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Enhancing students' functional literacy through authentic problems in equations and inequalities
(SDU University, 2026) Mataibayeva A.
This study examines the effect of authentic problems involving equations and inequalities on Grade 6 students’ mathematical literacy. A quasi-experimental quantitative design was employed with 26 students: 13 in the experimental group and 13 in the control group. Both groups completed a pre-test and a post-test. The experimental group learned through authentic real-world problems involving equations and inequalities, while the control group received traditional procedural instruction. Since the sample size was small and visual inspection showed some deviations from normality, non-parametric tests were used. The results showed that both groups improved after instruction. However, the Mann-Whitney U test indicated that the experimental group had significantly higher gain scores than the control group. In addition, the large effect size for the gain score comparison showed that this difference was practically meaningful. Therefore, authentic problems involving equations and inequalities can be considered a promising approach for supporting Grade 6 students’ mathematical literacy.
The Effects of PhET Interactive Simulation Activities on Secondary School Students’ Physics Achievement
(SDU University, 2026) Zhumakhan S.
PhET Interactive Simulations refer to digital learning technologies extensively used to educate students regarding science theories using a highly engaging approach. In this research, the effects of the use of PhET interactive simulation-based teaching on the academic performance of secondary school students' in physics were investigated. A quasi-experimental research design was adopted with an experimental and a control group for each of the three participating schools. Ninety-six participants from the eighth grade were sampled for this study. The instrument was found to be reliable (Cronbach’s α = 0.87). Descriptive statistics, Shapiro-Wilk, independent samples t-test, and ANCOVA were conducted to analyze data. The findings revealed that the mean score in the post-test was significantly higher for the experimental group than that of the control group (EG: M = 10.40, SD = 2.75; CG: M = 7.35, SD = 3.06). The independent samples t-test also showed that there was a significant difference between the post-test scores (t = -5.12, p < .001, Cohen's d = -1.045), indicating large effect size due to the use of PhET simulationsbased teaching approach. Similarly, ANCOVA results revealed a significant influence of the intervention (F = 23.9, p < .001). Based on the above analysis, the findings suggest that the use of PhET interactive simulation-based learning is more effective than traditional teaching method.
The Use of Project-Based Learning to Develop Self-Discipline in Primary School Settings
(SDU University, 2026) Turybekova S.
This study investigates the effectiveness of Project-Based Learning (PBL) in developing self-discipline among primary school students in an English as a Foreign Language (EFL) classroom. Self-discipline implies learners’ ability to control their actions and behavior, perform assigned tasks conscientiously and take an active part in the learning processes. Even though the popularity of PBL continues growing in modern education and more researchers discuss the benefits of this teaching strategy, few studies investigate the impact of PBL on learners’ behavior, especially among younger students enrolled in EFL programs in Central Asia. A quasi- experiment was conducted with 18 participants aged between 9-10 years old. A mixed-method concurrent methodology was chosen because it allowed to collect quantitative data through pre- and post-test questionnaires composed of 10 items evaluating self-discipline, responsibility and engagement of students in speaking and collaborative activities (on the 5-point Likert scale) and qualitative data via classroom observations carried out by six teachers for four weeks. According to the questionnaire results, considerable positive changes have been noted in terms of responsibility for teamwork (from 3.22 to 4.0), task organization (from 3.0 to 4.11) and completing homework (from 3.22 to 4.0); the average self-discipline score increased from 3.0 to 3.7. Furthermore, observation reports revealed higher levels of students’ independence, collaboration skills and tendency to use English in group discussions. Youngsters showed greater independence in the process of learning and less reliance on teachers.Based on the obtained results, PBL can be regarded as an efficient teaching strategy which facilitates language learning and promotes behavioral outcomes, including self-discipline. This paper is aimed at enriching the literature review concerning the use of PBL at Kazakhstani schools. Further research should explore the longterm impact of PBL on students’ self-discipline.
Solving fractional differential equation with Riemann-Liouville fractional derivatives using the Laplace transform
(SDU University, 2026) Zhamalbekova K.
Thanks to their ability to capture memory effects in different phenomena, fractional differential equations have become a widely used method in many areas of physics, engineering and applied sciences. This thesis investigates the application of the Laplace transform technique for solving fractional differential equations involving the Riemann–Liouville fractional operator. The study begins with a concise review of fractional calculus theory, with particular emphasis on the definition and properties of the Riemann–Liouville fractional derivative. The Laplace transform is then described as a convenient tool to handle operators of non-integer order. The integration of these two tools enables the development of a systematic technique that transforms the original fractional differential equation into an algebraic equation, thereby facilitating its solution. Solutions to several classes of fractional linear equations are found using Laplace transformations.Many examples show the efficiency of the approach proposed. The results indicate that employing the Laplace transform technique facilitates the solution of fractional differential equations involving the Riemann-Liouville fractional derivative. All things considered, this thesis makes a contribution to the theory of solving fractional differential equations analytically and highlights the effectiveness of Laplace transformation in this case.
METHODOLOGY OF INCLUSIVE MATHEMATICS TEACHING FOR GRADE 5–6 STUDENTS (FOR CHILDREN WITH VISUAL AND HEARING IMPAIRMENTS)
(SDU University, 2026) Maksutkan U.
This thesis develops and experimentally justifies a methodology for inclusive mathematics teaching for Grade 5–6 students with visual and hearing impairments. The purpose of the study is to make lower secondary mathematics accessible without reducing the academic level of the curriculum. The study addresses the question of how mathematical content can be taught through adapted forms of perception, representation, communication, guided practice, assessment, and response. The research hypothesis is that the use of tactile, visual, written, oral, step-by-step, and practical forms of teaching improves students’ access to mathematical content, engagement, and individual learning progress. The theoretical framework is based on the concept of inclusive mathematics teaching as a subject-methodological system in which mathematical content is preserved while the routes of access and expression are adapted to learners’ sensory and communicative needs. The research methods included theoretical analysis, analysis of educational documents and Grade 5–6 mathematics content, modelling, a small-scale case-based pedagogical experiment, pre-test and post-test comparison, observation, qualitative analysis, and descriptive quantitative analysis. The findings showed positive dynamics in students’ mathematical achievement, accessibility to learning materials, engagement, and ability to demonstrate understanding through adapted response formats. The study also showed that errors decreased when mathematical tasks were presented through accessible routes. The practical significance of the study lies in providing adapted tasks, teaching methods, observation tools, and assessment procedures that can support mathematics teachers in planning inclusive lessons for students with visual and hearing impairments.