Browsing by Author "Alfira Makhmutova"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    EVALUATING THE EFFECTIVENESS OF A PEER TUTORING PROGRAM FOR ENGLISH LANGUAGE SUPPORT
    (SDU Bulletin: Pedagogy and Teaching Methods, 2025) Alfira Makhmutova; Leslie Haas
    This study investigates the impact of a peer tutoring initiative at a university in Uzbekistan designed to help students struggling with English proficiency in an English-Medium Instruction (EMI) environment. Although the institution requires a minimum IELTS score of 5.5 for admission, faculty observed that many students still encountered difficulties, especially in speaking and writing. To address these challenges, a pilot peer tutoring program was introduced, offering structured language support through volunteer student tutors. The research employed a mixed methods design, utilising pre- and post-program surveys, tutor session reports, and faculty feedback. Results demonstrated marked improvements in students’ confidence and English skills, with speaking emerging as the central area of concern for 75% of participants. After the program, 83.3% of students reported greater confidence in using English, and tutors observed high participation rates, with 76.9% of tutees actively engaged in sessions. Despite this, tutor recruitment and retention, inconsistent attendance, and gaps in institutional support posed challenges to program sustainability. The findings attest to the effectiveness of peer tutoring as a means of supporting languages in EMI environments but emphasise the importance of formal tutor training, designated tutorial spaces, and incentives in an attempt to enhance long-term outcomes. More research is recommended to measure the effect of the program on grades as well as long-term language acquisitio
  • Thumbnail Image
    ItemOpen Access
    GENDER ENROLLMENT PATTERNS IN A UNIVERSITY IN KAZAKHSTAN: A 2020-2024 ANALYSIS OF STEM AND NON-STEM DISCIPLINES
    (SDU University, 2025) Alfira Makhmutova
    This study explores gender enrollment patterns in STEM and non-STEM disciplines at a university in Kazakhstan from 2020 to 2024, examining evolving gender dynamics in higher education. Using longitudinal data on enrollment, gender ratios, and Unified National Test (UNT) scores, the analysis reveals persistent gender disparities. Female enrollment in STEM fields remained stable at approximately 34% throughout the study period, contrasting with higher but gradually declining female participation in non-STEM fields, which decreased from 74.8% in 2020 to 68.9% in 2024. Despite statistical significance in changes across both STEM and non-STEM fields, the practical significance of these shifts is minimal, highlighting the challenges of addressing gender imbalances in STEM. Factors such as cultural norms, limited female role models, and curriculum biases are discussed as contributors to the disparity. This research emphasizes the need for targeted interventions and inclusive policies to foster greater female participation and retention in STEM disciplines. The findings also underscore the economic and societal relevance of equitable education, offering actionable insights for policymakers and educators to promote gender equity in Kazakhstan's higher education system. Ultimately, this study contributes to the broader discourse on gender dynamics in education, particularly in the context of Central Asia.