Qubahan Academic Journal

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The Effectiveness of Storytelling and Dramatization Methods in Teaching the Literary Representation of Alash Figures in University Education
(2025-12-08)
А. Шамшадинқызы
;
Zeinep Zhumatayeva
;
Kunimzhan Sadirkyzy Abdikalyk
;
Karlygash Aubakirova
;
Bakyt Arinova
The growing emphasis on culturally responsive and decolonizing approaches in higher education highlights the need for pedagogical methods that support deeper engagement with national literary heritage. Within this context, teaching the literary representation of Alash intellectuals poses both educational and methodological challenges, particularly when traditional lecture-based instruction results in low student engagement and surface-level historical understanding. This study aims to evaluate the effectiveness of storytelling and dramatization as integrated instructional methods for teaching Alash-related literary content at the university level. The research tasks included designing a structured pedagogical model, implementing it in a controlled classroom environment, and assessing its impact on students’ cognitive, emotional, and communicative outcomes. The study contributes to the field by offering a systematic instructional framework combining narrative and performative learning and by providing empirical evidence of its effectiveness. Results demonstrate that students exposed to storytelling and dramatization showed significantly higher comprehension, memory retention, participation, emotional engagement, and creative expression compared with those taught through traditional lecture methods. These findings confirm that narrative-based and performative approaches enhance learning effectiveness and support deeper historical and literary understanding in culturally specific university courses.
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Visualization Technologies in Geomorphology Education: The Role of 3D Models, GIS, Maps, and VR/AR in Supporting Learning Effectiveness
(2026-08-23)
Nurkeyev Nurkeyev
;
Nurbol Ussenov
;
Borankulova Borankulova
;
Tulegenov Tulegenov
;
Issakov Issakov
Visualization technologies have become increasingly important in geomorphology education because they enable learners to explore complex landforms, spatial relationships, and relief-forming processes through more interactive and practice-oriented learning experiences. This study examines the educational role of three-dimensional (3D) models, digital and traditional maps, geographic information systems (GIS), and virtual and augmented reality (VR/AR) in supporting the learning of geomorphological concepts. A quasi-experimental approach was used to compare visualization-enhanced instruction with traditional teaching methods among university students studying geography. The assessment combined pre- and post-instruction testing, questionnaires, observation of the learning process, and evaluation of practical and project-based activities, while teachers’ perceptions of visualization technologies were also considered. The experimental group, which used 3D models, GIS, and VR/AR tools, showed an increase in the average learning score from 62.4 to 84.7, corresponding to a 35.7% improvement. In comparison, the control group taught primarily through traditional methods improved from 61.8 to 70.2, representing a 13.6% increase. In addition, 87% of surveyed teachers positively evaluated the use of innovative visualization technologies. The findings suggest that visualization-enhanced instruction can support students’ understanding of geomorphological processes, spatial and critical thinking, engagement, and independent research skills. At the same time, successful implementation depends on adequate digital infrastructure, teacher preparation, and students’ digital competence. The study highlights the value of integrating visualization technologies with theoretical instruction and practical activities to support more interactive, analytical, and research-oriented geomorphology education.

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