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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 Reasons behind demotivation of middle school mathematics students(SDU University, 2025) Myktybekov O.This study aims to explore the reasons behind the demotivation of middle school students in mathematics and to analyze how various emotional and pedagogical factors contribute to this phenomenon. Understanding the roots of demotivation is crucial for educators seeking to enhance student engagement and academic performance. The research was conducted using a modified questionnaire based on the work of Gur, Balta, Dauletkulova, Assanbayeva, and Fernández-Cézar (2023). The survey was carefully designed to measure multiple factors influencing motivation, including enjoyment, pride, anger, hopelessness, and boredom, as they relate specifically to mathematics lessons. The sample consisted of middle school students from grades 7, 9, and 10, with approximately 30 participants overall. The study not only examined correlations between motivation levels and academic performance but also included comparative analyses between different classes. For example, motivation levels were compared between 7K and 7L classes, as well as between 9th and 10th grades. Additionally, an experimental intervention was conducted in which Desmos, a dynamic mathematics technology tool, was introduced to the 7K class, while the 7L class continued with traditional instruction. This allowed for analysis of the potential impact of technology on student motivation. Quantitative data were analyzed using correlation analysis, factor analysis, and internal consistency measures, providing a detailed view of how different motivational factors interact and influence students’ attitudes toward studying mathematics. The findings offer insights for developing targeted strategies to foster motivation and reduce demotivation in mathematics classrooms.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 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 problems