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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.
Exploring the integration of green chemistry concepts into the chemistry curriculum
(SDU University, 2026) Yeskali L.
The dissertation uses a qualitative mixed approach to the study of structural, pedagogical and institutional problems of integrating "green" chemistry into chemical education in Kazakhstan. Interviews with foreign teachers revealed effective pedagogical strategies: problem-oriented learning, contextual cases, systems thinking, and a technologically advanced environment. The teachers agreed that "green" chemistry is most successful when it is perceived as a philosophical reinterpretation of chemistry, and not as an additional material. Interviews with Kazakhstan teachers revealed interrelated barriers: a rigid curriculum, exam pressure, lack of laboratory equipment, and lack of national policy requirements. Since barriers reinforce each other, removing any of them individually will not lead to sustainable change. In response, an annual thematic plan has been developed to complement the 68-hour 10th grade chemistry program with six green chemistry lessons. This is a practical tool that teachers can implement within the current education system. The dissertation calls for a national policy underpinned by teacher training and equipment, while encouraging maximum sustainability within the means available. The findings apply to similar transitional educational contexts.
The Impact of Students' Distractive Behaviors on EFL Teachers' Performance
(SDU University, 2026) Kundaulet K.
In today's classrooms, how students behave plays a big part in how well teachers can teach and students can learn. When students are engaged, they tend to do better in school. But when they're distracted - like talking during lessons, using their phones, or not paying attention - it can make the classroom a tougher place to learn. This doesn't just affect the students; it can also put more pressure on teachers and affect how well they do their jobs. This study looks at how students' distracting behaviors affect teachers' performance in the classroom. We wanted to know how often disruptions happen, and how they impact teachers' ability to teach, their emotional well-being, and how satisfied they are with their jobs. To find out, we talked to teachers and asked about their experiences with distractions in the classroom. What we found was that when classrooms are disrupted a lot, it can increase teachers' stress, make teaching less efficient, and make it harder to keep students engaged. Our study shows that it's really important for schools to have good strategies for managing classrooms and for supporting teachers so they can minimize disruptions. By doing this, we can help teachers create learning environments that are productive and supportive, which can improve teaching overall.
TFL Master's students' experiences and perceptions of using AI in learning
(SDU University, 2026) Zhuldyzay K.
This study explores the experiences and perceptions of TFL Master’s students in the Two Foreign Languages program regarding the use of artificial intelligence in learning. As AI tools are increasingly integrated into higher education, it is important to understand how Master’s students’ use these technologies for academic and language-learning purposes. This study is guided by two research questions: first, what are TFL Master’s students’ experiences of using AI in learning? Second, what are TFL Master’s students’perceptions of using AI in learning? The study employed a qualitative research design. Data were collected through semistructured interviews with 12 Master’s students enrolled in the Two Foreign Languages program. The interview data were analysed using thematic analysis, in order to identify key themes related to students’ experiences, perceived benefits, challenges, and ethical concerns. The findings show that Master’s students generally use AI as a supportive tool in their academic work. Participants reported that AI helps them save time, improve the quality of written assignments, generate ideas, organize their thoughts and develop academic language. At the same time, the participants expressed several concerns, particularly regarding plagiarism, inaccurate information, and uncertainty about appropriate use. The study concludes that AI tools can support Master’s students academic and language learning when they are used responsibly. However, clear institutional guidelines, practical training and academic support are needed to help students use AI tools effectively, ethically, and independently in their learning process.