Yntymakkyzy K.2026-04-092026-04-092025Yntymakkyzy K / Application of CLIL teaching methods in chemistry lessons / SDU University / Faculty of Education and Humanitieshttps://repository.sdu.edu.kz/handle/123456789/2600This dissertation explores the use of the CLIL (Content and Language Integrated Learning) method in chemistry classes, focusing on its impact on students` academic performance and teachers` perceptions of its implementation in the classroom. The main research question of this study is: "how does the use of CLIL methods affect students` performance in chemistry and how do teachers perceive their use in the classroom?" approach was used to use mixed methods that combined quality interviews with seven teachers with CLIL experience and quantitative data from pre-and post-test tests conducted on experimental and control groups in three different schools. Data sources included academic databases such as Scopus, Research Gate, and Google Scholar. The results show that the effectiveness of CLIL varies depending on the educational context, student motivation, and pre-impact on CLIL. In school 1, where CLIL was newly introduced and motivation was high due to the preparation for the national test, students showed a significant improvement in post-test scores. School 2 (IB school) has shown moderate but statistically significant advances, indicating that CLIL can improve understanding of the subject even when the knowledge of the content is initially low. On the contrary, the 3rd school (Lyceum) showed the least improvement, which is probably due to the high base performance and previous experience of CLIL. However, achievements in all schools were statistically significant, confirming the overall positive impact of CLIL on students ` achievements in chemistry. The study concludes that while CLIL can be a powerful learning approach, its effectiveness depends on the specific learning environment and student background.enCLIL methodcontent and language integrated learningglossaryworking with English textThesis