04. Graduate School of Education
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Browsing 04. Graduate School of Education by Subject "academic achievement"
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Item Restricted THE IMPACT OF OVERPARENTING ON THE ACADEMIC ACHIEVEMENT OF FIRST-YEAR BACHELOR’S DEGREE STUDENTS IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2022-04) Tolenova, LazzatThe aim of the study is to establish whether or not overparenting during school years has a negative impact on low academic achievement of first year undergraduate students. Overparenting involves the excessive amount of attention or parenting power used towards the children, as well as unnecessary levels of advice or direction given, decision making, controlling, guidance, and high levels of being involved in children’s lives. Based on the previous research on excessive parenting techniques and their consequences, this parenting style was found to cause numerous negative traits of character in young adults, specifically as these adults just enter their university. Among some of those traits are such qualities as over-reliance, lack of self-discipline and self-trust, low coping skills, minimal ability to make one’s own decisions, and many others. Participants of this study included 100 students from three different universities in three biggest cities across the country, namely, one university in the capital and two regional universities. A latent variables analysis depicted that there is a number of reasons why overparenting is being utilized in many families in Kazakhstan. For instance, the feeling of regret for lost opportunities that so many parents experience or the desire to compensate the lack of time spent together with their children by controlling the study process. For adult children, the consequences of this parenting style have proven to be more negative than positive, mainly such as over-reliance and lack of self-organization. These negative skills have shown to be one of the main causes of low academic achievements of first-year university students across the country.Item Open Access Parental involvement in elementary education in Kazakhstan: Nature, factors, and implications for academic achievement(Nazarbayev University Graduate School of Education, 2018-06) Kaus, AlyonaParental involvement is a multidimensional construct required to ensure children success at school. The current study aimed to investigate parental involvement beliefs and practices utilized by Kazakhstani parents, the factors that mediate parental involvement, as well as the relationship between parental involvement and students’ academic achievement. The research reported on the data collected from 172 parents who had their children in Grade 1 and Grade 4 of the Elementary school....Item Open Access Parents’ and teachers’ attitudes towards homework at one elementary school in Kazakhstan(Nazarbayev University Graduate School of Education, 2020) Shaikhiyeva, BaktygulHomework has become a subject of a long-lasting debate among educational stakeholders including parents, teachers, students, school administrators, and policymakers around the world. A group of stakeholders believes that homework is crucial for enhancing student learning and building students’ study habits, while the other group runs counter emphasizing that homework diminishes student engagement. The purpose of this study is to explore teachers’ and parents’ perspectives about homework at a selected elementary school in Kazakhstan. The research disclosed elementary school teachers’ and parents’ homework development and assistance practices based on the main research questions 1) What are elementary school teachers’ perspectives about out-of-class assignments, and 2) What are the attitudes of elementary school students’ parents towards homework? Semi-structured interviews were conducted with five elementary school teachers and five parents. The findings revealed teachers’ and parents’ regular homework development, assignment, and assistance practices. Parents perceived their children to be spending comparatively more time than it was expected by teachers. Almost all the participants encountered certain difficulties in their homework practices. Teachers found the lack of didactic resources and designing differentiated homework tasks difficult, while parents struggled with the language barrier and family relationship issues. All these challenges encountered were perceived to have come from the introduction of Kazakhstan’s newly updated curriculum. Disregarding these challenges, almost all the participants held a positive attitude toward homework viewing it as an essential part of student learning that brings positive academic achievements. Both teachers and parents described quality homework as a clear task that links new learning with prior knowledge and promotes students’ independent learning. Since it is the first research on homework in the Kazakhstani context, its findings will help teachers to inform their homework practices. Parents will benefit from this study by gaining more insights into the way they engage in their children’s homework behaviour. The study may also contribute to the development of a coherent homework policy at the state, district, and school levels.Item Open Access Parents’ and teachers’ attitudes towards homework at one elementary school in Kazakhstan(Nazarbayev University Graduate School of Education, 2020) Shaikhiyeva, BaktygulHomework has become a subject of a long-lasting debate among educational stakeholders including parents, teachers, students, school administrators, and policymakers around the world. A group of stakeholders believes that homework is crucial for enhancing student learning and building students’ study habits, while the other group runs counter emphasizing that homework diminishes student engagement. The purpose of this study is to explore teachers’ and parents’ perspectives about homework at a selected elementary school in Kazakhstan. The research disclosed elementary school teachers’ and parents’ homework development and assistance practices based on the main research questions 1) What are elementary school teachers’ perspectives about out-of-class assignments, and 2) What are the attitudes of elementary school students’ parents towards homework? Semi-structured interviews were conducted with five elementary school teachers and five parents.....Item Open Access Teachers’ perceptions of gender and academic achievement: Gender Stereotypes among teachers in single-gender schools in Kazakhstan(Nazarbayev University Graduate School of Education, 2020) Kalilayeva, ShakhrizadaSingle-gender education is considered to have a positive impact on student achievement and is an alternative form of education to co-educational settings. In Kazakhstan, single-gender education is well established with schools such as “Bilim-Innovation” lyceums and provides full engagement of both genders in all curriculum subjects. However, for some time, the research has attempted to address common myths concerning gender-related stereotypes and the academic achievement of boys and girls in certain subjects. These common myths still persist today and may influence the practices of teachers and how they perceive the academic potential of their students. The present study examined attitudes of ten single-gender school teachers in Kazakhstan towards single-gender education and their beliefs about how they feel gender may affect students’ academic achievements in single-gender schools .....Item Open Access The Effect of Demographic, Family and School-Related Variables on Academic Performance and Educational Expectations of High School Students in Kazakhstan(Nazarbayev University Graduate School of Education, 2017-06) Zdorovets, MariyaThe purpose of this study is to examine the effect of demographic factors, family and school contexts on Kazakhstani high school students' academic achievement and their further expectations. The study is designed to address the following questions. The first question is aimed at finding out how gender, ethnicity, family background, parental involvement, school environment, and peer support influence Kazakhstani high school students’ academic achievement. The second question is aimed at finding out how gender, ethnicity, family background, parental involvement, school environment, and peer support influence students’ educational expectations. To conduct this study, a quantitative crosssectional correlational research design is implemented. For the first research question there are the following findings. First, gender is a great predictor of academic achievement. Female students demonstrate better performance in comparison with male students. Second, ethnicity does not have an effect on academic achievement. Third, family SES has no effect on child’s performance. Fourth, parental involvement does not have an effect on academic achievement. Fifth, among school-related factors only school environment is a significant predictor of academic achievement. For the second research question there are the following findings. First, students’ expectations differ by gender. Females have the higher expectations in comparison with males. Second, ethnicity has an effect on expectations. Kazakh students and students from other ethnical groups demonstrate the higher expectations than Russian students do. Third, family income level has a negative effect on expectations. The lower the income level is, the higher expectations students have. Fourth, there is an influence of parental education on educational expectations. However, only father’s education is the strongest predictor of students’ expectations. Fifth, parental involvement positively relates to educational expectations. Sixth, among schoolrelated factors only school environment is a significant predictor of students' expectations.Item Open Access The Relationship between Students’ Social Competence, Emotional Intelligence and their Academic Achievement at Nazarbayev Intellectual School of Aktobe(Nazarbayev University Graduate School of Education, 2017-06) Shaikhina, DinaIn the modern world the tendency to increase students’ academic achievement can be easily observed and Kazakhstan is not an exception. After getting independence in 1991 the country strives for entering the world arena in all the spheres including education. In Nazarbayev Intellectual Schools high academic achievement is one of the priorities for students. To reach this aim students and teachers are provided with all the necessary facilities, new technologies and gadgets, and are expected to develop academically and professionally. Students spend the whole day at school, even devoting their time after school to additional lessons, while teachers should conduct research and participate in conferences in addition to their teaching. All these efforts are aimed at increasing students’ academic achievement and ensuring high position of Kazakhstan in the world educational rankings. However, not all the aims regarding academic success have been reached, leading to concerns about the key factors which influence students’ academic achievement. To investigate the problem quantitative correlational design study was employed. All the data was collected in one educational organization which is Nazarbayev Intellectual School of Aktobe. A sample of 152 participants was selected by using non-probabilistic purposive maximum variation sampling procedures. Strengths and Difficulties Questionnaire (SDQ) and Trait Emotional Intelligence Questionnaire (TEIQue) were used to collect data. For data analysis, descriptive and inferential statistics, as well as hierarchical regressions were conducted in the Statistical Package for the Social Sciences (SPSS). The results provided information on the level of students’ social competence and emotional intelligence. The study also focused on how high, average, and lower performing NIS students compare in terms of social competence and emotional intelligence. The influence of gender, age and medium of instruction on the relationship between academic achievement and students’ social competence and emotional intelligence was studied as well. В современном мире наблюдается тенденция повышать академическую успеваемость учащихся, и Казахстан в этом случае не исключение. После обретения независимости в 1991 году страна стремится к вступлению на мировую арену во всех сферах, включая образование. В Назарбаев Интеллектуальных школах высокая академическая успеваемость является одним из приоритетов для учащихся. Для достижения данной цели учащимся и учителям предоставляется все необходимое оборудование, новые технологии и приспособления; также требуется, чтобы они постоянно развивались академически и профессионально. Учащиеся весь день проводят в школе, посвящая время после уроков дополнительным занятиям, в то время как учителя помимо преподавания проводят исследования и участвуют в конференциях. Все эти усилия направлены на повышение академической успеваемости учащихся и обеспечению Казахстану высокой позиции в мировых рейтингах. Однако не все цели касательно академического успеха были достигнуты, что привело к особому интересу к ключевым факторам, влияющим на академическую успеваемость. Для исследования данной проблемы был использован количественный корреляционный подход. Все данные были собраны в одной образовательной организации – Назарбаев Интеллектуальной школе г. Актобе. С помощью детерминированной целевой выборки с максимальной вариацией были отобраны 152 участника исследования. Для сбора данных были использованы опросник «Сильные стороны и трудности» и опросник «Эмоциональный Интеллект». Для анализа данных в пакете для статистических данных (SPSS) были проведены анализы описательной и дедуктивной статистики, а также иерархическое моделирование регрессий. Результаты показали уровень социальной компетенции и эмоционального интеллекта учащихся. Исследование также фокусировалось на сравнении уровня социальной компетенции и эмоционального интеллекта учащихся с высокой, средней и более низкой успеваемостью. Влияние пола, возраста и языка обучения на взаимоотношения между академической успеваемостью, социальной компетенцией и эмоциональным интеллектом учащихся также было изучено.