08. Scientific Journals

Permanent URI for this community

https://repository.sdu.edu.kz/handle/123456789/752

Browse

Browsing 08. Scientific Journals by Subject "academic performance"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Early help, Better education!
    (Suleyman Demirel University, 2011) Yechshanov G.
    This paper examines the problem of school underachievement with particular attention to early foreign language instruction in preschool and primary school age. The study highlights that despite the recognized advantages of early systematic foreign language learning, many children experience learning difficulties that lead to poor academic performance and school maladjustment. The causes of underachievement are analyzed from psychological, pedagogical, biological, and social perspectives. Special emphasis is placed on factors such as insufficient school readiness, health problems, speech and sensory impairments, unfavorable social conditions, and weaknesses in teaching methods. The paper reviews classical and modern theories of school failure and stresses the importance of early diagnosis and timely pedagogical support. It is argued that effective assistance to underachieving students requires a комплекс approach involving teachers, psychologists, and medical specialists to prevent long-term learning difficulties and ensure successful education.
  • Thumbnail Image
    ItemOpen Access
    Researching the user experience of students with special educational needs using virtual chemistry laboratories
    (SDU University, 2025) Assel Absattarova; Halit Yilmaz Satilmis; Danara Raikhanova; Gulmira Bekenova
    Students with special educational needs often face significant barriers in chemistry lessons, especially in traditional chemical laboratory settings. Currently, this work is relevant because it is aimed at identifying key barriers preventing their participation in chemistry lessons, as well as studying the perception of a virtual laboratory by students with special educational needs. The aim of the work was to investigate what obstacles students with disabilities face in traditional chemistry lessons and how their experience changes when using a virtual laboratory. Open interviews with seven students with disabilities were processed using the method of thematic analysis. The analysis revealed four main barriers in the traditional learning format: 1) accelerated pace of material submission, 2) lack of practical interaction, 3) physical limitations, 4) emotional and emotional limitations. The virtual laboratory has overcome these obstacles by providing security, individual pace of work, multimodal visualization, and an enhanced sense of meaningful participation. The participants noted an increase in self-confidence, a decrease in anxiety in the classroom and an increase in motivation for the subject. The results confirm the potential of virtual environments as an inclusive tool that promotes equal participation of all students in a unified educational process.