality and easy-to-understand textbooks, guidebooks, and handouts are provided» (3.1) received the highest score. However, the statement «Access to additional resources is provided: online courses, video tutorials, articles, and resource libraries (fonts, textures, models)" (3.2) still has potential for improvement. This suggests that the educational institution should focus efforts on creating digital resource libraries and online learning platforms. A developed information resource system can provide students with richer learning materials and opportunities for self-study, serving as an important guarantee for improving teaching quality.

Block 4 «Teaching Process Organization and Support» achieved an average score of 3,81, demonstrating sufficiently effective course organization in terms of scheduling, consultation opportunities, and feedback mechanisms. Most positive is the students' attitude toward the statement: «During the learning process, students receive constructive feedback on their work that identifies errors and suggests methods for correction» (4.3). This reflects sufficient satisfaction among respondents with interaction with teaching staff, and the accessibility, objectivity, and friendliness of instructors.

Block 5 «Overall Integration and Effectiveness» received an average score of 3,75, reflecting decent indicators and indicating the reasonableness of the overall course design and its effectiveness in promoting student professional development. In Block 5, statements such as «The course content is well-coordinated with other disciplines and forms a complete knowledge system» (5.1) and «Overall, the organization and teaching conditions of this course have facilitated my effective learning and professional development» (5.3) received the best ratings. This indicates that the overall course design is systematic and career-oriented. Students generally believe they have acquired sufficient professional skills through this course.

Focusing on the coefficient of variation, inconsistency in ratings is evident, revealing differences in student attitudes toward the same parameter. Thus, Block 1 «Material and Technical Support» shows the highest coefficient of variation — 31,4 %, indicating significant divergence in student ratings and low agreement. For the most «advanced» students with a high level of preparation, the existing software and hardware do not meet expectations. Block 2 «Teaching Content and Methods» has a coefficient of variation of 22,9 %, and Block 4 «Teaching Process Organization and Support» — 22,8 %. Their lower coefficients indicate greater consensus in student ratings, demonstrating a higher level of approval. Block 3 «Information and Teaching Materials» and Block 5 «Overall Integration and Effectiveness» occupy an intermediate position — coefficients of variation of 25 % and 24,5 % respectively. In general, a higher coefficient of variation reflects less uniform ratings, highlighting priority areas for improvement in the corresponding modules.

Despite the limitation of a relatively small sample size (N=25), the findings and observed trends are representative, enabling the formulation of substantiated conclusions about the organizational teaching conditions of the course and providing a basis for actionable recommendations for enhancement. Thus, the following recommendations for improving teaching are proposed:

1. Optimize the hardware and software environment. Update computer equipment to ensure smooth operation of professional graphic software. Establish a regular software update mechanism to maintain the relevance of educational resources. Strengthen the technical support team to reduce response time to problems.
2. Strengthen the integration of theory and practice. Increase the number of comprehensive project assignments modeling real work scenarios. Implement case studies and interactive demonstrations to increase engagement in classes. Optimize the course structure design to ensure a close connection between theoretical and practical parts.
3. Improve the learning support system. Create a systematic feedback mechanism for prompt error correction and response to shortcomings and improvement suggestions.
4. Expand information resource channels. Create a specialized digital resource repository for the course, including video tutorials, resource (asset) libraries, and reference materials. Integrate online platforms into the curriculum to facilitate independent student work. Provide more resources related to the specialization, as well as information on the latest technological achievements and trends.
5. Enhance the level of overall integration. Pay attention to continuity and consistency with other courses. Regularly assess course effectiveness and continuously improve teaching content and methods. Strengthen collaboration with enterprises to introduce real projects into production.

Conclusion

This study, through questionnaires and data analysis, assessed the organizational conditions of the computer graphics course for fourth-year students of specialty 1–08 01 01 Vocational Training, specialization 1–08 01 01–07 Vocational Training (Computer Science) of the Engineering and Pedagogical Faculty of BNTU. The results show that the course demonstrates good performance in the areas of instructional design, process organization and overall integration but has certain shortcomings in material and technical resources. Future teaching reforms should focus on optimizing hardware, strengthening resource development, and continuously improving the learning support system to comprehensively enhance student's technical skills and professional competence. Furthermore, the coordinated development of all modules is also key to improving the overall teaching quality. This requires joint efforts in many areas, including teaching methods, organizational conditions, and resource support, to build a more effective learning system for computer graphics technologies.

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