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Item Open Access The Relationship Between Foreign Language Anxiety and Academic Achievement in an EFL Context(SDU University, 2025) Khassen Zh.This study investigates the relationship between foreign language anxiety (FLA) and academic achievement, measured by GPA, among first-year university students in an English as a Foreign Language (EFL) context in Kazakhstan. Although previous research works have established that high levels of FLA can hinder language performance, its effect on overall academic achievement remains inconclusive, especially in under-researched regions such as Kazakhstan. Grounded in Krashen’s affective filter hypothesis, Tobias’s cognitive processing model, and Horwitz et al. 's theory of FLA, the study utilized the Foreign Language Classroom Anxiety Scale (FLCAS) to collect data from 87 first-year students. Quantitative methods were employed to analyze descriptive statistics and the correlation between FLA and students’ self-reported GPA scores. The findings revealed that the mean anxiety score was 94.33, suggesting moderate to high anxiety levels. However, the Pearson correlation coefficient (r = 0.032, p = 0.766) indicated no statistically significant relationship between students’ FLA and their GPA. This implies that while FLA is prevalent, it does not necessarily predict academic success in a broader educational context. The study contributes to the existing literature by offering original data from Kazakhstani learners and suggests that emotional support in EFL classrooms remains important, even when anxiety does not directly impact GPA.Item Open Access Impact of foreign language classroom anxiety on reading performance of secondary school students(SDU University, 2025) Zhuman D.The study investigates the relationship between Foreign Language Classroom Anxiety (FLCA) and reading performance of Kazakhstani secondary school students who study English as a Foreign Language (EFL). The majority of previous research about FLCA has studied university students and speaking abilities, however this study examines how anxiety impacts reading performance which receive limited attention in this field. The research design employed a quantitative method. The research involved 90 students from Grades 7 to 9 at a private educational center in Almaty. The Foreign Language Classroom Anxiety Scale (FLCAS) was administered first to students to assess their anxiety levels. The students then took the Cambridge English Preliminary Reading Test to evaluate their reading performance. The research data indicated that students experienced anxiety levels ranging from moderate to severe as their FLCAS scores averaged 98.29. The reading performance of students remained low because more than 65% of them achieved scores between 2 or lower. The research established a moderate negative relationship (r = –0.344) between FLCA and reading scores which showed that students with elevated anxiety levels performed less well. The regression analysis established FLCA as a significant predictor of reading performance because it explained 11.8% of the score variance (R² = 0.118, p <.001). The findings indicate that anxiety produces negative effects on reading performance of students although reading is typically viewed as a low-pressure skill. The research demonstrates the need to understand emotional factors in classrooms as lowering anxiety levels could lead to better reading performance.Item Open Access Remarkable triangle lines and how to solve complex problems associated with these problems(SDU University, 2025) Zhandos B.This dissertation addresses a long-standing issue in secondary mathematics: students often receive limited practice in geometry due to a strong focus on algebraic skills and theoretical lectures. Geometry, however, requires active engagement, spatial imagination, and the synthesis of multiple theorems, making it vital for developing well-rounded mathematical thinkers. We propose a dual approach: (1) presenting a collection of complex geometry problems covering various essential theorems and advanced methods, and (2) implementing a Flipped Learning model that transfers theoretical lecture content to video tutorials, thereby reclaiming classroom time for deeper problem-solving activities. Our research involves multiple teachers and student groups, comparing traditional in- struction with Flipped Learning. We measure the outcomes through performance tests, surveys, and teacher observations, paying special attention to how this approach impacts geometry learning and overall satisfaction. By combining innovative pedagogy with rigorously chosen geometry tasks, this study demonstrates how educators can address the typical time constraint problem and enhance students’ comprehension of Euclidean geometry.Item Open Access THE IMPACT OF DIFFERENTIATED AND PRACTICE-ORIENTED HOMEWORK ON ACADEMIC ACHIEVEMENT IN PHYSICS IN KAZAKHSTAN(SDU University, 2025) Dadayev A.This study explores the impact of differentiated and practice-oriented homework assignments on the academic achievements of 8th and 9th-grade students in physics in secondary schools of Kazakhstan. The research combines a theoretical review with an experimental approach involving control and experimental groups. Differentiated homework was implemented for 9th-grade students, while practice-oriented tasks were introduced for 8th-grade students. The results demonstrated significant improvements in the academic performance of students in the experimental groups compared to the control groups, confirming the effectiveness of the applied homework strategies. Further statistical analysis (see Table 3.30) revealed that both approaches had a statistically significant impact; however, the practice-oriented homework showed a stronger effect, as evidenced by a higher F-value (14.3) and a lower p-value (< .001), compared to the differentiated approach (F = 6.31, p = 0.016). These findings highlight the value of incorporating real-life applications into physics homework to foster greater learning gains. The study provides practical recommendations for integrating differentiated and practice-oriented assignments into physics education to enhance student engagement, understanding, and achievement.Item Open Access ШАРУАШЫЛЫҚ СЕРІКТЕСТІК ҚҰРЫЛЫМЫНДАҒЫ ЖАРҒЫЛЫҚ КАПИТАЛДЫҢ РӨЛІ(SDU University, 2025) Давлетова А.Жұмыста азаматтық заңнаманы және сот практикасын талдау жолымен шаруашылық серіктестіктер тәжірибесіндегі жарғылық капиталдың құқықтық мәртебесі қаралады, сондай-ақ Қазақстан Республикасының корпоративтік мәдениетіндегі цифрлық валюталардың мәртебесі сипатталады. Қазіргі таңда кәсіп жүргізудің тиімді түрі ретінде шаруашылық серіктестіктер қарастырылғандықтан, мемлекетімізде осы іспеттен кәсіп жүргізілу кең тараған. Қазақстан заңнамасында Шаруашылық серіктестіктердің құрылуының мемлекет тарапынан бекітілген негіздерінің бірі – жарғылық капиталды құру болғанымен, тәжірибеде жарғылық капитал құрылмағанынан кәсіптер тәуекелге ұшырамайды, және осы себептен кредиторлар алдында жауапкершілік артпауына тиімді мүмкіндік болып табылады. Жұмыста заңнаманың осал тұстары анықталып, сот практикасында кездесетін даулар қарастырылып, заңнамаға қосымша толықтырулар ұсынылады.Item Open Access Грамматикалық материалдарды меңгерту арқылы оқу-танымдық құзыреттілікті арттырудың әдістемесі (7-8 сыныптар)(SDU University, 2025) Багдатқызы С.Білім саясатындағы түбегейлі өзгерістерді күнделікті оқу үрдісінде берілетін тапсырмалардан бастау қажет екендігі айқын көрсетілген. Оқушылар мұғалім қауымынан тек білімге ғана емес, өмірге үйрететін қабілеттілікті қажет етіп отыр. Құзіреттілік қалыптастыру дегеніміз – қазіргі оқушылардың шығармашылық қабілеттерін дамыта отырып ойлаудың, интеллектуалдық белсенділіктің жоғары деңгейіне шығу, жаңаны түсіне білуге, білімнің жетіспеушілігін сезінуге үйрету арқылы ізденуге бағыттауды қалыптастырудағы күтілетін нәтижелер болып табылмақ. Бұның өзі өз кезегінде қазіргі ұстаздардан шәкіртті оқытуда, білім беруде, тәрбиелеп өсіруде белгілі бір құзіреттіліктерді бойына сіңірген жеке тұлғаны қалыптастыруды талап етеді. Қазақ тілін оқыту - қызық да қиын. Әрбір пәнді заман талабымен сай өз деңгейінде игерте білу , қай уақытта болмасын, ең маңызды мәселе болып қалғаны анық. “Сабақ беру тек қана шеберлік емес,ол - жаңадан жаңаны табатын өнер” деп Ж.Аймауытов айтқандай қазіргі оқыту саласында әртүрлі жаңа әдістерді қолдану тәжірибеге салынып, нәтижесін беруде.Осы орайда,қазақ тілі сабағында білім алушылардың оқу-танымдық құзіретін арттыруды ұйымдастыруда жаңашыл әдістердің алатын маңыздылығы жоғары болмақ.Item Open Access Problems of implementing STEM education in mathematics (grades 10–11, Algebra and the Fundamentals of Analysis)(SDU University, 2025) Aralbay N.This dissertation work examines the theoretical and practical issues of implementing the STEM education system in the subject “Algebra and Analysis Beginnings” for grades 10–11. STEM approaches not only increase students’ interest in the subject, but also allow them to connect their mathematical knowledge with reallife situations. During the study, three STEM projects based on methods such as PBL (project-based learning), the 5E model, and engineering design were developed and a practical experiment was conducted. The experimental results showed that STEM methods increase students’ scientific thinking, independent decision-making ability, and motivation to conduct research. In addition, the difficulties encountered during the study, such as the level of teacher training, resource constraints, and integration into the curriculum, were analyzed, and methodological recommendations were made. The work provides a scientific and practical basis for the effective use of STEM education in secondary school mathematics.Item Open Access Improving the conceptual understanding of mathematics by solving real-life problems: a comparative analysis of methods and approaches(SDU University, 2025) Sagyndyk A.This study investigates how solving real-life mathematical problems can improve students’ conceptual understanding. A quasi-experimental design was implemented in two Grade 9 classrooms at a Kazakhstani secondary school. While both groups worked with the same real-life performance tasks, the experimental group (9A) engaged with them through rich tasks and the “5 Practices” model (Smith & Stein, 2018), fostering inquiry-based learning and mathematical discourse. The control group (9B) used traditional instruction methods. Quantitative and qualitative data were collected through pre-tests, posttests, performance tasks, observations, and reflection journals. Results showed significant improvement in both groups, but the experimental group demonstrated more consistent conceptual growth and deeper reasoning. The study concludes that combining real-life tasks with structured inquiry-based strategies enhances mathematical thinking, supports soft skill development, and contributes to more meaningful learning experiences.Item Open Access Жоғары білім беруде Алтын Орда дәуірінің әдеби мұраларын оқыту әдістемесі(SDU University, 2025) Құдайқұл А.Зерттеу жұмысының бірінші бөлімінде XIV ғасырда қалыптасқан Алтын Орда дәуірі әдебиетінің тарихи-әдеби негіздері, діни-философиялық мазмұны, көркемдік ерекшеліктері және түркілік дүниетаныммен сабақтастығы жан-жақты қарастырылады. Рабғузидың «Қисса-сүл әнбия» және Сәйф Сараидың «Гүлстан бит-түрки» шығармаларының құрылымы, мазмұны, идеялық бағыттары мен тәрбиелік әлеуеті талданған. Бұл бөлімде әдеби мұраның студенттің рухани-этикалық дамуына ықпал ететін басты фактор екендігі дәлелденіп, зерттеу нысанының ғылыми маңыздылығы айқындалған. Сонымен қатар, әдебиеттанушы, тілші және педагогғалымдардың еңбектеріне сүйене отырып, әдеби мұраны қазіргі білім беру жүйесіне ендірудің теориялық алғышарттары негізделеді. Зерттеу жұмысының екінші бөлімінде Алтын Орда әдебиетін жоғары оқу орындарында оқытудың әдіснамалық бағыттары мен технологиялары ұсынылады. Сүлейман Демирел университетінің студенттерімен жүргізілген тәжірибелік сабақтар мен сауалнама нәтижелері негізінде тиімді әдістер мен оқыту модельдері іріктелген. Дидактикалық материалдарды қолдану, мәтінмен жұмыс істеу әдістері, тарихи-әдеби контексте шығармаларды меңгерту жолдары нақты мысалдармен көрсетілген. Сонымен қатар, студенттің қызығушылығын арттыруға, көркем мәтінді саналы түрде қабылдауға ықпал ететін әдістер жіктеліп, инновациялық технологиялардың артықшылықтары дәлелденген. Бұл тарау педагогикалық тәжірибе мен ғылыми теорияны сабақтастыра отырып, оқыту процесінің нәтижелілігін арттыруға бағытталған. Зерттеу жұмысының қорытынды бөлімінде зерттеу жұмысында алынған нәтижелер жүйеленіп, негізгі ғылыми тұжырымдар мен ұсыныстар берілген. Алтын Орда дәуірі әдебиетін жоғары білім беру жүйесінде оқытудың маңыздылығы нақты мысалдар мен тәжірибелік нәтижелер арқылы дәйектеліп, студенттердің діни-рухани танымын қалыптастырудағы рөлі көрсетіледі. Зерттеу барысында ұсынылған әдістемелік жүйе білім алушылардың әдеби-танымдық көкжиегін кеңейтумен қатар, ұлттық мәдениетке деген құрметті арттыратыны айқындалды. Қорытынды бөлімде жұмыс нәтижелерінің практикалық қолдану аясы мен болашақ зерттеулерге бағытталған ұсыныстар да қамтылғанItem Open Access ВИРТУАЛДЫ КЕҢІСТІКТЕ ТАУАР БЕЛГІСІН ҚҰҚЫҚТЫҚ ҚОРҒАУ(SDU University, 2025) Абдуллаева А.Бүгінгі уақытта интеллектуалдық меншік, әсіресе тауар белгілері кәсіпкерлік қызмет жүргізуде тұлғаларды бірін-бірінен ажырату үшін қолданылатын маңызды құрал болып табылады. Виртуалды кеңістік технологияларының қарқынды дамуы, кең таралуы, сонымен қатар пайдаланушыларға қолдануға жеңілдігіне орай, тұтынушылардың көп бөлігі тауар сатушылар мен қызмет көрсетушілермен ара-қатынасуды виртуалды жолмен асыруды жөн көреді. Тауар белгілерінің иелерінің құқықтары бірнеше жолдармен жүзеге асырылады. Бұл мәселелер отандық және шетелдік заңнамаға талдау және тәжірибені зерттеу арқылы қарастырылады. Тақырыптың өзектілігі. Виртуалды кеңістік қазіргі экономиканың ажырамас бөлігіне айналды. Мұнда интернет, әлеуметтік медиа және цифрлық платформалар тауарлар мен қызметтерді сатуда шешуші рөл атқарады. Мұндай жағдайларда тауар белгілерін қорғау ерекше маңыздылыққа ие болады, өйткені брендтер компаниялардың маңызды материалдық емес активіне айналады. Негізгі мәселе - виртуалды кеңістік тауар белгілерін қорғау үшін жаңа қиындықтар туғызады. Олардың ішінде домендік атауларда, жарнамалық науқандарда, әлеуметтік желілерде, сондай-ақ маркетплейстердегі брендтерді заңсыз пайдалануды атап өтуге болады. Мысалы, киберквоттинг және хэштегтерді заңсыз пайдалану құқық иелерінің мүдделеріне қауіп төндіреді. Технологияның дамуы цифрлық ортада тауар белгілерін пайдалану мүмкіндіктерінің кеңеюіне әкелді. Бұл оларды әлеуметтік медиа мазмұнына біріктіруді, жарнама мен маркетингте пайдалануды қамтиды. Сонымен қатар, виртуалды кеңістіктердің, соның ішінде метаверстердің танымалдылығының артуы тауар белгілерін қорғау мәселесін қайта қарастыруды қажет етеді. Тауар белгілері зияткерлік меншіктің ең көп таралған объектілері болып табылады, өйткені тауарларды тұтыну мен тауарлардың әртүрлілігінің өсуі оларды нарықта бөлуді талап етеді. Өндірушілер тауар белгілерін домендік атауларды тіркеу және жарнамада, әлеуметтік желілерде және интернетте жарнамалау арқылы өздерін нарықта ерекшелендіру үшін қолданады. Құқықтық нормалар технологиялардың дамуына үлгермейтін жағдайларда тауарлық белгілерді қорғаудың тиімді құралдарын әзірлеу ерекше маңызға ие болады. Бұдан басқа, Қазақстанда нысанасы тауар белгілеріне айрықша құқықтар болып табылатын даулар саны өсуде. Сонымен бірге, елде тәуелсіз мамандандырылған сот жоқ, сондықтан соттар қиындықтарға тап болады, ал тараптар сәйкесінше айрықша құқықтарды қорғаудың қажетті деңгейін ала бермейді.Item Open Access Development of a Medical Decision Support System for Lung Disease Diagnosis Using Deep Learning(SDU University, 2025) Medeuova Zh.Lung diseases such as Chronic Obstructive Pulmonary Disease (COPD), asthma, and pneumonia remain a leading cause of morbidity and mortality worldwide, with developing countries like Kazakhstan experiencing a rising burden due to environmental and lifestyle factors. Traditional diagnostic methods, while effective, are often limited by cost, accessibility, and dependence on expert interpretation, especially in low-resource settings. To address these challenges, this study proposes a novel artificial intelligence DL based decision support system that classifies lung conditions into three categories like normal, COPD. Using multimodal data: chest X-rays and lung sound recordings. The system utilizes a dual-stream deep learning architecture with late fusion to extract and integrate features from each modality independently, removing the need for synthetically paired datasets. This approach not only improves diagnostic scalability and accuracy but also provides a practical, low-cost solution for early lung disease detection, particularly in underserved regions. The model’s performance demonstrates the viability of using real-world, unpaired data for multimodal diagnostics, offering a significant step toward accessible, AI-driven respiratory healthcareItem Open Access The University EFL Instructors’ Engagement in Research Activity: Motivations and Challenges(SDU University, 2025) Yessimbekov D.This study aimed to investigate English as a foreign language (EFL) university instructors’ engagement in research. It examined regional EFL university instructors’ reasons to engage and the limitations that hinder them from research activities. The data were collected from 15 EFL university instructors through semi-structured interviews. The main reasons for doing the research revolved around the significance of research in improving their professional career, the specific factors of teaching and research skills development, and promotion possibilities. The results of the findings also showed the main obstacles that limit them from doing research activities: lack of time, absence of access to recent research articles, and lack of encouragement and motivation. Comprehending these limitations, the study findings revealed suggestions and recommendations for policymakers, institutions, and instructors to make EFL contexts convenient for research engagement among instructorsItem Open Access Student-orientedness of Current EFL Coursebooks for Freshmen(SDU University, 2025) Uali A.In recent years the popularity of the learner-centred approach is rising rapidly and it is a trend of contemporary English language teaching. As a main source of knowledge EFL coursebooks should also meet the criteria of learner-centred approach. The current study aims to investigate whether current freshmen EFL coursebooks are student-centred or not. Employing interview, questionnaire and observation qualitative data was obtained from 10 EFL freshmen instructors. The findings reveal that the majority of teachers agree that current EFL freshmen coursebooks can be considered as learner-centred. Despite having positive answers, participants also mentioned several issues with coursebooks such as implementation of an approach, validity of content and students’ engagement. Also, learner centredness is not only dependent on coursebooks but teachers play a crucial role in providing learner centred lessons.Item Open Access Student-orientedness of Current EFL Coursebooks for Freshmen(SDU University, 2025) Uali A.In recent years the popularity of the learner-centred approach is rising rapidly and it is a trend of contemporary English language teaching. As a main source of knowledge EFL coursebooks should also meet the criteria of learner-centred approach. The current study aims to investigate whether current freshmen EFL coursebooks are student-centred or not. Employing interview, questionnaire and observation qualitative data was obtained from 10 EFL freshmen instructors. The findings reveal that the majority of teachers agree that current EFL freshmen coursebooks can be considered as learner-centred. Despite having positive answers, participants also mentioned several issues with coursebooks such as implementation of an approach, validity of content and students’ engagement. Also, learner centredness is not only dependent on coursebooks but teachers play a crucial role in providing learner centred lessons.Item Open Access Enhancing Trigonometry Instruction: An Intervention Study on the Integration of Flipped Learning in High School Classroom(SDU University, 2025) Tungushpayev T.This quasi-experimental study investigates the effects of integrating a flipped learning approach into high school trigonometry instruction. Four intact ninth-grade classes (80 students in total) participated over a six-week intervention: two classes (44 students) received flipped classroom instruction while two classes (36 students) served as controls with traditional teaching. In the flipped model, students studied video lessons (sourced from Khan Academy) as homework and engaged in problem-solving and discussions during class, whereas control classes received conventional lectures. A pre-test/post-test design was used to measure academic performance in trigonometry. The flipped learning intervention was grounded in constructivist theory, encouraging active pre-class learning and in-class collaboration. From pre-test to posttest, both experimental and control groups showed improvement; but, the experimental group showed a more marked improvement in test scores and conceptual understanding. An independent t-test verified a statistically significant variation in favor of the flipped approach (p <.05), since the post-test mean scores of the experimental classes were higher than those of the control classes. But not all students regularly watched the assigned videos ahead of class, so limiting the full impact of the flipped model – a major implementation difficulty. Still, students who participated actively in the video courses showed better performance, more drive, and more classroom participation. This study offers empirical data showing that flipped learning can improve secondary level trigonometry instruction, so raising student engagement and outcomes. It emphasizes the need of student responsibility and supportive scaffolding for effective flipped classrooms as well as provides useful insights for teachers on juggling in-class and out-of-class learning. Recording the benefits and disadvantages of flipped learning in a high school environment helps the body of knowledge on mathematics education to be improved and might direct instructional design, teacher preparation, and education policy meant to modernize pedagogy for better student learning.Item Open Access Efficacy of Cognitive-Behavioral Interventions in Reducing Foreign Language Speaking Anxiety: A Case Study of master's degree students(SDU University, 2025) Jaxybekova I.This study investigates the effectiveness of cognitive-behavioral interventions (CBIs) in reducing foreign language speaking anxiety (FLSA) among master’s degree students in Kazakhstan. Despite high English language proficiency, many graduate students face moderate to high levels of speaking anxiety, during such activities as classroom participation, oral exams and presentations. Such phenomenon may not only lower genetal performance of a student, but also limit students’ confidence and professional development. To address this issue, a three-week intervention program was designed using core CBT strategies: cognitive restructuring, graduate exposure and relaxation technique. A mixed-method case study approach was used, involving 30 master’s students from both public and private universities of Kazakhstan. Quantitative data was collected using Foreign Language Classroom Anxiety Scale (FLCAS) before and after interventions. Data was analyzed on a group-level, showing reduction in speaking anxiety, the most significant drop was evident in unprepared speaking, fear of negative evaluation and public correction. Qualitative data was gathered through semi-structured interviews after group interventions, as a complementary tool. Data was analyzed thematically and four key themes were revealed: (1) increased awareness through gradual practice , (2) improved emotional regulation, (3) enhanced speaking confidence, and (4) application of practices beyond the classroom. Study contributes to limited research on postgraduate students’ speaking anxiety, providing valuable insights from Kazakhstan’s educational context. Research findings suggest that brief, low-cost and adaptable interventions can have a meaningful impact on learners’ psychological readiness to speak.Item Open Access Development of a Mobile Application for Preparation for English Exam at Unified National Testing(SDU University, 2025) Anuarbekova A.This research project focuses on the development and evaluation of BikiUNT, a Telegrambased educational chatbot designed to support high school students in Kazakhstan preparing for the Unified National Testing (UNT) in English. The study aims to address the lack of accessible, localized, and exam-oriented digital resources for learners, particularly in underserved and rural areas. Through a pilot implementation involving 20 students, the study assessed the chatbot’s effectiveness in terms of usability, perceived usefulness, motivation, and learning engagement. Key features such as grammar modules, multimedia lessons, diagnostic testing, and gamification were explored. The results indicate high user satisfaction and suggest that BikiUNT can serve as a scalable and cost-effective EdTech solution for exam preparation in the national context.Item Open Access Сreating the integrative STEM lesson unit plan for 9th grade chemistry students(SDU University, 2025) Tazhimuratov S.STEM education-which encompassesscience, technology, engineering, and mathematics-is becoming a vital part of modern education as the demands of the 21st- century workforce evolve. In particular, there's a growing need to rethink how these subjects are taught to make them more engaging, hands-on, and directly tied to real-life situations. This project centers on the development of a dynamic chemistry unitspecifically designed for 9th-grade students. Rather than sticking to textbook-heavy instruction, the unit incorporates practical experiments, real-world connections, and collaborative group work to deepen students’ understanding of essential chemistry concepts. The goal is not only to improve academic outcomes but also to foster transferable skillssuch as critical thinking, creativity, teamwork, and problem-solving-skills that are increasingly valued in both higher education and future careers. The design ofthis unit alignswith national and international educationalstandards, ensuring that content remains rigorous while being accessible and relevant. A major focus is placed on connecting chemistry topics-like reactions, matter, and the periodic table-to everyday scenarios,such as cooking, environmental issues,or technology. This contextualized learning helps students see the point of what they're studying, which in turn can boost motivation and reduce disengagement often seen in traditional science classrooms. Additionally, the study examines how such an approach affects student outcomes, including academic achievement, engagement, and their attitudes towardSTEM as a whole. Preliminary observations suggest that students respond positively to lessons that are interactive and rooted in real life, showing increased participation and interest in the subject. Long-term, this model could serve as a framework for other educators aiming to bringSTEM subjects to life in a more student-centered and meaningful way.Item Open Access Using formative assessment by rural English teachers to improve speaking skills(SDU University, 2025) Abdykalykova Sh.This qualitative study explores how rural teachers employ formative assessment strategies to improve students' speaking skills in resource-constrained environments. Focusing on 12 purposively selected rural teachers, the research utilizes semi-structured interviews to investigate the types of formative assessments used, the challenges faced in implementation, and the adaptive strategies teachers develop to overcome these barriers. Key findings reveal that rural teachers rely on low-cost, interactive methods such as peer feedback, oral questioning, storytelling, and one-minute summaries to assess and enhance speaking skills. However, systemic challenges-including large class sizes, limited training, inadequate materials, and student anxiety-hinder consistent and effective formative assessment practices. Despite these obstacles, teachers demonstrate resilience by fostering collaborative learning environments and providing incremental, personalized feedback. The study emphasizes how crucial it is for rural educators to receive context-specific professional development that gives them useful formative assessment strategies adapted to their particular limitations. It also suggests legislative changes to close resource and infrastructure shortages in rural school systems. Formative assessment can become a more sustainable technique for enhancing oral communication skills among rural learners by filling in these gaps. This study adds to the larger conversation about fair language instruction by emphasizing the ability of rural educators to modify their teaching methods to meet the requirements of their students. By using mixed-methods approaches or larger-scale plans, future research could build on these findings.Item Open Access 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.