Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Aliya Kudaibergenova
Al-Farabi Kazakh National University
Education

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

Found 2 Documents
Search

 1 
Training of social education on prevention of the victim behavior Meiramkul Murzagulova; Kalipa Atemova; Aliya Kudaibergenova; Elmira Bayarystanova; Ardak Sembayeva; Aiym Massimbayeva; Ltifat Zhanybekova
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30234

Abstract

This study focused on assessing the impact of a specialized training program in dealing with victim behavior among teenagers. A total of 200 social educators from Kazakhstan participated in the study, evenly divided into an experimental group, which underwent training, and a control group, which did not receive training. A 100-point test was used in the study to evaluate pre-and post-training assessments. The average score on the pre-tests in both groups was 43. After the training, a significant increase in scores was observed in the experimental group, averaging 75.74, indicating the effectiveness of the training. The control group showed a slight increase with an average post-test score of 48.73. Statistical analysis underscored the impact of the training. Paired sample t-test for the experimental group revealed a significant mean difference with a significant value (p<0.001). The change in the control group was also significant but small (p<0.001). Independent samples t-test between the group results after testing indicated that the success of the experimental group was significantly higher (p<0.001). These results demonstrate the value of targeted training to enhance the capabilities of social educators in managing the behavior of victimized adolescents, emphasizing the need for such specialized programs in educational institutions.
Competency-based evaluation of scientific-pedagogical master’s programs Nurzada Kozhamberdiyeva; Aliya Kudaibergenova; Bakytgul Imanbekova; Sarash Konyrbayeva; Zhanar Bekturganova; Yücel Gelişli
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.v15i4.37191

Abstract

The goal of this study is to conduct a comprehensive evaluation of the master’s degree programs at the Faculty of Philosophy and Political Science of Al-Farabi Kazakh National University from the perspective of the competency-based approach. The study involves a targeted sample of 120 participants directly involved in the implementation and evaluation of scientific and pedagogical master’s programs: 70 master’s students, 20 teachers, 20 graduates, and 10 employers. The study employs a mixed-method approach, including surveys of master’s degree students, faculty members, graduates, and employers, as well as qualitative analysis of interviews with participants. Course relevance received the highest rating. Faculty members positively evaluate the alignment of the programs with the competency-based approach. Graduates emphasize the applicability of their knowledge, while employers express satisfaction with the graduates’ level of preparation. Kruskal–Wallis test analysis does not reveal statistically significant differences between groups for most indicators, confirming a consistent perception of educational quality. The interviews reveal a generally positive attitude toward the programs but highlighted several shortcomings, such as uneven competency development, insufficient practical focus, and limited engagement with the professional environment. The novelty of the work lies in the comprehensive empirical evaluation of master’s programs based on a competency-based approach from the perspectives of students, teachers, graduates, and employers. The practical significance of the findings lies in justifying the need for stronger integration of theory and practice, greater transparency in competency assessment, and expanded collaboration with employers to enhance the quality of master’s degree training.
Co-Authors Aiym Massimbayeva Ardak Sembayeva Bakytgul Imanbekova Elmira Bayarystanova Kalipa Atemova Ltifat Zhanybekova Meiramkul Murzagulova Nurzada Kozhamberdiyeva Sarash Konyrbayeva Yücel Gelişli Zhanar Bekturganova