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Subject: physics education ×

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    ItemOpen Access
    DIFFERENTIATION OF HOMEWORK IN PHYSICS TO IMPROVE THE ACHIVEMENTS OF 9TH GRADE STUDENTS IN SECONDARY SCHOOLS IN KAZAKHSTAN
    (SDU University, 2025) Dadayev Aslan
    This study examines the impact of differentiated homework assignments on the academic achievements of 9th-grade students in physics within secondary schools in Kazakhstan. The research employs a mixed-methods approach, incorporating both qualitative and quantitative data collection techniques, including pre- and post-assessment tests. The study aims to determine whether tailored homework assignments, based on students' proficiency levels and learning styles, enhance their understanding and performance in physics. Findings indicate that differentiation in homework positively affects student engagement, comprehension, and overall academic success. The research highlights the necessity of personalized learning approaches in physics education. This study contributes to the broader discourse on effective teaching methodologies and underscores the role of homework customization in fostering student achievement.
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    ItemOpen Access
    ВОПРОСЫ ОРТОГОНАЛЬНОСТИ И НЕРАЗЛИЧИМОСТИ В СЛАБО ЦИКЛИЧЕСКИ МИНИМАЛЬНЫХ СТРУКТУРАХ
    (Suleyman Demirel University, 2016) Кулпешов Б.Ш.; Алтаева А.Б.
    В настоящей работе исследуются циклически упорядоченные структуры с условием слабой циклической минимальности. Найдены необходимые и достаточные условия неразличимости множества реализаций неалгебраического 1-типа B счетно категоричных слабо циклически минимальных структурах. Данная статья направлена на рассмотрение понятия слабой циклической минимальности, введенного И первоначально глубоко исследованного, на вопросы неразличимости множества в слабо циклически минимальных структурах. В работе приводится в терминах слабой ортогональности выпуклых компонент неалгебраического 1- типа критерий неразличимости множества реализаций данного типа для счетно категоричных не 1-транзитивных слабо циклически минимальных структур, приводятся различные теоремы по данному вопросу и варианты их решения.
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    ItemOpen Access
    DEVELOPMENT OF AN ATTITUDE SCALE FOR PHYSICS COURSES AND A REVIEW OF STUDENT ATTITUDES
    (SDU University, 2025) Zhumabek B.
    This study examines the attitudes of Kazakhstani students in grades 9 to 11 toward physics, using a sample of 195 participants from public, private, and specialized schools, including Nazarbayev Intellectual Schools (NIS) and Bilim-Innovation Lyceums (BIL). The sample included 106 girls and 89 boys, reflecting a diverse educational context. Data were collected through a 21-item attitude scale adapted from Aydın Gürler and Baykara (2020), covering six factors: Motivation, Interest, Self-efficacy, Academic Engagement, Physics Anxiety, and Math-related Anxiety. Internal consistency was excellent, with Cronbach’s alpha values ranging from 0.96 to 1.00. Items were rated on a five-point Likert scale. Descriptive statistics (means, SDs, variances) and independent samples t-tests were used to analyze differences by gender and school type. Students showed generally positive attitudes toward physics: Motivation and Interest (M = 3.48), Self-efficacy (M = 3.46), and Engagement (M = 3.41) were relatively high. Physics Anxiety (M = 2.63) and Math Anxiety (M = 3.10) revealed the emotional complexity of physics learning. While gender differences were minimal, female students reported slightly higher anxiety levels. School type was more influential: students from NIS and BIL scored higher in motivation, engagement, and confidence than those in general schools, highlighting the role of institutional context and teaching approach. The findings emphasize the need for physics educators to address both cognitive and emotional aspects of learning. Especially in general schools, student-centered and inquiry-based strategies could improve engagement and reduce anxiety. Curriculum developers should also consider pacing and content design in early physics instruction. This study offers reliable data on student attitudes in Kazakhstan and validates a six-factor scale as a tool for measuring affective dimensions of physics learning. Future research could include qualitative methods, longitudinal tracking, or intervention studies.