Browsing by Author "Aldenov R."

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    EFFECTIVENESS OF HANDS-ON CHEMISTRY EXPERIMENTS IN HIGH SCHOOL EDUCATION
    (Faculty of Education & Humanities, 2024) Aldenov R.; Abilbek Zh.; Satilmis H.Y.
    Practical laboratory work is essential to secondary school education, especially when it comes to chemistry and other related disciplines. This study assesses how well-developed skills, piqued scientific curiosity, and improved learning outcomes are all achieved through hands-on chemistry activities. In Kazakhstan, data was gathered from 75 students in the 10th and 11th grades of state general education schools through the use of a mixed-method technique that combined questionnaires and interviews. The majority of students confirmed that laboratory work helps with memorizing, improves enjoyment of chemistry, increases motivation, and improves general attitude towards the topic. The results show that these comments were overwhelmingly positive. Despite these advantages, problems including a lack of resources and equipment keep hindering thorough practical training. Ensuring fair access to high-quality education requires addressing these issues. This study highlights the importance of innovative teaching approaches and adequate resources to promote student engagement and success in science and technology.
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    Effectiveness of Hands-On Chemistry Experiments in High School Education
    (SDU University, 2025) Aldenov R.
    This master’s dissertation explores the impact of different instructional strategies on students’ academic performance and engagement in chemistry education, with a focus on the effectiveness of practical, laboratory-based teaching methods. The study compares two groups of secondary school students: a primary group that received instruction through traditional lecture-based methods, and a focused (experimental) group taught using systematic, hands-on laboratory activities. A total of 42 students were involved in the research, equally divided into the two groups. Both groups followed the same curriculum content and were taught by similarly qualified instructors, ensuring the internal validity of the comparative design. However, the focused group engaged in practical work, including laboratory experiments aligned with curriculum objectives, while the primary group experienced conventional instruction with minimal laboratory exposure. To evaluate the outcomes, a mixed-methods approach was utilized. Data were collected through a Chemistry Achievement Test (pre- and post-intervention), a laboratory skills assessment test, and a structured questionnaire measuring student perceptions. Descriptive and inferential statistical analyses-including independent samples t-tests, and ANCOVA-were performed to assess academic growth, control for baseline differences, and examine the robustness of instructional impact. This study concludes that practical, laboratory-based teaching methods lead to more effective learning outcomes, particularly by enhancing scientific thinking, motivation, and personalized academic growth. The findings advocate for the broader integration of experimental learning strategies in chemistry curricula and underscore the need for policy support in expanding laboratory infrastructure, teacher training, and time allocation for hands-on instruction.