Browsing by Author "Adilzhan A."

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    Creating the Integrative STEM Lesson Unit Plan for 11th Grade Students
    (SDU University, 2026) Adilzhan A.
    This study investigates the development, implementation, and evaluation of an integrative STEM lesson unit plan for 11th grade chemistry students across three secondary schools in Almaty, Kazakhstan a private school, a state school, and a specialized school. The study addresses three research questions concerning the development of an effective STEM unit plan, its impact on academic performance, and the challenges associated with its integration. Grounded in constructivism, the Zone of Proximal Development, inquiry-based learning, and the 5E Instructional Model, the research employed a mixed-methods design combining a quasi-experimental pre-test and post-test with semi-structured online interviews. A total of 117 students participated in the pedagogical experiment, and 15 chemistry teachers were interviewed. Research instruments were validated by five experts using Kendall's W analysis (W = 0.82 and W = 0.79, both p < .05). Paired samples t-tests confirmed statistically significant improvement in all six groups (p < .05). ANCOVA revealed significant advantages for the experimental group at the state school (F(1) = 9.34, p = .004) and the specialized school (F(1) = 9.14, p = .004). Qualitative findings indicated positive impacts on student engagement, motivation, and 21st-century skill development, while four systemic barriers were identified: infrastructural limitations, curriculum rigidity, inadequate teacher preparation, and student resistance. The study concludes that integrative STEM education has genuine and statistically demonstrable potential to enhance chemistry learning in Kazakhstan, and that successful implementation requires sustained investment in teacher professional development, school infrastructure, and curriculum reform.
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    IMPROVING SECONDARY SCHOOL STUDENT PERFORMANCE IN BIOLOGY CLASSES USING AI
    (Faculty of Education & Humanities, 2024) Adilzhan A.; Baimanova A.; Bexultanova A.
    The implementation of Artificial Intelligence into teaching biology to secondary school students implies that it will help people learn better and achieve educational goals more effectively. This study focuses on assessing the impact of AI-driven teaching methods on student motivation and academic performance through qualitative interviews and quantitative surveys with biology teachers, and pre- and post-tests results of students from different schools of Almaty, Kazakhstan. The study found that while there was only a slight improvement in overall academic knowledge, student motivation 137 significantly increased as a result of the AI-enhanced learning experience. The incorporation of AI technologies stimulated student interest and enthusiasm for biology, fostering a deeper engagement with the subject matter and promoting active participation in learning activities. Overall, this study underscores the importance of integrating innovative technologies like AI into educational practices to create dynamic and engaging learning environments that inspire and empower students to excel in their academic pursuits.