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Item Open Access MANAGING STUDENT ENGAGEMENT IN THE ELT CLASSROOMS(2022 International Young Scholars' Conference, 2022) T. Belgibay; Kh. DelovarovaAbstract This research work focuses on new methods and approaches for involving ELT students in the learning process using new technologies. The Google Classroom platform, as well as the use of interactive whiteboards, have earned their honourable attention and have firmly entered into modern ways of training teachers, significantly helping to progress performance and contribute to greater motivation of students. This was also established during a survey in which 15 secondary school teachers from Almaty took part, where it was revealed that teachers find the use of these technologies convenient and productive.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 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 Predictive Analytics for Student Engagement in E-Learning Systems(SDU University, 2025) Murattaly Y.; Serek A.To increase the success of students’ education, it is important to be able to predict the level of their involvement in the online educational environment. This study uses the Open University Learning Analytics (OULAD) open dataset to develop a systematic and reproducible approach to classifying student engagement. On the other hand, many other studies depend on specific datasets or limited definitions of engagement. A full cycle of data preprocessing and feature extraction was implemented, aimed at obtaining informative behavioral indicators based on click data and evaluation results. We trained and tested two traditional supervised machine learning model, Random Forest and Logistic Regression, using weight and macro-average metrics. The random forest model demonstrated high efficiency across all interaction classes and showed higher accuracy (0.926) compared to logistic regression (0.896). The results obtained emphasize the importance of high-quality data preprocessing and thoughtful design of features. In addition, they confirm that such signs provide valuable information for the development of early warning systems and the further development of educational analytics in higher education institutions.