Browsing by Author "Sapazhanov Y."

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    Application of ROC Curve Analysis for Predicting Students’ Passing Grade in a Course Based on Prerequisite Grades
    (MDPI Mathematics, 2022) Orynbassar A.; Sapazhanov Y.; Kadyrov Sh.; Lyublinskaya I.
    Determining prerequisite requirements is vital for successful curriculum development and student on-schedule completion of the course of study. This study adapts the Receiver Operating Characteristic (ROC) curve analysis to determine a threshold grade in a prerequisite course necessary for passing the next course in a sequence. This method was tested on a dataset of Calculus 1 and Calculus 2 grades of 164 undergraduate students majoring in mathematics at a private university in Kazakhstan. The results showed that while the currently used practice of setting prerequisite grade requirements is accurately identifying successful completions of Calculus 2, the ROC method is more accurate in identifying possible failures in Calculus 2. The findings also indicate that prior completion of Calculus 1 is positively associated with success in a Calculus 2 course. Thus, this study contributes to the field of mathematics education by providing a new data-driven methodology for determining the optimal threshold grade for mathematics prerequisite courses.
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    Factors Affecting Mathematics Achievement in Central Asian Specialized Universities
    (International Journal of Emerging Technologies in Learning (iJET), 2020) Sapazhanov Y.; Sydykhov B.; Kadyrov Sh.; Orynbassar A.
    This study examines variables explaining student’s academic performances in mathematics from the specialized engineering institutions. A survey consisting of 42 items was conducted from 127 students and statistical multiple regression was carried out to analyze the data set. Based on FennemaSherman Mathematic Attitude Scales followed by the result of stepwise linear regression, found a significant impact of high school geometry grades in the mathematics performance. Authors suggest that mathematics instructors in higher education should pay attention to improve their student’s confidence, which in turn would decrease the anxiety level towards mathematics. The high school teachers should not advise their students to go to technical sciences in higher education unless the student’s confidence and high school math grade are sufficiently high.