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All Journal International Journal of Evaluation and Research in Education (IJERE)
Akzholova, Aktoty
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Education

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Assessing the impact of a business-oriented educational course on the development of entrepreneurial thinking in pre-service primary school teacher Balginbayeva, Nurzhaugan; Akzholova, Aktoty; Baimaganbetova, Zhuldyzai; Duisenbayev, Abay; Yerkebayeva, Saule; Smanova, Alua; Aitenova, Elmira
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.36257

Abstract

This study aimed to assess the impact of a business-oriented educational course on the development of key components of entrepreneurial thinking among pre-service primary school teachers. The research involved 220 students from M. Dulati Taraz University. A pre-test/post-test design was used with an author-developed questionnaire. Entrepreneurial thinking was assessed both before and immediately after the course. Statistical analysis revealed a significant increase in the overall level of entrepreneurial thinking and its key components, including initiative, creativity, risk-taking, result orientation, and persistence. The course featured innovative teaching methods such as project-based learning, case studies, and business games, and was offered as an elective module on an experimental educational platform. The findings are consistent with international research, highlighting the importance of integrating entrepreneurial thinking into teacher training to enhance professional preparedness. These findings can help shape modern educational programs in Kazakhstan and the countries of the Commonwealth of Independent States, in line with global trends and the challenges of the 21st century.
Gamified digital exercises to enhance reading literacy in Kazakhstani primary schools Zhekeyeva, Akkalam; Zhumabayeva, Aziya; Akzholova, Aktoty; Saduakas, Gulbanu; Ibrayeva, Magripa; Sambet, Dinara
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.
Co-Authors Aitenova, Elmira Baimaganbetova, Zhuldyzai Balginbayeva, Nurzhaugan Duisenbayev, Abay Ibrayeva, Magripa Saduakas, Gulbanu Sambet, Dinara Smanova, Alua Yerkebayeva, Saule Zhekeyeva, Akkalam Zhumabayeva, Aziya