Жарияланымдар / Публикации
Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Formation of Students' Research Skills in Digital Transformation of Physics Teaching(International University of Sarajevo, 2025-06-24); ; Guzel I. GarnaevaRapid changes in the composition of the student audience and the need to intensify practical classes force us to reconsider the usual approaches to teaching physics. This study examines the use of digital technologies, including the creation of a virtual laboratory, to enhance students' research skills without sacrificing face-to-face learning. The focus is on how digital tools can replicate hands-on learning and facilitate a more engaging and effective learning process. A mixed-method study was conducted at the Kazakh National Women's Pedagogical University and Kazan Federal University. It included experimental research and a cross-sectional survey to assess students' academic achievement using pre- and post-testing. The data collected were analyzed using ANOVA and other statistical methods. The introduction of virtual laboratories significantly improved student motivation and engagement in the learning process. This platform promoted the development of research skills, allowing students to actively study the material and perform simulation experiments. Teachers used accessible learning paths and tools to create individualized educational programs. At the same time, certain difficulties were identified related to technical aspects and ensuring proper user support. The use of digital technologies, in particular virtual laboratories, contributes to the growth of students' interest in physical culture and the improvement of their research skills. To achieve the best results, it is important to overcome technical difficulties and ensure proper training for both students and teachers. Important conditions for the successful implementation of digital tools in the educational process are the provision of comprehensive support and the organization of high-quality training. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, An educational mobile application for children with hearing impairment(2025-09-19); ; The purpose of this study is to assess the effectiveness of an educational mobile application in improving algorithmic thinking and academic performance among children with hearing impairments. The research was conducted in two stages: (1) the development of the application using an inclusive design approach with game-based learning elements, and (2) an experimental implementation in the educational process. The participants were 15 sixth-grade students from a specialized school for children with hearing impairments, divided into an experimental group (n = 7) and a control group (n = 8). The experimental group used the mobile application as a supplementary tool for programming lessons, while the control group was taught using traditional methods. Pre-test and post-test assessments were conducted to evaluate changes in algorithmic thinking and academic outcomes. The results demonstrated that students in the experimental group showed significant improvement in algorithmic thinking and academic performance compared with those in the control group. The use of the mobile application increased student engagement and facilitated more effective learning. The study concludes that the developed mobile application is an effective educational tool for enhancing algorithmic thinking and improving academic outcomes among students with hearing impairments. This research highlights the potential of accessible digital technologies in supporting inclusive education. The findings can guide educators, developers, and policymakers in integrating inclusive digital resources into curricula to promote equal learning opportunities for students with special educational needs. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Development and Implementation of an Educational Mobile Application for Children with Hearing Impairments(International Journal of Information and Education Technology, 2026-01-01); ; This study investigates the development and evaluation of an educational mobile application designed for children with hearing impairments. The application incorporates game-based elements to facilitate learning and enhance engagement. The primary aim was to assess its effectiveness in improving algorithmic thinking and academic performance. The research was conducted in two stages: (1) development of the application using an inclusive design approach, and (2) experimental implementation in the educational process. The participants were 15 sixth-grade students from a specialized school for children with hearing impairments, divided into an experimental group (n = 7) and a control group (n = 8). The experimental group used the application as a supplementary tool for learning programming, while the control group followed traditional teaching methods. Pre-test and post-test assessments were administered to measure changes in performance. The results demonstrated that the mobile application significantly enhanced algorithmic thinking and improved academic outcomes compared with the traditional approach. These findings highlight the potential of accessible digital tools to support inclusive education and promote effective learning among students with special educational needs. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, STEM-based teaching strategies for children with autism spectrum disorder(Modestum Limited, 2026-06-10) - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, The Effects of Artificial Intelligence Applications in Dramatic and Improvisational Poetic Performance(2026-06-16); Gulnaz DautovaThis study examined whether AI-supported instruction improves (a) academic achievement and (b) attitudes towards the Kazakh literature course during the “Dramatic and Improvisational Poetic Performance (Aitys)” unit. Using a pretest–posttest quasi-experimental design, 60 juniors studying Kazakh Literature at Abai Kazakh National University in Almaty (2025–2026) were assigned to an experimental group or a control group without random assignment. The experimental group participated in a five-week AI-integrated sequence (plus one assessment week) featuring GPT-based Kazakh-language models, algorithmic dialogue simulation, synthetic voice demonstrations, and computational dramaturgy activities, while the control group received traditional instruction. Outcomes were measured with an achievement test and a 15-item Literature Course Attitude Scale developed by the researcher. Content validity was supported through a table of specifications and expert review, and items were piloted with a parallel cohort to revise borderline discrimination indices before final administration. Normality checks supported parametric testing. Independent-samples t tests compared group means. Pretests showed no significant differences in achievement. Posttests favored the experimental group for achievement and attitude. Findings suggest that AI mediation can deepen understanding of aitys and strengthen engagement with Kazakh heritage. Besides, curricula should include explicit attribution, transparency about AI assistance, and consent-based protocols for voice technologies to address concerns about voice, authorship, and cultural representation. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Examining the Effects of Differentiated Digital Instruction on English Language Teaching in Inclusive Classrooms(Journal of Social Studies Education Research, 2026-06-27); ; ; Gulbagira SaurukovaThis study aimed to examine the challenges teachers face in differentiated digital instruction in inclusive English language classrooms and to investigate its effects on students’ English achievement and attitudes. The study was designed as an exploratory mixed-method study. In the qualitative phase, data were collected from 27 English teachers through semi-structured interviews to explore their experiences, professional development needs, and support expectations. In the quantitative phase, a pre-test–post-test control group design was implemented with 52 inclusive 7th-grade students. The experimental group received differentiated digital instruction, while the control group followed traditional textbook-based instruction. Data were analyzed using content analysis and Mann–Whitney U tests. The findings indicate that teachers experience difficulties related to time constraints, lack of resources, and the management of student diversity. However, they demonstrate a strong interest in professional development and emphasize the need for practical and application-oriented support. Quantitative results show that differentiated digital instruction has a positive effect on students’ English achievement and attitudes compared to traditional instruction. These findings suggest that differentiated digital instruction can support inclusive teaching practices when combined with appropriate pedagogical design and institutional support.