70 results
Search Results
Now showing 1 - 10 of 70
Item Open Access Retention of Administrative Staff in Higher Education Institutions in Kazakhstan(Nazarbayev University Graduate School of Education, 2025) Tursynbayev T.Administrative staff retention in higher education institutions (HEIs) is an important issue due to its impact on an institution's effectiveness. At first glance, it may seem that factors such as low wages and limited career opportunities may seem like the main difficulties. Still, the main reasons influencing employees' decisions to stay or quit remain poorly studied. The purpose of this study was to explore how working conditions affect the turnover of administrative staff and identify the primary problems they face in Kazakhstani universities. Topics such as job satisfaction, recognition, leadership style, career perspectives, salary, and human resource policy were investigated to determine their influence on employee retention. The study used a qualitative methodology, during which semi-structured interviews were conducted with ten administrative staff members from a private and an autonomous university. Thematic analysis was used to identify the patterns in data. The results of the study showed that although the working conditions were generally acceptable, the lack or slow career growth, tension in the team, salary and hierarchical decision-making structures contributed to dissatisfaction. Employees of autonomous institutions noted higher social benefits, while employees of private universities noted the flexibility of working conditions. Despite some differences between the two types of universities, the wish for career advancement was common to all participants. The study suggests recommendations tailored to specific conditions for improving staff retention, including more structured career paths at the beginning of employment.Item Unknown A Comparative Study of AI-assisted Assessment and Teacher-Assessment in an EFL Writing Course(SDU University, 2025) Fazilova A.With the rapid development of artificial intelligence in education, automated writing evaluation (AWE) tools such as ChatGPT are becoming increasingly popular for providing feedback on students' written works. This study explores the perceptions of first-year EFL students about AI-assisted assessment compared to teacher assessment in an EFL writing course at a private Kazakhstani university. Over the period of one semester, 33 participants have written 4 essays and received both the teacher and ChatGPT feedback on each essay. Their perceptions have been compared and analyzed with a quantitative research design with elements of qualitative analysis. A questionnaire with Likert-scale closed-ended and open-ended questions was used. The results revealed that while students recognize the importance of AI-assisted assessment for surface-level corrections (grammar, vocabulary, structure), the majority of students prefer teacher feedback for its clarity, personalized support, and depth. Additionally, most students viewed the ideal approach as a combination of two types of feedback: AI for quick technical feedback and teachers for more complex aspects like structure, argumentation, and tone. The study concludes that although AWE tools have potential as supplementary support in EFL writing instruction, they cannot replace the human connection and pedagogical insight offered by teachers. Implications for integrating AI tools into classroom practice and teacher training are also discussed, along with recommendations for future research in this evolving field.Item Open Access The Impact of Scientific Texts on Reading Motivation Among Freshman English Learners(SDU University, 2025) Murzakanova D.This thesis is conducted to investigate how scientific texts affect the reading motivation of freshmen university students who are learning English. During many academic English courses, students are required to read scientific texts from coursebooks. These texts are assigned to students to help them improve their academic vocabulary and reading skills in general. However, it is still not clear whether those scientific texts help students feel more motivated to read in English or in contrast make reading more difficult and less enjoyable to them. The goal of this research is to understand whether scientific texts have a positive or negative influence on students’ reading motivation. The study uses a qualitative approach. Data were collected through surveys collected from students and classroom observation forms filled in by teachers. The student surveys included questions about their experiences, opinions, and feelings while reading scientific texts in English. At the same time, teachers observed students in class during reading activities and shared their views based on what they noticed about students’ engagement and participation while reading those scientific texts. Some students said that scientific texts helped them learn useful vocabulary and better understand academic topics. These students felt more confident and were interested in reading in English. On the other hand, some students found the texts difficult because of the complex vocabulary and unfamiliar content they noticed while reading. As a result, they felt frustrated or less motivated to read in English. Teachers also noticed that some students became quiet or less active during these reading tasks. Because of scientific texts being often included in required coursebooks, it is important to understand how they affect students’ learning and their general motivation to read in English. This research suggests that choosing the right texts, preparing students before reading, and supporting them during the reading tasks can help make reading more enjoyable and effective to students.Item Unknown THE TASK DEVELOPMENT OF PHYSICS SUBJECT TEACHERS USING CHATGPT.(SDU University, 2025) Amirkhan D.This study explores the effectiveness of ChatGPT in solving of physics problems of varying difficulty levels across different topics as a generative AI language model. We mainly do aim to evaluate just how the model performs as well as integrate the model into physics education. The succeeding queries provide guidance to the research: With what accuracy does ChatGPT solve the physics problems at a variety of difficulty levels? Do certain specific physics topics vary in performance regarding amount? ChatGPT performs to a greatly better degree on low-difficulty problems, the study hypothesizes, and shows a stronger conceptual understanding rather than a numerical accuracy. Theoretical frameworks grounding the research are Technological Pedagogical Content Knowledge (TPACK), as well as the SAMR model (Substitution, Augmentation, Modification, Redefinition) used to assess the pedagogical value of AI integration in teaching. ChatGPT was in fact tested on a total of 105 physics problems, drawn from a total of seven topical areas, and a design which was quantitative and descriptivecomparative was adopted. Each response was scored through use of a structured rubric for conceptual understanding. The final accuracy was also able to be scored. Data were analyzed by descriptive statistics and t-tests. ChatGPT performs well enough on formula-based, low-difficulty problems, especially inside mechanics, as findings indicate, yet struggles upon optics and electromagnetism, abstract, complex topics. With consistency, conceptual understanding in scores happened to be higher than the accuracy of answers. The study offers several practical recommendations for integrating ChatGPT into STEM instruction. The study does also contribute in a theoretical way by applying both TPACK and also SAMR to AIassisted learning. It concludes instruction that is teacher-led should be supplemented, and not replaced, while ChatGPT can improve learning through its guided use.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 Identifying career aspirations of STEM Chemistry Teachers(SDU University, 2025) Zainy A.STEM is an integrated educational concept that combines the fields of Science (Science), Technology (Technology), Engineering (Engineering) and Mathematics (Mathematics). The term was first widely used in the 2000s in the United States for the purpose of reforming the education sector, and later became one of the areas of Education recognized at the global level. The STEM educational model differs from traditional subject teaching in that it organizes the educational process in a complex, interdisciplinary way, that is, it is based on teaching, combining several disciplines in solving real-life problems. Its significance lies not only in preparing individuals for specialized careers but also in cultivating a broader set of skills essential for navigating the challenges of the modern world.There are several reasons why STEM education is important. First, it prepares students for careers in STEM-related fields, which are growing rapidly and offer good job prospects. Second, it helps students develop skills that are valuable in all fields of work, such as creativity, innovation, and adaptability. Third, it promotes scientific literacy and understanding of important scientific issues. Despite its many benefits, STEM education faces several challenges. One challenge is the lack of qualified STEM teachers.Item Open Access Investigating Secondary School Teacher's Academic Achievement in Physics in Kazakhstan(SDU University, 2025) Sagynbayeva A.This study explores how secondary school physics teachers in Kazakhstan achieve academically as we center particularly upon their qualifications, teaching experience, professional development, and workplace conditions. The nation aspires to fortify its STEM instructional framework thus pedagogical enhancement and social advancement matter. It is vital to comprehend all aspects affecting instructor skill within physics. Information was acquired from 75 physics instructors throughout an array of state and independent academic establishments. This data collection employed a cross-sectional survey design. Investigators delineated then deduced statistical assessments for examination of trends within instructor demographics, scholastic histories, Unified National Testing (UNT) scores, also involvement amid professional growth endeavors. Cronbach’s alpha was used to verify the reliability of the survey instrument, also all sections showed acceptable internal consistency. Physics instructors, as findings divulged, exist as comparatively youthful and possess differing expertise degrees and credentials. A large quantity undertook postgraduate education, and most participants possessed at minimum a bachelor's degree. Although experts involved in growth greatly well-regarded, they viewed the training's effect upon classroom application as unremarkable. UNT scores were largely uniform. This suggested the specimen had been intellectually equipped to a commensurate degree. The study accentuates foremost institutional impediments like disparate access to resources along with erratic support for in-service training, which may affect teacher performance and student achievement. These conclusions stress that more focused initiatives are important to elevate physics instructors' scholarly and vocational competence especially in marginalized areas. This investigation augments the burgeoning compendium concerning teacher skill inside STEM areas. Functional guidance is also extended for Kazakhstan's policymakers, school leaders, and teacher education providers. Physics instructors elevate scholastic successes then impart science skillfully while they groom the future cohort regarding innovators also problem solvers.Item Open Access Improving Student Engagement and Academic Achievement Through Real-Life Applications of Proportion(SDU University, 2025) Alimzhanova Zh.This study investigates the impact of incorporating real-life tasks in the teaching of proportions on student engagement and academic performance. It is grounded in constructivist and situated learning theories and employs a quasiexperimental design. The intervention was carried out in a public school in Kazakhstan, involving 24 sixth-grade students in a single experimental group without a control group. The results demonstrated that real-life contextual problems enhance students’ motivation, functional mathematical literacy, and critical thinking skills. The research also includes a comparative analysis of Kazakhstani and Singaporean mathematics textbooks. Findings reveal that Kazakhstani materials emphasize formal procedures over real-world problem-solving, whereas Singaporean textbooks integrate contextual tasks more extensively. This highlights a need for curriculum modernization to better reflect practical applications and build essential competencies in mathematics education. The experimental phase involved a proportion unit designed around real-life scenarios such as calculating discounts, adjusting recipes, working with scale models, and budgeting. Students worked individually and collaboratively, completed pre- and post-lesson questionnaires, and took a summative assessment. The comparison of results before and after the intervention showed a clear improvement in both academic outcomes and student engagement.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 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.