Using self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan

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Almagul Kalykbayeva
https://orcid.org/0000-0001-5214-9526
Akmaral Satova
Akbota Autayeva
Ainur Ospanova
Aigul Suranchina
Uaidullakyzy Elmira

Abstract

The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study’s participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266 – students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students’ level of self-esteem with and without SEN.


 


Keywords: self-assessment, students, primary school, special needs, inclusive education

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How to Cite
Kalykbayeva, A., Satova, A. ., Autayeva, A. ., Ospanova, A. ., Suranchina, A. ., & Elmira, U. . (2021). Using self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan. Cypriot Journal of Educational Sciences, 16(4), 1631–1642. https://doi.org/10.18844/cjes.v16i4.6049
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