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Item Unknown Improving the methodology of distance learning mathematics for students in grades 5-6(SDU University, 2026) Yegeubekov Y.This study investigates the effectiveness of distance learning mathematics instruction for sixth-grade students through the use of video-based lessons and interactive digital tools. The research employed a quasi-experimental pretest–posttest design involving two sixth-grade classes in a private school in Kazakhstan, with one experimental group and one control group. The intervention included teacher-created instructional videos, Wayground and Kahoot activities, and structured online learning tasks. Data were collected through pre-tests and post-tests measuring students’ academic achievement in mathematics. The findings showed significant improvement in both groups after the intervention. The experimental group demonstrated higher engagement and positive learning outcomes, the difference between the groups was statistically significant. The results suggest that digital tools and video-based instruction can support student engagement and enhance the effectiveness of distance mathematics learning.Item Unknown The Impact of Gamified Learning Strategies on Student Achievement in Algebra and the Fundamentals of Analysis(SDU University, 2026) Gubasheva A.This study examined the impact of gamified learning strategies on Grade 10 students’ achievement in Algebra and the Fundamentals of Analysis and explored students’ perceptions of the gamified learning experience. A quantitative quasiexperimental design was used with 58 tenth-grade students from one school in Kazakhstan, including 29 students in the experimental group and 29 students in the control group. The intervention focused on derivative-based topics, including critical points, extrema, monotonicity, intervals of increase and decrease, and maximum and minimum values. A 25-item multiple-choice achievement test was administered before and after the intervention to measure students’ achievement. Students’ perceptions were measured using the GAMEFULQUEST questionnaire, which was completed by the experimental group after the intervention. The results showed that both groups improved from pre-test to post-test; however, the experimental group demonstrated greater improvement. The experimental group’s mean score increased from 10.28 to 17.52, while the control group’s mean score increased from 10.52 to 12.59. The posttest comparison showed a statistically significant difference in favor of the experimental group, t(56) = 5.27, p < .001, with a large effect size, Cohen’s d = 1.38. GAMEFULQUEST results indicated generally positive perceptions of the gamified learning experience, especially in the dimensions of Accomplishment and Guidance. The findings suggest that gamified learning strategies can support student achievement and create a positive learning experience in upper-secondary mathematics classrooms.Item Unknown The Impact of Case Based Learning on Students' Understanding of Real World Applications of Genetics for Better Academic Performance(SDU University, 2026) Dumanbek Sh.This study examined the impact of case-based learning (CBL) on undergraduate students' academic performance in a genetics course and explored the role of motivation across different instructional contexts. Using a quasi-experimental design, 70 students at SDU University participated in four CBL case studies delivered in two formats: theory-based seminars and laboratory-based practical classes. Academic performance was assessed through pre-tests and case-specific post-tests, while motivation was measured using Keller's Instructional Materials Motivation Survey (IMMS) based on the ARCS model. ANCOVA results showed that CBL significantly improved performance in laboratory-based cases but not in theory-based cases, indicating that CBL effectiveness is context-dependent. Hierarchical regression analysis revealed that laboratory-based CBL produced substantially greater learning gains than theory-based instruction (B = 18.517, p < 0.001, ΔR² = 0.197). Regarding motivation, Satisfaction was the only ARCS subscale significantly predicting learning gains in theory-based classes, while motivational variables did not predict outcomes in laboratory settings, where the instructional environment itself appeared sufficiently engaging. These findings suggest that CBL is most effective in contextually rich, hands-on environments and that intrinsic satisfaction plays a key motivational role in less stimulating instructional settings. The results offer practical guidance for designing active learning interventions in undergraduate genetics education.Item Unknown THE EFFECT OF GEOGEBRA ON ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS IN GEOMETRY LEARNING(SDU University, 2026) Abdualiyeva G.This study investigates the effect of integrating GeoGebra into geometry instruction on students’ academic performance at the high school level. The research was conducted among students in 10-th grade from “125 High School” in Kyzylorda city. The primary purpose of the study was to examine whether the use of dynamic geometry software GeoGebra contributes to improved learning outcomes in geometry. A quasi-experimental research design with pre-test and post-test measures was adopted. The participants included 35 students, who were assigned to experimental and control groups. The findings revealed that students who learned geometry through GeoGebra showed greater improvement in geometric understanding and higher post-test scores than those in the control groups. These results suggest that GeoGebra facilitates deeper comprehension of geometric concepts and supports active student engagement in the learning process. Overall, the study demonstrates that the integration of digital tools such as GeoGebra can effectively enhance geometry learning and represents a valuable auxiliary tool to traditional instructional approaches in mathematics education.Item Open Access The Effect of Artificial Intelligence on Secondary School Students' Self-Learning of Fractions(SDU University, 2026) Salamatkyzy M.This study examines the effect of an artificial intelligence-based intelligent tutoring system (MATHOS AI) on academic achievement in fractions and selfregulated learning among Grade 5 secondary school students. The research design includes an achievement test and a questionnaire measuring self-regulated learning (MSLQ). The study involved two groups: the control group received traditional instruction, while the experimental group was taught using the MATHOS AI platform. The study aimed to analyze the differences between the experimental and control groups in understanding fractions and developing selfregulated learning. The primary focus of the research was to measure students' academic achievement and the development of their metacognitive skills. The results of the study demonstrate that instruction based on MATHOS AI has a positive effect on both academic achievement in fractions and the development of self-regulated learning among students. These findings confirm the importance of implementing intelligent tutoring systems, such as MATHOS AI, in mathematics education programs in Kazakhstani schools.Item Open Access The Role of Adapted English Course Books in Vocabulary Enhancement of Intercultural Communicative Competence(SDU University, 2026) Baktybayeva A.In light of globalization and growing needs for intercultural communication, English language teaching (ELT) has moved away from focusing exclusively on linguistic competence to also focusing on developing intercultural communicative competence (ICC). Vocabulary plays a significant role in this, as vocabulary is one of the major means of expressing and interpreting cultural meaning. Additionally, adapted English coursebooks are becoming more widely utilized in a growing number of educational contexts around the world, including Kazakhstan, to ensure that what is being learned is relevant to the learner and that it is accessible. The purpose of this research is to examine how adapted English textbooks assist students with their vocabulary acquisition and thereby help them to develop their intercultural communicative competence. Qualitative research methods were used to conduct this study and the data were gathered from semi-structured interviews conducted with instructors of the English language. A thematic analysis of the data was conducted to find common themes in the responses from the instructors regarding their experiences, perceptions, and practices in their classrooms. The report serves as a contribution to knowledge of the literature concerning the adaptation of coursebooks for use in Kazakhstan and also shows how vocabulary learning and intercultural competence are connected.Item Open Access Enhancing Students' Interpersonal Skills in Secondary School Mathematics Education(SDU University, 2026) Ongarbek A.This study investigates the development of students’ interpersonal interaction skills in secondary school mathematics education. The relevance of the research is determined by the growing need to enhance students’ communication, collaboration, and mathematical discourse skills in accordance with contemporary educational requirements. In mathematics lessons, students are expected not only to solve tasks correctly, but also to explain their reasoning, justify their ideas, listen to peers, and participate in meaningful discussion. The purpose of the study was to identify effective pedagogical conditions for developing interpersonal interaction skills among secondary school students in mathematics education and to test their effectiveness experimentally on a sample of seventh-grade students. The research employed theoretical and empirical methods, including analysis of pedagogical literature, classroom observation, questionnaires, pedagogical experimentation, and qualitative analysis of the obtained results. A methodological system based on dialogic teaching, collaborative learning, communicative tasks, and psychotype-based group organization was developed and implemented. The results of the study showed that the proposed methodology had a positive impact on students’ communication, cooperation, active participation, confidence in expressing ideas, and ability to use mathematical language during lessons. The scientific novelty of the study lies in the development and experimental validation of a psychotype-based model for organizing collaborative learning in mathematics lessons. The practical significance of the research is associated with the possibility of applying the proposed instructional strategies and communicative tasks in secondary school mathematics education.Item Open Access AI-Powered Technology in Enhancing Biology Education(SDU University, 2026) Bizhanova A.This study investigated the impact of AI-supported learning on academic achievement, student perceptions, engagement, independent learning, and AI literacy in university biology education. The research was conducted among 52 undergraduate students enrolled in a biology course focusing on nervous system anatomy. A quasiexperimental design was employed, involving a control group receiving traditional instruction and an experimental group participating in AI-supported learning activities. Data were collected using pre-tests, post-tests, and a student perception questionnaire. The results demonstrated significant improvements in academic achievement within both groups. Although the AI-supported group achieved higher mean post-test scores, the difference between groups was not statistically significant according to independent-samples t-tests and ANCOVA analyses. Questionnaire findings revealed highly positive student perceptions of AI-supported learning. Students reported that AI facilitated understanding of complex biological concepts, supported independent learning, enhanced engagement, and helped identify knowledge gaps. Participants also demonstrated awareness of AI-related challenges, including misinformation, inaccuracies, and excessive reliance on AI-generated content. The findings suggest that AI-supported learning represents a valuable complement to traditional biology instruction. While no statistically significant achievement advantage was identified, AI contributed positively to student engagement, independent learning, conceptual understanding, and responsible.Item Open Access Investigating the Effect of Peer Learning on Students' Achievement and Attitude in "Discrete Mathematics"(SDU University, 2026) Orazkhan A.This research investigated how the Think–Pair–Share method combined with Structured Problem Solving (TPS–SPS) impacted students' academic performance and their attitudes about Discrete Mathematics. The study used a quasi-experimental pretest/posttest non-equivalent control group design with second- and third- year mathematics pedagogy students at a private university located in the Almaty region of Kazakhstan (N = 164 for achievement; N = 72 for attitude). The participants of the study attended the same lectures, yet their practice sessions differed because experimental groups completed TPS–SPS activities during a three-week Counting and Probability unit while control groups followed traditional individual-work instruction. Academic achievement was measured using a researcher-developed open-ended test (α = 0.809), and attitudes were assessed using an adapted Attitudes Toward Mathematics Inventory (α = 0.909). ANCOVA results showed a statistically significant effect for the 2nd-year cohort, with the experimental group producing higher adjusted post-test scores. The 3rd-year cohort did not show a statistically significant effect; however, both cohorts displayed similar improvement patterns, with experimental groups showing higher gains. No significant between-group differences were found in overall attitude for either cohort, yet the 2nd-year experimental group demonstrated a significant within-group improvement in self-confidence. The results suggest that TPS-SPS is an effective method for enhancing Discrete Mathematics achievement, while short-term interventions produce limited attitudinal change.Item Open Access The Impact of Artificial Intelligence on Transforming Chemistry Education: Opportunities, Challenges, and Future Directions(SDU University, 2026) Kerimbek A.This study investigated the impact of Artificial Intelligence (AI) on chemistry education by examining its effects on student learning outcomes and educators’ perceptions. A quasi-experimental design was conducted with 80 Grade 10 and 11 students from Kazakhstan schools, comparing AI-integrated instruction with traditional teaching methods. In addition, a survey of 105 chemistry educators explored the opportunities, challenges, and future role of AI in chemistry education. The results showed that students receiving AI-supported instruction achieved significantly higher post-test scores than those in the control groups. Educators reported that AI improved the visualization of abstract chemical concepts, personalized learning, and immediate feedback. However, concerns were raised regarding digital literacy, technological infrastructure, AI-generated inaccuracies, and academic integrity. The findings suggest that AI can significantly enhance chemistry education when supported by appropriate pedagogical strategies, teacher training, and reliable technological resourcesItem Open Access Digital Competence of Secondary School EFL Teachers: Perceptions, Challenges, and Practices(SDU University, 2026) Bekaidar N.Against the backdrop of a national declaration of 2026 as the “Year of Digitalization and Artificial Intelligence” Kazakhstan is carrying out a large-scale reform of its educational system. As for secondary school English as a Foreign Language (EFL) teachers, this change entails a transition from basic Information and Communication Technology (ICT) literacy to advanced, pedagogy-oriented digital competence. The qualitative study examined perceptions, practices and systemic challenges of six EFL teachers in different urban, private and rural settings in Almaty region. This study uses semi-structured interviews and theme analysis to explore how instructors deal with the new “teacher - artificial intelligence (AI) - student” relationship. The research reveals a clear divide in self-efficacy, with many instructors feeling overwhelmed by the pace of change in technology and constant infrastructure problems, while younger teachers in well-resourced workplaces report high levels of confidence and active tool use. Concerns included the rural-urban digital divide, severe time constraints, and lack of on-site pedagogical Information Technology (IT) support, similar to those in the first- and second-order obstacles literature (Ertmer, 1999). The study concludes that for sustainable development of digital competence we should move from the generic ICT training to contextual, practice-based, ‘cyberpedagogy’ models and formation of formal PLCs to encourage peer support and reduce professional isolation. The study recommendations clearly show that success in the national digitalisation policies requires a balance between the provision of hardware and pedagogical support.Item Open Access A Comparison of Effect of Abstract Textbook and Real-Life–Based Physics Problems on Students’ Attitudes and Perceived Relevance(SDU University, 2026) Rakhymberdiyev B.The purpose of this study was to investigate the effects of physics problems set within real-life contexts on students' understanding of physics and the relevance of physics to their lives․ The study used a mixed-method design with 84 students responding to textbook physics problems and five context-based problems, and 52 of them participated the survey with multiple-choice, Likert-scale, and open-ended questions․ Their results in both types of problem solving activities were compared and analyzed to test if there is any difference in overall achievements of students. Thematic analysis was implemented in order to make sense of the qualitative data as results of the open-ended questions. Most studies found that context-based problems had a positive effect on students' interest and relevance to physics․ Student learning‚ as measured by conceptual understanding tests‚ often improved‚ but the effect on performance was more mixed․ Results of the study indicated positive tendency in both problem solving and survey. Due to open-ended questions results, the vast majority of participants posed that realistic problems are deemed more interesting and encourage meaningful learning of physics‚ though this is only the case with a balanced set of problemsItem Open Access Assessing the accessibility of virtual chemistry laboratories for school students with special educational needs(SDU University, 2026) Absattarova A.Students with special educational needs (SEN) often face limitations in studying natural science subjects, including chemistry, where laboratory practice must be constantly conducted to consolidate theoretical knowledge. The main purpose of this study was to study the effectiveness of the use of virtual chemical laboratories (VCL) as an educational tool for this category of students. The study examined the following issues, such as how a student SEN perceives the virtual environment, what difficulties they face during work, and how the VCL affects their academic performance. The hypothesis is that a virtual chemistry laboratory needs to remove laboratory barriers from students with SEN, as well as help improve their academic performance. The research methodology is based on mixed methods of analysis: quantitative (pre- and post-test) and qualitative (structured interview and observation). The study involved 17 students with different categories of inclusion, enrolled in grades 6-9. The results of the data confirmed the positive impact of the virtual laboratory (VL) on students with SEN. Many students have recorded an increase in test scores. The qualitative analysis data confirms the quantitative results. The scientific novelty of this study lies in the simultaneous coverage of several inclusive groups, and the results of the study can serve as a basis for further research in this area.Item Open Access The Impact of STEM Integration on Secondary School Students' Conceptual Understanding in Physics(SDU University, 2026) Tursumbekova A.This study examines the effect of STEM-integrated instruction on 9th-grade students' conceptual understanding of Newtonian mechanics in Kazakhstan. Using a quasi-experimental pretest-posttest design with 74 students at Al-Farabi Specialized Lyceum, the experimental group (n = 34) received six weeks of STEM-integrated instruction while the control group (n = 40) followed traditional teaching. Conceptual understanding was measured via the Force Concept Inventory (FCI). Results showed that the STEM group significantly outperformed the control group, achieving a medium normalised gain compared to a low gain for controls. A pre-test gender gap closed entirely by post-test, confirming equitable outcomes. The study provides the first controlled evidence from Kazakhstani secondary schools that STEM integration substantially outperforms traditional physics instruction.Item Open Access Using Simple Chemistry Experiments to Improve Students' Understanding of Biochemical Processes in Biology(SDU University, 2026) Abilova A.One of the main problems in secondary education is the “separation effect", i.e. the teaching of biology and chemistry without any connection. Consequently, students consider biology as mere memorization of facts and chemistry as a set of tough formulas. Students often don't know that the two disciplines are a system that connect each other. To solve this problem, this dissertation proposed an experimental teaching method called "Four Main Pillars". The goal of this approach is to increase the interest and understanding of students by removing the boundaries between the disciplines and clearly demonstrating the biochemical relationships. The main benefit of this research is that its results can be applied in real life. Four main experiments were carried out during the work. They were: determining the acidity of the environment (pH), monitoring gas exchange, explaining how enzymes work, and demonstrating the distribution of molecules (diffusion). For such experiments, not expensive laboratory equipment, but simple everyday objects were used. Thanks to this, it was proven that science is very understandable and that it is closely related to our lives. The data collected shows that this change was quite effective. The quantitative analysis results showed that students' self-confidence increased 73%. In particular, the percentage of students who could explain biological processes in chemical terms increased from 9% to 82%. The numbers went up a lot for how much students understood the link between biology and chemistry. It went from twenty eight percent to ninety one. That stands out. Also more of them started thinking science could be done with basic stuff which went up by fifty six percent I think.Item Open Access The TFL Master Students’ Perceptions of the Integration of AI-assisted Tools for Speaking Skills Improvement(SDU University, 2026) Aldabek A.The rapid development of AI-assisted tools, chatbots has shaped the practice of learning English as a Foreign Language. The current study has explored TFL Master students’ perceptions on integration of AI-assisted chatbots within speaking. The research has also considered reflections on potential pedagogical integration of AI-assisted chatbots for speaking skills improvement due to the dual role of Master students, as learners and teachers. The study consisted of two stages: Liker-scale questionnaire to measure level of awareness, and a semi-structured interview exploring experiences of TFL Master students. Convenience sampling along with criterion-based purposive one were employed at two stages of the research. The derived data as the result of the interview was analyzed through thematic analysis. According to the findings, it has been revealed that TFL Master students hold positive perceptions regarding AI-assisted chatbots for speaking improvement, namely in order to upgrade pronunciation, vocabulary range, and preparation practices. Additionally, positive changes in terms of confidence and fluency also have been reported. Despite prevailing personal learning experiences with AI-assisted chatbots, the gap in terms of pedagogical integration has been identified as the result of the interview. The lack of direct integration of AI-assisted chatbots was reflected in the presence of challenges in assessment and methodology clarity, preference for peer and group interaction. There is an existing gap between personal and professional readiness to integrate contemporary AI-assisted tools. The current study contributes to the further practical reflections regarding AI-assisted chatbots within speaking improvement among educators, curriculum developers and other stakeholders such as policymakers within the EFL context.Item Open Access A Study of the Impact of the International Physics Olympiads on School Students(SDU University, 2026) Akniyet I.The skills and knowledge gained through participation in international physics Olympiads are a main point of analysis of this thesis․ The role of Olympiad learning as an effective way of promoting higher order thinking skills and a positive orientation to a future career in science has received increasing attention․ Nevertheless‚ there is little empirical evidence of its impact on students' competencies and aspirations‚ particularly in the case of Kazakhstan․ To bridge this gap‚ a mixed-methods approach was used to collect quantitative data with a structured survey adopting pre-tested standardized instruments for measuring 21st century skills and career aspirations‚ and qualitative data to triangulate‚ validate‚ and provide a deeper context of the quantitative findings․ Students who had previously participated in international physics Olympiads were included in the study․ Descriptive statistics‚ independent samples t-tests‚ and one-way ANOVAs were used to analyze gender‚ age‚ and school type differences between students in the studyItem Open Access Investigating the Effectiveness of AI-Supported Applications for Chemistry Teachers(SDU University, 2026) Akhmetova A.In this study, the impact of AI-assisted applications on teachers' teaching practices, namely the usage of certain AI applications, challenges in using them, and the required professional development needs were investigated. Qualitative content analysis of 30 peer-reviewed scientific papers was complemented by semi-structured interviews of 15 chemistry teachers, thus making it possible to verify theoretical insights in practice. It turned out that using AI technology can significantly help in saving teachers' time while grading, planning lessons, and explaining complex chemistry notions through visualizations. Nevertheless, the significant discrepancy occurred in terms of the tools that teachers utilized. Namely, most of the interviewed teachers used only those technologies that generate text based on the input, such as ChatGPT, neglecting the technologies more relevant for chemistry learning. The reasons behind this include low reliability of AI-based solutions, digital divide, and a lack of specialized professional development programs. Therefore, the results showed that AI is very promising for chemistry teaching. However, its implementation requires three main factors - accessibility, trustworthiness, and integration assistance.Item Open Access Overcoming Barriers to Integrating Digital Technologies into the Professional Practice of Physics Teachers (a Case Study of General Education Schools in Kazakhstan)(SDU University, 2026) Seidigali A.This dissertation examines the barriers to integrating digital technologies into the professional practice of physics teachers in general education schools in Kazakhstan. The study focuses on the gap between national digitalisation policies and actual classroom implementation, especially in physics, where visualisation, modelling, experimentation, and conceptual reasoning are essential. The research used a non-experimental descriptive-analytical mixed-methods design. Quantitative data were collected through an online survey of 151 physics teachers, while qualitative data were obtained from semi-structured interviews with six teachers and document analysis. The findings show that digital and AI-related tools are already present in teaching practice, but their use remains selective, uneven, and dependent on teacher competence, training, infrastructure, curriculum flexibility, and institutional support. Teachers valued digital technologies most for visual modelling, lesson preparation, and explaining complex physics concepts. The study contributes theoretically by adapting digital integration models to physics education and practically by offering recommendations for teachers, schools, training programs, and policymakers.Item Open Access Implementing Inquiry-based Learning in secondary school in science lessons: Exploring engagement and learning outcomes(SDU University, 2026) Toktar A.This study explored the use of Inquiry-Based Learning in secondary science lessons and its impact on students’ academic achievement and engagement. The participants were 78 students from Grade 5 and Grade 6. A quasi-experimental pretest–post-test control group design was used. In each grade, one class received inquiry-based instruction and one class was taught through traditional teacher-centred methods. The Grade 5 unit focused on Ecology and Environmental Impact, while the Grade 6 unit addressed Scientific Investigation and Formulating Hypotheses. Data were collected through pre-tests, post-tests, classroom observations, and student questionnaires. Academic achievement was analysed using a 2 × 2 mixed ANOVA. Differences in engagement were examined using independent-samples t-tests, and Pearson’s correlation coefficient was used to examine the relationship between engagement and achievement gains. Students in the inquiry-based groups demonstrated greater improvement than students in the control groups. They also reported higher levels of engagement during the intervention. The strongest outcomes were observed in Grade 6. The correlation analysis showed that students with higher engagement scores generally achieved larger learning gains.