Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Aziya Zhumabayeva
Abai Kazakh National Pedagogical University
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Gamified digital exercises to enhance reading literacy in Kazakhstani primary schools Akkalam Zhekeyeva; Aziya Zhumabayeva; Aktoty Akzholova; Gulbanu Saduakas; Magripa Ibrayeva; Dinara Sambet
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.39054

Abstract

Recent national and international large-scale assessment results indicate persistent difficulties in higher-order reading comprehension among Kazakhstani primary school students. Although reading literacy (RL) is a strong predictor of academic success, existing instructional practices do not consistently support the development of advanced comprehension skills, and empirical evidence on technology-supported reading instruction in the Kazakh-language context remains limited. This study evaluated a technology-enhanced instructional framework integrating curriculum-aligned gamified digital exercises (GDE) into Grade 4 Kazakh language lessons. A quasi-experimental pre-test/post-test control group (CG) design was employed with 100 fourth-grade students. The experimental group (EG) participated in a six-week intervention implemented under typical classroom information and communication technologies (ICT) constraints, while the CG received traditional instruction. The results demonstrated significantly greater improvements in overall RL in the EG, with large effect sizes, particularly in higher-order comprehension tasks involving inference and information integration. A strong positive correlation was found between gains in RL and reading motivation. These findings suggest that curriculum-aligned gamified digital activities can effectively enhance both cognitive and motivational dimensions of reading development in resource-constrained primary education settings.
Effects of digital learning intervention on pre-service teachers’ innovation competence: evidence from Kazakhstan Zhazira Stambekova; Aziya Zhumabayeva; Zhanna Zhussupova; Saule Zhorayeva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39363

Abstract

Developing innovation competence (IC) is essential for pre-service teachers, as it enables them to effectively design, implement, and adapt instruction in increasingly complex and digitally enriched learning environments where technology integration, student-centered approaches, and pedagogical flexibility are critical. However, empirical evidence on how structured digital learning interventions (DLIs) foster multidimensional IC remains limited. This study examined the effect of a twelve-week structured DLI on IC in 156 third-year pre-service teachers using a quasi-experimental pretest–posttest design with a non-equivalent control group (CG). Participants completed the IC scale before and after the intervention. Results showed that the intervention significantly improved overall IC and all four dimensions: creative problem-solving (CPS), pedagogical adaptability, proactive initiative, and technology-enhanced instructional design, with the largest gains in CPS and technology-enhanced instructional design. Engagement with digital learning activities further predicted competence development, particularly in the intervention group. These findings suggest that integrating structured digital learning with intentional pedagogical design can effectively enhance innovation-oriented competencies. Teacher education programs can apply these insights to design interventions that prepare future educators for innovative, technology-rich classrooms.
Co-Authors Akkalam Zhekeyeva Aktoty Akzholova Dinara Sambet Gulbanu Saduakas Magripa Ibrayeva Saule Zhorayeva Zhanna Zhussupova Zhazira Stambekova