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Improving the methodology of distance learning mathematics for students in grades 5-6
(SDU University, 2026) Yegeubekov Y.
This study investigates the effectiveness of distance learning mathematics instruction for sixth-grade students through the use of video-based lessons and interactive digital tools. The research employed a quasi-experimental pretest–posttest design involving two sixth-grade classes in a private school in Kazakhstan, with one experimental group and one control group. The intervention included teacher-created instructional videos, Wayground and Kahoot activities, and structured online learning tasks. Data were collected through pre-tests and post-tests measuring students’ academic achievement in mathematics. The findings showed significant improvement in both groups after the intervention. The experimental group demonstrated higher engagement and positive learning outcomes, the difference between the groups was statistically significant. The results suggest that digital tools and video-based instruction can support student engagement and enhance the effectiveness of distance mathematics learning.
The Impact of Gamified Learning Strategies on Student Achievement in Algebra and the Fundamentals of Analysis
(SDU University, 2026) Gubasheva A.
This study examined the impact of gamified learning strategies on Grade 10 students’ achievement in Algebra and the Fundamentals of Analysis and explored students’ perceptions of the gamified learning experience. A quantitative quasiexperimental design was used with 58 tenth-grade students from one school in Kazakhstan, including 29 students in the experimental group and 29 students in the control group. The intervention focused on derivative-based topics, including critical points, extrema, monotonicity, intervals of increase and decrease, and maximum and minimum values. A 25-item multiple-choice achievement test was administered before and after the intervention to measure students’ achievement. Students’ perceptions were measured using the GAMEFULQUEST questionnaire, which was completed by the experimental group after the intervention. The results showed that both groups improved from pre-test to post-test; however, the experimental group demonstrated greater improvement. The experimental group’s mean score increased from 10.28 to 17.52, while the control group’s mean score increased from 10.52 to 12.59. The posttest comparison showed a statistically significant difference in favor of the experimental group, t(56) = 5.27, p < .001, with a large effect size, Cohen’s d = 1.38. GAMEFULQUEST results indicated generally positive perceptions of the gamified learning experience, especially in the dimensions of Accomplishment and Guidance. The findings suggest that gamified learning strategies can support student achievement and create a positive learning experience in upper-secondary mathematics classrooms.
Collaborative Multi-Agent Chatbot Framework for Intelligent Tutoring and Feedback
(SDU University, 2026) Myrzaliyeva Zh.
Intelligent Tutoring Systems (ITS) seek to deliver a personalized approach akin to one-on-one human tutoring. The advent of large language models (LLMs) makes it possible to create conversational tutoring systems at a reasonable scale. Nevertheless, despite some recent advances, single-agent LLM-based tutoring still suffers from problems such as inaccuracies, varying quality of the pedagogical content, and low self-correction ability. In this dissertation, a Collaborative Multi-Agent Chatbot Framework (CMACF) for ITS and assessments is presented and evaluated. The system includes three agents: Tutor Agent, which generates adaptive explanations; Feedback Agent, which detects and corrects any potential misunderstandings; and Verifier Agent, which validates and optimizes responses prior to their delivery to the learner during Java programming lessons. For testing, the framework was used to perform 40 different Java tasks in the following domains: loops, conditionals, arrays, object-oriented programming, exceptions, and typecasting. A comparison between three frameworks was conducted based on three scenarios: single-agent system (SA), multi-agent system without verification (MA-NV), and the proposed multi-agentsystem with verification (MAV). The criteria applied included correctness, clarity, pedagogy, actionability, and consistency of responses. It can be concluded that the proposed model resulted in the best scores (4.52 points) and surpassed both the single-agent solution (4.165) and the multi-agent solution without verification (4.215). In addition, 25% of generated responses were subject to changes due to the verification component and improved task completion rate from 17.5% to 52.5%. Although the response generation time of MA-V (11.1 seconds) exceeded the single-agent solution (3.66 seconds), its quality is sufficient for intelligent tutoring purposes.
The Impact of Case Based Learning on Students' Understanding of Real World Applications of Genetics for Better Academic Performance
(SDU University, 2026) Dumanbek Sh.
This study examined the impact of case-based learning (CBL) on undergraduate students' academic performance in a genetics course and explored the role of motivation across different instructional contexts. Using a quasi-experimental design, 70 students at SDU University participated in four CBL case studies delivered in two formats: theory-based seminars and laboratory-based practical classes. Academic performance was assessed through pre-tests and case-specific post-tests, while motivation was measured using Keller's Instructional Materials Motivation Survey (IMMS) based on the ARCS model. ANCOVA results showed that CBL significantly improved performance in laboratory-based cases but not in theory-based cases, indicating that CBL effectiveness is context-dependent. Hierarchical regression analysis revealed that laboratory-based CBL produced substantially greater learning gains than theory-based instruction (B = 18.517, p < 0.001, ΔR² = 0.197). Regarding motivation, Satisfaction was the only ARCS subscale significantly predicting learning gains in theory-based classes, while motivational variables did not predict outcomes in laboratory settings, where the instructional environment itself appeared sufficiently engaging. These findings suggest that CBL is most effective in contextually rich, hands-on environments and that intrinsic satisfaction plays a key motivational role in less stimulating instructional settings. The results offer practical guidance for designing active learning interventions in undergraduate genetics education.
THE EFFECT OF GEOGEBRA ON ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS IN GEOMETRY LEARNING
(SDU University, 2026) Abdualiyeva G.
This study investigates the effect of integrating GeoGebra into geometry instruction on students’ academic performance at the high school level. The research was conducted among students in 10-th grade from “125 High School” in Kyzylorda city. The primary purpose of the study was to examine whether the use of dynamic geometry software GeoGebra contributes to improved learning outcomes in geometry. A quasi-experimental research design with pre-test and post-test measures was adopted. The participants included 35 students, who were assigned to experimental and control groups. The findings revealed that students who learned geometry through GeoGebra showed greater improvement in geometric understanding and higher post-test scores than those in the control groups. These results suggest that GeoGebra facilitates deeper comprehension of geometric concepts and supports active student engagement in the learning process. Overall, the study demonstrates that the integration of digital tools such as GeoGebra can effectively enhance geometry learning and represents a valuable auxiliary tool to traditional instructional approaches in mathematics education.